Module Eight is finally here! The focus of this final module of WRT 101 will concern wrapping up the course.
The Module Eight assignments will guide you toward the following objectives:
- Demonstrate your analytical, research, writing, and communication skills by offering feedback to classmates in a final WRT 101 peer-review
- Showcase your competency with WRT 101 objectives by completing a polished Essay #3 final draft
- Reflect on writing development and growth by participating in a final discussion with classmates
In this final module of the course, be prepared to revise Essay #3 rough drafts, complete remaining assignments, and wrap up the course!
Aside from peer-reviews and your research materials, no readings are assigned for this module; however, as you revise your essays independently, you will likely find it valuable to review your research, specific past readings, lessons, and resources from this course, and online MLA resources. You may also want to review the following sample student essays:
- Restrooms for All
- Denied Justice for All
- Stars and Stripes Forever and the Freedom to Light It on Fire
CD8a: Peer-Review, Essay #3
In Module Seven, you completed a rough draft of Essay #3, and the first half of this module will consist of peer-review. Make the most of this final peer-review assignment by using it as an opportunity to showcase your growth as a reader, writer, and critical thinker and your competency with WRT 101 skills.
Essay #3 Peer-Review: Overview
Use this forum to workshop your rough drafts of your Essay #3. You should post your draft and responses to three classmates’ rough drafts by the due date noted in the Course Schedule. You will follow the same basic approach as you followed in the previous peer-reviews. See below for reminders and additional notes.
Essay #3 Peer-Review: Process
- Choose carefully when selecting drafts to review to ensure that everyone gets an equal amount of peer-review feedback.
- Reviews should be at least 200 words each.
- Use the Essay #3 Grading Rubric to offer feedback. It is recommended that you print it out and have it beside you as you offer feedback or having it easily accessible in a separate browser window. You can access this rubric by going to Content and selecting “Essay #3, Part II: Research Argument Grading Rubric” under “Quick Links to Major Assignments and Grading Rubrics” or clicking on the following link to open it in a new browser window: Essay #3, Part II: Research Argument Grading Rubric
- Be as helpful and specific as possible!
Do not make comments directly to drafts; instead, make comments in response paragraphs and post these response paragraphs as replies to drafts you review. Divide your comments into the following three main areas which directly reflect the assignment requirements and areas identified in the Grading Rubric and outlined below.
Essay #3 Peer-Review: Feedback
- Content: First, identify a strength related to the content. Then, offer suggestions. Questions to consider include: Does the essay focus consistently on developing and supporting an argument related to the author’s career focus? Does the author reference research to support the argument? Does the author come across as credible (ethos) and logical (logos)? How could the author build credibility and make his or her position feel more logical? Does the author use overly emotional strategies that turn you away…or the opposite? Does the author recognize and respond to counterarguments? Do any areas go off on tangents or contain information that is not related to the argument? What areas could the author develop and revise to strengthen the content of the argument?
- Organization: First, identify a strength related to organization; then, offer feedback on the overall organization of the essay. Questions to consider include: Does it contain an introduction, a series of focused body paragraphs, and a conclusion? Does the introduction introduce the issue at hand and reveal an argument (likely in the form of a thesis statement)? Does each body paragraph focus on one main idea related to the argument? Does the conclusion sum up the main points and offer final insights about the author’s argumentative position?
- MLA and Grammar: First, identify a strength of MLA or grammar. Then, offer MLA and grammar suggestions. Questions to consider include: Does the author follow MLA format for paper formatting and citations? Does the author weave outside source information in effectively through use of signal phrases, proper punctuation, and appropriate citations? Does the tone feel appropriate for a college essay? Is the essay free of errors? What could the author do to improve?
Remember those guidelines posted to the “Peer-Review: A Few Notes” page to ensure you have a solid sense of the goal and value of peer-review. You can access this page by going to Content and then locating it under “Course Materials” or just click the following link to open this page in a new browser window: Peer-Review: A Few Notes
Use this peer-review as an opportunity to develop your understanding of research-based argumentation, to gain ideas for strengthening your Essay #3, to participate in a community of readers and writers, and to grow as a reader and writer.
CD8b: “Farewell” Discussion
The final Class Discussion forum, CD8b “Farewell,” will be your opportunity to interact with classmates one last time before the end of the course. Go directly to the Discussion forum to view and respond to the prompt.
Use this forum as an opportunity to offer final thoughts and best wishes to classmates. You should contribute at least one post of at least 150 words by the due date noted in the Course Schedule. You are welcome, of course, to contribute more than one post. In your “Farewell,” reflect on how your writing has developed over the span of this course, and describe at least one WRT 101 concept or idea that sticks with you. Feel free, also, to share any exciting or meaningful future plans.
As with the previous course rough drafts, your instructor will post rough draft comments to the Gradebook. As you revise, use this feedback in addition to your group members’ feedback to guide your revision process. As you do so, keep your own best ideas for revision in mind also, as you know your ideal vision for the essay better than anyone and the best way to push your rough draft to a strong, final draft state. Keeping the Essay #3, Part II: Research Argument Grading Rubric handy and using it as a checklist will also prove useful as you revise.
After you complete and submit the assignments above, you are done. Congratulations on having completed Writing 101!