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Well, lets see where I should begin. The first day in class, we all collectively decided that we were going to write about the issue of homosexual marriage. It was a good topic but was already being overused so when you came around to ask what we were going to write about, Tanner and I said that we had chosen the topic aforementioned. Summer spoke up and said that we no longer wanted to do this because we had decided to write about gender and sports. Shocked, Tanner and I both just went with it because you seemed to like the idea. We assumed that Summer must have been moderately knowledgeable on the topic at hand and could offer us assistance however, she did not. She chose to write the introduction and the explanation of the problem. Then Tanner decided he would write the proposed solution. I chose to write two reasons. Ivy chose to write one reason and the conclusion. I wrote the plan of argument and Ivy collected our sources for the annotated bibliography. Then when it came time to do our rough draft, we each wrote our prospective portions and sent them to Ivy who turned ours in ...
As students we are taught that in order to have an effective argument, we need a claim, reasoning, and evidence. When comparing, “Two Years Are Better than Four” by Liz Addison, and “Colleges Prepare People for Life” by Freeman Hrabowski it was made obvious that the passage written by Addison had a more effective argument because of the passages claim that was clear to the readers, great reasoning and evidence that backed up her claim.
I will be discussing about my reflection on the Six Week Group Content/Intervention Mid-term project and my internship. The assignment is on Psychoeducational and Counseling Groups for adolescents who are encountering dating violence from their partner. I will be discussing the paper and the critical knowledge that I obtained after completing the assignment.
Academics concentrate their emphasis on reading and less time on writing, but Elbow writes more in order to “coach” his students to approach their writing with “various concrete practices and techniques” (74). Students should be given a variety of texts to read including work from their peers, however, significant texts in the classroom should not be treated like “pieces behind glass”, but rather be used as tools to talk about or “borrow off of” because it engages the students with the text (74). The conflict of control over a text is a common issue between the writer and the reader because they both have their own perspectives. He points out how teachers take away the ownership of their students’ writing by determining meaning of the texts, even though, as academics they keep the ownership of their own writing as teacher, academic, and lecturer. As the teacher, it is important to understand that the student writer knows more than they can articulate (77). He attempts to show a trusting attitude towards language so that the students will focus their energy on their own thoughts and what they are trying to convey in their writing, instead of thinking language is unclear, political, and one-sided. Elbow wants his students to view their writing as “dialogic-parts” of a conversation by including their writing in peer discussions, which allows for both “monologic and dialogic discourse” (79). Student writers should be encouraged to write with more “authority” rather than an “Is this okay?” approach to their writing because it gives them more freedom to write with their own creativity and knowledge (81). The role of academics and writing go beyond the first year students’ classroom because both are important roles in
Cathy Birkenstein learned from her experience working with students that in general, students understand the concepts and processes of gathering information and entering a written conversation but they find it challenging to utilize that knowledge. After the students received the templates, they finally had the tools to utilize what they have learned, and create beautifully written argumentative conversations. Moreover, Graff and Birkenstein insist, that the templates pro...
We would do research on a subject or a person, and write about them. We, once again, were not allowed to be unique in our writing or think creatively or critically. This is the time when I was taught the five paragraph essay. As stated in Gray’s article, the five paragraph essay is detrimental to students’ writing. This format for writing is damaging because it doesn’t allow students to express their own ideas about a topic. It does not allow for any creativity or uniqueness in a paper. In tenth grade, I wrote many papers for my English class, but I never once got an A on them. I was led to believe that my writing was weak because I could not relate to what I was writing about. I did not have any emotional connection to the research papers I had to write, and it made it harder for me to write them. I had grown up not being allowed to think critically, and therefore, my papers in high school lacked creativity and deeper
Domestic violence (DV) is a pattern of behavior used to establish power and control over another person through fear and intimidation, often including the threat or use of violence. Domestic violence can include physical, emotional, psychological, financial, and/or sexual abuse. Abusers may use pressure, fear, intimidation, separation, and other behaviors to gain and retain power over their victims.
After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took and how role allocation affected, the group dynamics and the working relationships. Finally I will evaluate my work having discussed it with my fellow group members.
The Importance of Group Work in Today's Organizations. It could be argued that in order to be successful, modern organisations must actively develop strong and cohesive work groups. Why do you need to be a member? Is it true that there is no room for the individual in today’s organisation? The rapid progression and improvement in information and communication technology has led to modern organisations finding new ways to work.
According to Toseland and Rivas (2005), group dynamics are “the forces that result from the interactions of group members” (p. 64). These forces refer to either the negative or positive influences towards meeting members’ socioemotional needs as well as goal attainment within a group (Toseland & Rivas, 2005), like within my class work group experience. Some of dynamics that continue to emerge and develop in my group is the effective interaction patterns and strong group cohesion, which has generated positive outcomes and group achievement thus far.
The group couldn't seem to find time for us to meet and plan our presentation, the first and only time all group members were present to work on the presentation was on the morning of the presentation. We worked on it and at the time I believed we had agreed on our final product, I personally felt all the slides needed at this point was editing and final touches to make it visually appealing for the audience. I went online to the google presentation we were using as a group to prepare our presentation and was surprised to see a different layout, additional slides, and contents which were different from what we as a group had worked on and approved as the final work we were going to present. I confronted the group members as to the changes on the slides and we had a conflict of what our
In conclusion a mostly resemble the skills and qualities of a team worker but participation in different groups has led to the development of alternative skills which can be used in group work.
When I write a paper, I usually tend to write and edit at the same time. I could never continue writing without correcting my mistakes and making sure everything seems perfect. However, throughout this course, it made me realize that I should write everything on my mind, when writing a paper, just like I would in my notes. Later on, I should revise and edit my paper, making sure to cut back ideas and sentences that are off topic. Additionally, I’m the type of person that likes to write with no boundaries. Writing my research argument essay, made me realize that I could stick to a structure and yet bend the rules a little bit. When we started with this assignment, I was truly excited to research and write about a topic that I am passionate about. When we were asked to form an outline, I was bummed. I felt like I wasn’t able to form ideas or narrow down my topic, let alone write...
Working together with other people for an assignment can be a challenging task in some cases but luckily, I worked well with my group members. The decisions we made were anonymous although we paced ourselves individually when it came to completing our separate parts of the essay. As a group I believe that we connected well on an interpersonal level as all four of us were able to make alterations to any problem together . Furthermore, we did not give each other a chance to get angry at one another as we knew that this would only cause conflict that would disrupt our flow as a group. There was an equal divide in the amount of work that we all did; our contributions were fair and no one was lacking behind. In addition, my group members were great at keeping each other informed if one of us were not able to attend a group meeting; emails were sent out informing us what we missed and ideas that were formulated. Everyone in my group worked according to deadlines and in synchronization with each other; we did not have to nag anyone to complete work or wait on a member to complete their task.
Corey et al., (2014) notes that deeper levels of exploration are experienced in the working stage of group. According to Toseland and Rivas (2014), this stage of group development consists of structuring the group’s work to rely more on the direction and guidance of group members. In order to help group members to achieve their goals, the facilitator must maintain the member’s awareness of their goals. During this stage, members began to discuss personal issues, such as relationship issues, lack of self-care, sleep deprivation, and dissatisfaction with the internship process. Utilizing the person-centered approach, member’s roles are to develop awareness of themselves and others, find self-actualization, become open to the experience, and are willing to make changes (Prever, 2010). In the working stage of group, group norms were further explored and
clothing needed to be marked down and I was told how to use the system