1. Please offer your suggestions as how we can grade your performance better?
First, I think “attitude” matters. This is an after class activity, and how we do the tasks through weekly blogging shows the motivation in learning this English course. Second, content is important. Since it is a blog writing, of course we can write in a less formal manner, but that doesn’t mean we can beat around the bush and at the end show no point at all. We still have to stick to the point and write something that really expresses ourselves. Here I think grammar is an inferior consideration. Although as English majors, the accuracy of grammar is important, but I personally think in this activity, minor grammar errors are tolerable. We should put more emphasis on communication efficiency. How we communicate with our key pals decides whether this two-way writing is successful.
2. Based on the criteria you suggested in Q1, please give a score to yourself and explain how you’ve earned it.
From 0 to 10, I choose to give myself 7. I can not say that I have done a very good job in writing my blogger, but I do take it seriously. Each time I get the new task, I will try as hard as I can to write down what I really want to share with my key pal, Wendy, and try not to make mistakes. I will review my tasks again and again after each task, and if I find errors, I will correct them immediately; or if I want to share more about my opinion, I will add some sentences to make the tasks more complete. However, although I take this activity seriously, there are in deed some parts that I do not achieve my goal and I think I am able to perform better if I try harder. There are three reasons why I choose to score myself 7. First, I do not reply to key pal’s comments on time every time, and I think I can make it if I can pay more attention to this part every week. Second, there is one task that I turned in late. I think that no matter how busy I am, it should always be my priority to finish this weekly work and in fact, this job will not take me too much time to finish. Third, I think I can write more in tasks, try to tell my opinion in a more organized way, and use some new words to enhance my writing. After these three reasons, I think 7 will be a proper score for my performance.
3. Based on the criteria you suggested in Q1, please give a score to your partner and explain how s/he has earned it.
I really enjoy doing this work with my key pal, Wendy. Wendy is really a nice girl. She is always willing to talk with me through MSN, and she has a positive attitude towards this project. If she is busy and is not able to reply my task on time, she will try her best to finish them as quickly as possible. Therefore, I choose to give her 9.
2009年12月29日 星期二
2009年12月16日 星期三
The Rights to Write Week 11
1. Based on your preference, what kind of classroom activity do you like most and which one do you like the least?
The classroom activity I like most is watching and the one I like the least is reading. I think the reason why I like reading the least is perhaps because my reading speed is slow, and it always takes me a lot of time to read through materials and to understand the text. I often get impatient when I can not finish reading quickly. So it is obvious why I like watching. Watching provides sound and images, and therefore I can understand the meaning right away, or at least more quickly than by reading.
2. Can you recall some very fun activity you experienced recently in class? Please describe it.
I still vividly remember the time we spent in the computer room 216 to have our composition class. In the class, Dr. Chen, the lecturer of our English composition classes, taught us how to make a short video with Move Maker. And our group chose to modify a penguin video to a funny one. We learned how to cut and edit the film, key in new lines, make special effects, combine sound, images, and words together and at last uploaded the output. We did a good job and the video came out really funny. This was the first time I learned English through hands-on activity and I love it very much!
3. When encountering some kind of difficult knowledge, do you have any strategies to process it?
Actually, I don’t have any strategy to overcome difficult knowledge. When I encounter difficult knowledge, I will search some information on the Internet and try to combine them or I will choose to ask teachers. I am looking forward to find my own strategies to overcome difficulties in learning.
4. Based on your responses to Q1, Q2, and Q3, can you tell the type of learner you are? Why?
I think I am a learner who prefers to learn new things through watching and hands-on activities. Learning by watching enables me to understand what the lecturer wants to convey easily and by hands-on activities enables me to take part in the process of production and therefore, I will not easily forget what I learn.
The classroom activity I like most is watching and the one I like the least is reading. I think the reason why I like reading the least is perhaps because my reading speed is slow, and it always takes me a lot of time to read through materials and to understand the text. I often get impatient when I can not finish reading quickly. So it is obvious why I like watching. Watching provides sound and images, and therefore I can understand the meaning right away, or at least more quickly than by reading.
2. Can you recall some very fun activity you experienced recently in class? Please describe it.
I still vividly remember the time we spent in the computer room 216 to have our composition class. In the class, Dr. Chen, the lecturer of our English composition classes, taught us how to make a short video with Move Maker. And our group chose to modify a penguin video to a funny one. We learned how to cut and edit the film, key in new lines, make special effects, combine sound, images, and words together and at last uploaded the output. We did a good job and the video came out really funny. This was the first time I learned English through hands-on activity and I love it very much!
3. When encountering some kind of difficult knowledge, do you have any strategies to process it?
Actually, I don’t have any strategy to overcome difficult knowledge. When I encounter difficult knowledge, I will search some information on the Internet and try to combine them or I will choose to ask teachers. I am looking forward to find my own strategies to overcome difficulties in learning.
4. Based on your responses to Q1, Q2, and Q3, can you tell the type of learner you are? Why?
I think I am a learner who prefers to learn new things through watching and hands-on activities. Learning by watching enables me to understand what the lecturer wants to convey easily and by hands-on activities enables me to take part in the process of production and therefore, I will not easily forget what I learn.
2009年12月6日 星期日
The Rights to Write Week 10
Question 1: From 1~10 (with 10 as the highest score), how well are you two doing? Please grade yourselves and give a suggestive score.
Question 2: How and why did you two decide the score?
Question 3: What kind of improvement are you two making in the remaining weeks of the semester?
Basically, up to now, I think we have done this cooperative activity well. We both work hard and make attempts to express accurately. Besides, we talk to each other through MSN; we share the experiences as a college student and inform each other of latest situation in college. If we have question, we ask each other. We keep in contact so we won’t be perplexed about how to do the task. After the discussion, we decide to score ourselves 7. There are three reasons why we decide to give ourselves the score. First is about punctuality. We fail to give replies on time and this happen almost every week. Second is about mutual correction. Even though Wendy and I posted our comments, we didn't discuss about the mistakes in the tasks. This is something we may work on more. Third is about full discussion. I think we can have more discussion on each task and share more opinions. In the remaining weeks, we will try to give replies on time and correct errors in our writing.
Question 2: How and why did you two decide the score?
Question 3: What kind of improvement are you two making in the remaining weeks of the semester?
Basically, up to now, I think we have done this cooperative activity well. We both work hard and make attempts to express accurately. Besides, we talk to each other through MSN; we share the experiences as a college student and inform each other of latest situation in college. If we have question, we ask each other. We keep in contact so we won’t be perplexed about how to do the task. After the discussion, we decide to score ourselves 7. There are three reasons why we decide to give ourselves the score. First is about punctuality. We fail to give replies on time and this happen almost every week. Second is about mutual correction. Even though Wendy and I posted our comments, we didn't discuss about the mistakes in the tasks. This is something we may work on more. Third is about full discussion. I think we can have more discussion on each task and share more opinions. In the remaining weeks, we will try to give replies on time and correct errors in our writing.
2009年12月1日 星期二
The Rights to Write Week 9
What do you think about this stigma?
Does the description match your self-identity or -realization? If not, offer a counter claim.
I think it is not true and unfair to consider all the youngsters who were born after 1981 as the strawberry generations. Of course it is true that there are people who are low in compressive strength and easy to get frustrated, but that can not cover all the young generations. There are youngsters who work hard to make an improvement and who have been very successful in their professional fields.
As far as I know, there are several things that can show we young generations are really working hard and making improvement. First, in recent years, students in high schools have performed better and won more prizes in several academic fields than before, as we can see on the TV reports and newspapers that students won several invention awards or other contests. The research they were doing or the process they went through to complete the tasks were not easy to succeed. But they have still done good jobs. That means students in young generations are not as commonly said to be easily defeated by difficulties. Second, the ministry of education has set up many activities to cultivate new age leaders. Students joining these activities learn to be more independent, creative, and considerate. They listen to lectures, play games, do presentations, and reflect on what they have learned during the activities. Therefore, they cultivate the abilities to think independently, have critical mind and know how to express their thoughts clearly and constructive, which means the young generations are not bookworms; instead, they combine their studies with different activities and therefore, what they learn, they are resolved to practice. Also, teamwork is one of the most important factors in the many activities. This shows that the young generations are not care only for themselves but actually, they learn how to build good interpersonal relationships and to be tolerate and considerate.
To be brief, the young generations do not really deserve to the stigma.
Does the description match your self-identity or -realization? If not, offer a counter claim.
I think it is not true and unfair to consider all the youngsters who were born after 1981 as the strawberry generations. Of course it is true that there are people who are low in compressive strength and easy to get frustrated, but that can not cover all the young generations. There are youngsters who work hard to make an improvement and who have been very successful in their professional fields.
As far as I know, there are several things that can show we young generations are really working hard and making improvement. First, in recent years, students in high schools have performed better and won more prizes in several academic fields than before, as we can see on the TV reports and newspapers that students won several invention awards or other contests. The research they were doing or the process they went through to complete the tasks were not easy to succeed. But they have still done good jobs. That means students in young generations are not as commonly said to be easily defeated by difficulties. Second, the ministry of education has set up many activities to cultivate new age leaders. Students joining these activities learn to be more independent, creative, and considerate. They listen to lectures, play games, do presentations, and reflect on what they have learned during the activities. Therefore, they cultivate the abilities to think independently, have critical mind and know how to express their thoughts clearly and constructive, which means the young generations are not bookworms; instead, they combine their studies with different activities and therefore, what they learn, they are resolved to practice. Also, teamwork is one of the most important factors in the many activities. This shows that the young generations are not care only for themselves but actually, they learn how to build good interpersonal relationships and to be tolerate and considerate.
To be brief, the young generations do not really deserve to the stigma.
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