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Blog Posts
To earn full credit for a blog post, you must compose 300 words in response to the prompt, and you must quote and cite an assigned source. Below is a list of graded blog posts this semester, linked to corresponding prompts: If you want to discuss your blog grades or make-up any of the above work, reach out to me by April 25. If you completed the blog post from the first day of class about your collaborative marshmallow build, five extra credit points will be added to your final grade. You will be assigned to write an About page before the end of the semester. Details to follow. There…
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4/16: Mapping your Autoethnography with Data
Working with Datasets Access your dataset by looking at your coding tables you created for homework. Carefully read these tables as together, as if they were one text. Using a highlighter, pen, or other signifying tool, mark any codes that are similar across the tables. You may want to denote one set of similarities with an asterisk (*) and another set of similarities with a particular color. After reading your coding tables, make a list of the similarities that occur across your dataset. Then, take time to note any outliers, themes or ideas that stand out as unique. After you work independently on your data sets, we’ll come together to…
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4/11: Grounded Theory Coding
For our final project this semester, you will assume the role of researcher of our ENGL 201W class, using grounded theory coding to make sense of the written data available to you on our WordPress site. We will practice coding today so you are prepared to code data before next class. Grounded theory coding is a form of data analysis that involves labeling & defining written text (also known as qualitative data). Charmaz describes grounded theory coding as “the process of defining what data are about. Coding means categorizing segments of data with a short name that simultaneously summarizes and accounts for each piece of data. Your codes show how…
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4/9: In the Final Stretch
Plans for our end-of-semester work have changed, so I’ll use today to go over our new final project. We’ll take time to answer questions and discuss next steps. As an introduction to grounded theory, we’ll look briefly at Charmaz’s text, your next reading assignment, and discuss the example of coding that Charmaz models. We’ll then collaboratively code sample text in class. I’ll end class by asking for a volunteer who would be willing to offer one blog post for us to collaboratively code next class. HOMEWORK READ Chapter 5 from Charmaz’s book Constructing Grounded Theory (available on Bb).
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4/2: Finishing our A.I. Syllabus Statement
Today will be our last day working in-class on the A.I. Syllabus Statement. In the service of finishing this assignment, here’s a roadmap of today’s plan: ANNOUNCEMENT Our next class on Thursday, April 4, is cancelled. Andrea will be in Spokane, WA at a conference. HOMEWORK DUE TUESDAY, April 9: I’m using this planned time off to ask us all to reflect on the writing and collaboration we’ve done throughout the semester. You began by writing collaboratively in, what I’ll call, a traditional sense, writing a single document together like Ede & Lunsford, Efthymiou & Zea, and McNamee & Miley. You then moved to consider the kinds of agency you…
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3/28: Composing Our A.I. Statement, part 2
Quick Check-In It’s been awhile. Let’s take a moment to check in. To access our one-question check-in, scan the QR code or go to menti.com and use this code: 5490 0350. Just a reminder to reach out at andrea.efthymiou@qc.cuny.edu if you need to talk about this class or other happenings related to your life at QC. We can find a time to meet. Final Drafting of A.I. Statement Last week, you began drafting subheadings and topics that our A.I. Statement should address. You may want to look at back at our last class meeting to recall the synthesizing you did of materials. Andrea has consolidated some of the section and…
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3/26: Class Canceled
Due to illness, I’m cancelling class today.
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3/21: Composing Our A.I. Statement
Synthesizing Texts You’ll be placed in new groups today to continue working on one of the questions from last class in the service of our A.I. Statement. Use Metz’s and Marantz’s articles to develop additional answers to your group’s question. We’ll share out to the class after you’re done. Take time to do the following: Drafting Our Statement You noted in last week’s Google doc that syllabus statements have multiple parts, often denoted with headings. Some statements function to set rules imposed by the instructor and reinforce power an instructor or institution has over students. You also noted that there is often a lack of clarity around the instructor’s role…
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3/19: Gallery Walk to Invent Our A.I. Statement
Briefly review the A.I. Statement assignment to reorient ourselves to our context. Review Readings Take the first 5-10 minutes of class reviewing our recent assigned texts on artificial intelligence: Doyal et al.’s “ChatGPT and Artificial Intelligence in Medical Writing,” Morrison’s “Meta-Writing: A.I. and Writing,” “How to Cite ChatGPT” & “How Do I Cite Generative AI in MLA Style?” After you’ve reviewed these texts, move on to the Gallery Walk! Gallery Walk Working more or less on your own, move around the room spending some time at each poster in our gallery. Try to address the question on each poster and try to add a quotation from one of the texts…
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3/14: Introducing the A.I. Syllabus Statement
What is the genre of a syllabus statement? Take a look at our course’s syllabus to identify some statements. How would you describe syllabus statements as a genre of writing? What are the “parts” of a statement? What does it do? Who is the audience? Who is the author? Group Work In groups, you’ll work in this Google doc. Indicate your group members’ names alongside your group’s contributions. After we discuss your findings, we’ll narrow our task to looking for syllabus statements specifically regarding the use of artificial intelligence (AI) in academic writing. I invite you to ask a large language model (LLM) to help you with this task. Report…
