Evidence of Learning – F2017

Summary of Learning Outcome and Markers of Fluency:
- This is the overall understanding of the writing process, whether it’s your own work or someone else’s. In order to master this outcome, you have to be able to make changes to your work before a final draft is made.
Introduction to Evidence:
- I’m not sure how well I do in this outcome. I am able to see some of my errors, and am willing to learn new ways of becoming a better writer.
Evidence (picture to the right)
Explanation of what your evidence says about your learning on this outcome:
- In my introduction to my Discourse paper, I went a little out of my comfort zone and started talking about my topic explaining it without using the word. The paper was about Discourses, so I started off by explaining Discourse in a simple way without the word being used. I also used repetition in my essay by using the same word over and over so I wouldn’t confuse the reader by changing up the word.
Placement on the Novice-Master Scale

Summary of Learning Outcome and Markers of Fluency:
- This learning outcome is about infusing your own ideas with the idea’s of someone else, but also being able to keep them separate from one another; to do this, you will use things like quotes.
Introduction to Evidence:
- I sometimes struggle with this learning outcome because I am able to find how my idea can connect to someone else’s, but I often struggle with finding quotes that show how they connect. I am struggling to find a piece of evidence for this outcome, that could be a sign that I need to work on this more.
Placement on the Novice-Master Scale

Summary of Learning Outcome and Markers of Fluency:
- If you’re reading something, you have to be able to understand what you’re reading in order to work with it. To prove what you know, or to show you have lots of questions, you would annotate your reading. In doing this, you might highlight or underline, ask questions, or rewrite a phrase or sentence in a way that you understand it better.
Introduction to Evidence:
- I believe that this is one of my strongest outcomes, out of all six. When I read I like to color code how I read. If I’m looking for answers to a question, vocabulary words, or even important words and phrases, I like to have a specific color for each so it is easier for me to find information and pull from the reading.
Evidence (picture on the right)
Explanation of what your evidence says about your learning on this outcome
- In the picture on the right, it’s a sample for an intro to Gee. While Professor Drown was going over it, I had annotated it so that it was easier for me to use as an example when I was writing my introduction to Gee. I used four different colors when I was annotating so things that fell under the same category were easier to find if they weren’t near each other.
Placement on the Novice-Master Scale

Summary of Learning Outcome and Markers of Fluency:
- In this outcome, you must be able to look at someone’s work and give them feedback that they can use to either improve their work or to maintain. When doing this, you have to be able to give back constructive criticism, where they don’t feel attacked but where they can also work with what is given to them. You must also be able to read your own work as a reader and not the writer, and critique your work the same way you would for someone else.
Introduction to Evidence:
- I believe that this is also one of my stronger outcomes. When reading someone’s work, I’m able to find where they might need more detail or evidence. After I see this, I tend to ask some questions that a reader would have if they read their work as a way of giving them something to work with.
Evidence: picture on the right, a comment on Doc’s Literacy Narrative
Explanation of what your evidence says about your learning on this outcome:
- This shows that I took the time to give them what I think they need to work on, while also giving them questions to use in order to fix what needs work. I also told the writer what I had gotten from what I read, as a way to show them that’s what I’m understanding. By doing this, it gives the writer an understanding if the reader is understanding the point the writer is trying to make.
Placement on the Novice-Master Scale

Summary of Learning Outcome and Markers of Fluency:
- This outcome is about the structure of your paper, and producing a paper or a piece of work using other sources or author’s work. The reader should be able to know the concept of the paper and the structure of it at the same time.
Introduction to Evidence:
- I usually have a decent understanding as to what my papers are about, although I do sometimes forget about adding a works cited page at the end of my work. I do, however, introduce the author and the title of the source along with a page number if necessary.
Evidence: Picture on the right from my Discourse essay.
Explanation of what your evidence says about your learning on this outcome:
- In my Discourse essay, I was in the process of explaining what a Discourse means. In doing so, I used bits and pieces of quotes from Gee. At the beginning of the paragraph, I introduced my source along with the author, and after each quote I added the page number from where the quote came from.
Placement on the Novice-Master Scale

Summary of Learning Outcome and Markers of Fluency:
- The main focus of this learning outcome is grammar in the paper, like; sentence complexity, punctuation, sentence structure, and so on. By focusing on this, it makes the paper easier to understand and more fluent. If the paper isn’t fluent or easy to understand, then it helps you to know how to fix any errors in the paper.
Introduction to Evidence:
- I believe that I’m decent at noticing my sentence errors; like run on sentences for example. I do struggle with my grammar and proper punctuation at times. I do struggle, however, to find an example of this learning outcome.
Placement on the Novice-Master Scale

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