The purpose of this report is for you to present in an articulate fashion the contribution you have made to the two phases of the Digital Edition assignment: the transcription and the contextual content.
1) Follow the prompts below.
2) Post the report on a page on the Digital Edition site. The page should be labeled [Your Name]: Final Report (in my case it would be Diane Jakacki: Final Report).
3) Incorporate the prompts into complete, well-formed paragraphs. For example: “For the transcription section of the project I was responsible for [X]. In order to complete my contribution successfully, I [Y].”
4) The report is due Thursday, December 6 by 11pm (although you are welcome to submit it at any point between now and then.)
5) You can choose to publish your page or save it as a password-protected page – if you choose the latter option you will need to email that password to me so that I can access your work.
Please respond to **all** of the following:
1) Identify your contribution to the project; provide tangible proof in the form of links to draft and revised transcriptions, as well as the overall edition, and links to external sites (e.g. timeline, wiki, Prezi, etc.) with identification of your work. What do you think was your particular strength or weakness in regards to this project?
2) Analyze how your groups functioned: what worked and what didn’t, which of the group’s strengths produced a successful submission and which challenges regarded/required particular focus to overcome. Did your recognition of those strengths and areas to improve help you to become a better group member? Provide specifics.
3) What are your observations about the work your group submitted and the role it plays in the completed edition? If you were to participate in a similar group project again, what would you do the same? What would you change?
I will return comments to you as part of my assessment of your report. These comments will be included in an overall course assessment that includes my observations of your contributions over the course of the semester.
Rhetorical Awareness: 30%
Stance and Support: 20%
Categories – Critical Thinking, Rhetoric, Process, Modes and Media
• Accommodate opposing points of view
• Integrate ideas with those of others
• Adapt communication to circumstances and audience
• Use a variety of technologies to address a range of audiences
• Demonstrate adaptation of register, language, and conventions for specific contexts and audiences
• Understand collaborative and social aspects of writing processes
• Communicate in various modes and media, using appropriate technology
• Use electronic environments for drafting, reviewing, revising, editing and sharing texts
• Create WOVEN artifacts that demonstrate interpretation, analysis, synthesis, evaluation, and judgment