The Author Memo

Your author memo for Unit One should be uploaded to Blackboard before class on Friday, February 24th. In the 2 page double spaced document (approximately 500-600 words), you should address the following questions in whatever order you see fit:

  1. In narrating your historical figure, what aspects of his or her life did you focus on AND what did you leave out? Why did you make the decisions you did?
  2. What decisions did you make about form (i.e. visuals, narrative structure, formatting)? How did those decisions promote your message more effectively?
  3. After working on your book AND seeing your classmate’s work (please plan to reference at least one additional project by name), what have you learned about the importance of multimodal work?
  4. After working on your book AND seeing your classmate’s work (please plan to reference at least one additional project by name), what have you learned about legacy?

This reflection is worth 50 points, or a third of the final grade:

Student Reflection (50 points)

9-10 (A) 8 (B) 7 (C) 6 (D) 0-5 (F)
Thesis(10 pts.) Student’s thesis reflects sustained and critical thought about the project’s subject and larger issues of historical legacy Student’s thesis makes clear the significance of his/her historical figure and the subject’s legacy Student offers a basic thesis about his/her historical figure Student offers a thesis unrelated to questions of historical significance and legacy There is no thesis (or the reflection is under 500 words)
Narrative Stakes Student offers a sophisticated discussion of complex contentdecisions Student emphasizes challenging and controversial decisions about what to include Student’s discussion of narrative makes clear that he/she made decisions about what to include Student points to narrative decisions but does not discuss their implications Student does not discuss narrative stakes (or the reflection is under 500 words)
Genre and audience Student discusses genre and multimodality to make a sophisticated argument about tailoring for an audience Student demonstrates awareness of the relationship between genre, audience, and his/her narrative and multimodal decisions Student gestures toward new knowledge about genre, audience, and multimodality Student references genre and audience but does not explain their import Student does not discuss genre or audience (or the reflection is under 500 words)
Organization Student uses an organizational approach that allows him/her to develop advanced critical thinking and features strong transitions Student attempts paragraphs, an outline, and transitional phrases that develop her ideas—some minor errors Student relies on the “five paragraph model” without developing his/her own thinking or lacks clear transitions between paragraphs Student’s paragraphs do not focus on a single idea or transition suddenly Student does not divide the paper into paragraphs(or the reflection is under 500 words)
Mechanics and Formatting Student’s language is enjoyable to read with few to no errors; paper is double spaced with MLA heading information and a title Student formats effectively with limited grammatical errors (or demonstrates a specific area for improvement) Student demonstrates 1 formatting error and/or some grammatical errors Student demonstrates 2-3 major formatting errors OR multiple grammatical errors Student has multiple grammatical errors; there are no page numbers, title, or double spacing

FI with Dr. Logan