Today in class, we reflected on the podcasts that we individually listened to in class yesterday.
As a class, we read and discussed the goals on each slide one-by-one before discussing how
our individual podcasts accomplished these goals with our tables. Then, after reflecting with
our tables, we reconveened as a class and Mr. Rivers put some class examples on the board
for each slide. Through this activity, we also saw how some of the podcasts only accomplish
parts of some of the goals, while others may cover all aspects of each goal. Furthermore, we
also saw how some of the evidence that can be used to support each goal may overlap into
others.
Example:
I listened to a Stuff You Should Know podcast titled, “Are Feral Children Real?”. This
podcast was a 45 minute segment in which two men discussed and questioned cases of
feral children that have been present throughout history and have occurred all over the world.
The first goal on our slideshow was:
Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
The hosts of my podcast were very well versed in the topic and introduced a number of cases
that took place from the 1700s-present day and occurred in a variety of places, such as Ukraine,
China, Russia, Belgium, and England. Furthermore, while telling the stories of each of the
individuals, they had an academic conversation regarding each of the children's past and
other possible psychological effects that could have affected their behaviors. They brought
up ideas regarding of nature vs. nurture, critical periods in children, behaviorism, and
abandonment. With these other ideas in mind, the two men were able to question the validity
of each case without explicitly answering the question if feral children were real or not--
leaving the audience to answer the questions for themselves.
This concept relates to self evaluation as we go through the revision process when writing
papers. When we read over our papers, we should not only be focused on grammatical
issues and sentence structure. We should be actively evaluating if we answered all parts of
the prompt, read the directions correctly, and reached all of the goals that we set out to
before we began writing. After determining if the goals were met, we should then assess
how/when they were met and if we can improve and expand on what is already written
to maximize the effect they will have on our targeted audience. This process will help us
produce the best possible product that sparks further academic conversation.
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