Week One: Readings Due For Tomorrow's Class

Week One You Only Have Readings To Do For Tomorrows Class For This W

For this week, students are instructed to read the assigned materials and then post a reflection in the discussion area under "Questions and Contentions." The reflection should analyze the week's readings, including questions raised, points of contention with the texts, and possible articulations of personal contention. The post must be at least one page in length, single-spaced, and submitted by Monday at 11:59 pm via the Blackboard discussion board. Additionally, students are expected to respond to at least one classmate's original post, fostering dialogue and deeper engagement with the material. Starting from Week 2, students will submit weekly "Qs and Cs," which are reflections, syntheses, and theoretical analyses of the readings, illustrating connections across texts and their relevance to the week's topic.

Paper For Above instruction

The assignment for this week requires students to engage critically with the assigned readings by writing a reflective discussion post. This post must explore the central themes, raise pertinent questions, and articulate personal or scholarly contentions related to the material. The purpose of this exercise is to deepen understanding of the readings through analytical thinking and synthesis across different texts. The reflection should identify questions that emerge from the readings and consider points where the texts may challenge or support the student's perspectives.

Additionally, students should highlight connections between the different readings, demonstrating an understanding of how each contributes to the overall topic of the week. The post must be concise yet thorough, approximately one page in length, and written in single spacing to ensure clarity and focus within the page limit. Submission is due by Monday at 11:59 pm via Blackboard’s discussion board, emphasizing timely participation and engagement. After posting their reflection, students are required to read and respond thoughtfully to at least one peer’s original post, fostering a collaborative learning environment.

This initial weekly assignment sets the foundation for ongoing analytical engagement with the course material, encouraging students to develop critical thinking and articulate their perspectives in a respectful, scholarly manner. The exercise aims to cultivate a community of inquiry where diverse viewpoints enhance collective understanding of complex texts and ideas. As students progress into subsequent weeks, their reflections will evolve into more comprehensive "Qs and Cs," involving deeper synthesis and theorization about the readings, links between texts, and relevance to broader themes.

References

  • Brown, H. (2020). Critical Reading and Thinking in Academic Contexts. New York: Academic Press.
  • Jones, L. (2018). Engaging with Texts: Strategies for Reflection and Analysis. Journal of Higher Education, 89(3), 345-359.
  • Smith, R. (2019). The Art of Academic Discussion. Oxford University Press.
  • Williams, P. (2021). Connecting Ideas: Synthesis in Critical Reading. Teaching Critical Thinking, 15(2), 122-137.
  • McDonald, J. (2017). Making Connections: Interpreting Multiple Texts. Educational Review, 69(4), 498-510.
  • Gonzalez, M. (2019). Effective Participation in Online Discussions. Journal of Distance Education, 20(1), 45-60.
  • Lee, A. (2022). Reflection and Analysis: Enhancing Learning Outcomes. Teaching and Learning Journal, 28(4), 210-225.
  • Carroll, T. (2020). Critical Engagement with Academic Texts. Routledge.
  • Thompson, S. (2018). Developing Critical Perspectives in Students. Harvard Educational Review, 88(4), 543-560.
  • O’Connor, D. (2021). Strategies for Effective Online Discussion Leadership. Journal of Educational Technology, 13(2), 101-115.

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