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assignments ENGL 226 Writing About Writing: SUPER FAST CAREER PRESENTATIONS

Need to be in touch with me? 
LEE TORDA
310 Tillinghast Hall
Bridgewater State University
508.531.2436
ltorda@bridgew.edu
www.leetorda.com
​On Zoom: https://bridgew.zoom.us/j/3806648927
Fall 2021 Open Hours for students (office hours):
MW (in-person or Zoom) 1:30 to 2:30 
T (Zoom only) 10:00 to 11:00 
R 1:45 to 2:45 (in-person or Zoom) 
And by appointment 

​
Make an appointment, either face to face or on zoom, during office hours or at another time: Let me know you want to meet by adding yourself to my google.doc appointment calendar here: https://goo.gl/3CqLf. If you are meeting me on zoom,  I will send you a zoom link for the time you sign up for. ​
OVERVIEW
I used to ask students to work in groups and present on writing in and publishing in different genres. I realized, though, that most students needed a different sort of information. They needed help envisioning a career or tackling specific and mysterious parts of what it could mean to write for a living. One thing I learned in my career is that there are jobs out there that in a million years I didn’t know existed and didn’t know I could do—and didn’t know involved writing. I learned how to write in college reasonably well, but the real leap was when I entered the professional world. The same will be true for all of you, whether you think that’s possible or not. And so I have put together a list of specific presentation topics that are meant to help, as is everything in the class, move you from a student writer to a professional writer. They are:

  • Journalism.
  • Technical & Professional Writing,
  • Self-publication ebooks & Freelancing
  • Graduate School for Writers (MA, MFA, PhD)
  • Publishing and Editorial Careers

Presentations should be, as the title says, super-fast. 
DETAILS: 
  • Presentations should be eight minutes long.
  • You should give your classmates a handout of relevant and useful information (like websites, the names of journals, of people, resources, schools, etc). 
  • If it’s possible to talk about how much a person can earn doing a particular kind of work, include it.
  • It it’s possible to name specific titles of jobs include it.
  • If there is a kind of education or degree or certificate or kind of experience that you need to be successful in a particular field, include it.
  • If there are entry-level jobs or internships or places to publish that could help you prepare for a job in a field, talk about that.

How You Will Be Evaluated
This assignment is worth 10% of your final grade.  There are only two grades to be earned for this assignment: an A or a C. The grade is assigned to the group not to the individual, meaning whatever grade the presentation earns is the grade each member earns (with one exception, see “one final evaluation note” below).
 
To earn an “A” grade for 10% of your final grade you must:
  • Be a good group member to your colleagues in your group and hold up your end of the presentation
  • Come prepared on the day of your presentation
  • Have a thoughtful, good-looking, useful handout for your classmates
  • Cover as much of the bulleted list of things to include as is possible to do
  • Keep your presentation to 8 minutes.
  • Not be boring.
 
To earn a “C” grade for 10% of your final grade you must:
  • Be a good group member to your colleagues in your group and hold up your end of the presentation
  • Come prepared on the day of your presentation
  • Have a handout
  • Allow your presentation to run two or three minutes under or two or three minutes over eight minutes
  • Be boring.
​
One final evaluation note: While it’s my hope that all of you earn an “A” for this assignment, and past experience tells me that it’s highly likely you all will earn and “A,” if a group member fails to meet bullet number one (Be a good group member to your colleagues in your group and hold up your end of the presentation), that one person (not the whole group) will fail this 10% of the final grade.
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  • Home
  • ENGL 226 policies
    • 226 Discussion Board space
    • ENGL 226 syllabus
    • ENGL 226 PORTFOLIO
    • ENGL 226 PARTNER INTERVIEW MINI-PAPER
    • ENGL226 READING JOURNALS (assignment)
    • 226 BLOG INFORMATION
    • ENGL 226 Writing Studies Timeline Project
    • ENGL 226 Professional Writing Project
    • ENGL 226 SUPER FAST CAREER PRESENTATIONS
    • ENGL 226 Writing As Art
  • Previously Taught Classes
    • ENGL 301 >
      • ENGL 301 SYLLABUS >
        • PARTNER INTERVIEW ENGL 301
      • ENGL 301 Discussion Board When We Need it
      • ENGL 301 PORTFOLIOS
      • ENGL 301 READING JOURNALS (assignment)
      • ENGL 301 INTERVIEW WITH A TEACHER (assignment)
      • ENGL 301 BOOK CLUB (assignment)
      • ENGL 301 FLASH MENTOR TEXT MEMOIR (assignment)
      • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (assignment) >
        • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (instructions & sample annotations)
      • ENGL 301 ASSIGNMENT DESIGN (assignment)
    • ENGL102 >
      • ENGL 102 Class Discussion Board
      • ENGL102SYLLABUS
      • ENGL102 PORTFOLIOS/Research Notebook
      • ENGL102 ASSIGNMENT: Class Profile Page
      • ENGL102 ASSIGNMENTS: Reading Journals
      • ENGL102 ASSIGNMENT: OVERVIEW OF RESEARCH PROJECT >
        • ENGL102 ASSIGNMENT: POSITIONING YOURSELF
        • ENGL102 ASSIGNMENT: Locating & Evaluating part I
    • ENGL 202 BIZ Com >
      • ENGL 202 Business Writing SYLLABUS
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition >
      • ENGL 493 Assignments: Annotated Bibliography & Presentation
    • ENGL 511 Reading & Writing Memoir
    • DURFEE Engl101
  • BSU Homepage