IOC Practice- Sent through email
Criterion A: 5-6
It's clear that I've read the book, but I only focus on the excerpt at hand instead of bringing in knowledge from previous chapters. Next time, I should incorporate other themes/ideas from other chapters.
Criterion B: 5-6
I used a varied amount of literary devices and I discuss the affect it has on the reader/audience, however, when I discuss the affect it has, I use similar reasons for each literary device brought up. I should spend more time during the planning phase to really establish how the excerpt and/or literary device affects the reader.
Criterion C: 3
I have organized my writing and thoughts on the paper during the planning phase, however, when I begin to speak, it's clear that there is some organization, but my thoughts get jumbled up and I forget the point I was about to make. (I also say "um" a lot, or "uh") To improve this, I should spend more time practicing with the speaking or writing out step by step directions on what I'm going to discuss first (although this will cut in to my planning time)
Criterion D: 4
The language is clear and there is accuracy in grammar, however, in my head I try to say one thing, and when it comes out, it sounds different. Therefore, my sentence construction isn't as strong as it could be. To fix this I could take deep breaths and calm down, in order for my thoughts and ideas to come across eloquently.
Zully-
ReplyDeleteI agree with your self-assessment and I also like that you thought about what to do to improve (and that you're doing it right now since your IOC is tomorrow!). Here are some suggestions:
- Keep looping back to your thesis/statement of purpose for the passage: "First, ________ helps to demonstrate the theme of _______," "Second, ________ bllllahhhhh...." for each section. It is helpful to you and your listener and will help with organization.
- You have some good analysis, but make sure that you aren't just paraphrasing, restating the lines you pulled. Think about it like topic sentence with device/feature (link back to thesis), example, meaning, and effect (and why it's used)