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Looking back on this week I saw that I didn't grow through the traditional classroom style that most teachers use. But I grew by interacting with my peers trying to complete our summer reading essay. In my group there are four of us desperately trying to get a good grade on the essay; although we quickly grew frustrated for our ideas, and writing styles seemed to clash. We found that whoever was typing a sentence the other three in the group would tend to micromanage their work. This frustrated me for I felt that we couldn't get anything done. About half way through the week we found that we were able to discuss the book in more productive ways. We chose three chapters from How to Read Literature Like a Professor by Thomas C. Foster and then discussed examples from our other two books, the Reluctant Fundamentalist by Moshin Hamid, and The Fall by Albert Camus that relates to the chapters. I found that discussing the book actually made my understanding of the books clearer. Although it took more time to write down what we were saying, a lot of thought was put into each sentence written in the essay. I also found that being passive does not help the group or the quality of the paper. Sharing your ideas helps the whole group, for others may not have noticed an idea that I had. http://www.speaking.pitt.edu/student/groups/smallgrouptips.html
1 Comment
Andy Schoenborn
9/25/2016 04:11:11 pm
Hi Lindsay,
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AuthorLindsay is thinking in AP Lit Archives
March 2017
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