As we returned to classes post-Labor Day weekend and our first Wellness day, our spirits were lifted and our luck didn’t stop there. Upon arriving at Hamilton Hall for English, we were greeted with a functioning elevator and, as if we hadn’t been blessed enough, the weather outside reminded us that Fall is coming soon (giving all students hope that not every walk to and from class will end covered in sweat). With our sleep schedules semi-restored and workload semi-managed, we were in better shape than ever to take on our short week and UNC Chapel Hill!
Over the long weekend, students were supposed to complete our Feeder 1.2 rough draft. This assignment was meant to narrow down our research topic to a single research paper which will be the topic of our UP1, a natural sciences article. I found this assignment to be slightly difficult, mainly because the amount of information available to research was pretty overwhelming, but I was aided greatly by the knowledge gained through the library workshop our English class attended in Week 2. This allowed me, and likely many of my peers, to know how to effectively search for research and narrow our results. Following our completion of the Feeder 1.2 rough draft, we workshopped them in our only class this week on Thursday, but not before our class lesson.
This week’s class addressed three big ideas prior to the workshopping. These included: reviewing feedback on our Feeder 1.1 (an assignment meant to narrow our ideas down to a single topic), discussing the importance of a well-written introduction and conclusion, and finally, reviewing tips for properly reviewing our peer’s Feeder 1.2 rough drafts.
When reviewing feedback on our Feeder 1.1, we addressed repeated issues in the formatting of our papers, as well as the formality of our word choice as we are expected to write formally for our eventual academic papers. This was actually really helpful to me as I had never heard some rules, like typing out numbers in word form instead of number form (i.e., five vs. 5). Next, the class transitioned into a discussion on the purpose of introduction and conclusions and students participated by sharing what they felt “the point” of an introduction/conclusion was. For the introduction, ideas ranged from engaging the reader to using the introduction to define key terms and address background knowledge. Both of which are valid reasons to write an introduction, as well as the other ideas students brought up. When it came to conclusions, most agreed it was a space to wrap up ideas and answer the “so what?” question of what the reader should do in response to reading this paper. Finally, we readdressed the most effective types of feedback we could give our peers on their Feeder 1.2 rough drafts. Finding the fine line between being helpful, but not hyper-critical challenged me the most. As we transitioned into the workshop, music played in the background and students whispered to each other their concerns and thoughts about their rough drafts. The workshop took us to the end of class where we shared our comments with one another and were dismissed.
I reviewed a well-polished rough draft of my peer, while they reviewed my rough draft of Epidermolysis Bullosa treatment options. The topic sounds a bit daunting itself, but through these Feeder assignments, I’ve been able to digest my topic and feel confident in my understanding. The feedback provided to me gave me even more insight on how to strengthen my understanding of my topic and make my Feeder 1.2 stronger overall.
That concluded another successful week and UNC Chapel Hill! As the novelty of the school year begins to wear off, it’s becoming clear that the excitement of being a Tarheel never will. Go Heels!
Stewart, Melissa. ‘Missing Spring at Carolina? Here Are Some Virtual Backgrounds’. College of
Arts and Sciences, 31 Mar. 2020, https://college.unc.edu/2020/03/zoom-backgrounds/.