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- Creators: Davis, Jonathan
- Creators: Division of Teacher Preparation
- Creators: Menees, Jodi
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
- Resource Type: Text
Description
This honors thesis outlines a method for teaching argument writing in the secondary classroom, including the elements of an argument based upon the Toulmin method, and diverse ways to help students who are all types of learners become engaged and receive the support they need. It includes all elements of argument, including evidence, warrants, backing, counterargument, claims, theses, the rhetorical triangle and the rhetorical appeals, including definitions and how they fit together in an argumentative essay. The largest portion of the project is dedicated to activities and resources for teachers based upon all of those elements, along with activities for the writing process as a whole. These activities are based upon the student's individual experience as well as various scholarly resources from leading professionals in the curriculum development field for English Language Arts. This is not meant to be an end-all be-all solution for teaching argument writing, but rather one of many resources that teachers can use in their classroom. This 30-page paper, including references, are condensed into an accessible website for teachers to use more easily. Each tab on the website refers to a different element or focus of the argument writing process, with both a definition and introduction as well as one or more activities for teachers to implement into the classroom. The activities are versatile and general for the purpose of teachers being able to include them into whatever curriculum they are currently teaching. The goal is that they can add argument instruction into what they are already either willingly or being required to teach in an easy and logical way. The website is available for any secondary teachers to use as they see fit at www.teachingargumentwriting.weebly.com.
ContributorsBrooks, Jenna Nicole (Author) / Blasingame, James (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The Barrett Honors College website contains a lot of information that isn’t easily accessible by Honors Students. Many honors students have trouble finding the correct information they need. Important information is scattered all over the website making it difficult for honors students to find and understand the information they need. One example of this is the requirements for Lower and Upper Division credit. This website displays the upper and lower division credit needed for a student to graduate from the honors college via a noninteractive flowchart. Many high school seniors find it difficult to understand the mundane flowchart outlining the required honors credit that is required for graduating from Barrett at Arizona State University. Also, it is confusing for many transfer students with unique circumstances to determine the necessary requirements for them to graduate as a Barrett student.
These difficult flowcharts and confusing websites have a huge impact on a student’s ability to adequately receive the information they need and, in the end, can have a negative impact on their ultimate decision when deciding if Barrett is right for them. A better user experience can be a more effective way of displaying information to students. A better design that allows to user more interaction would allow for the user to better understand the information they are presented. Instead of a monotone flowchart displaying the requirements necessary to graduate with honors status, A web application where a user can input their information and get an output of the necessary requirements tailored to the unique circumstance would be more informative, useful, and easier to use. The web app would take information such as a student’s year, whether it be an incoming freshman or transfer student, and their current and previous course credit to determine the specific number of honors credits, The Human Event courses, and Thesis project required for this user to complete the requirements for Barrett Honors College. This application would give the user a better understanding of what is required of them and in turn lead to a better user experience.
These difficult flowcharts and confusing websites have a huge impact on a student’s ability to adequately receive the information they need and, in the end, can have a negative impact on their ultimate decision when deciding if Barrett is right for them. A better user experience can be a more effective way of displaying information to students. A better design that allows to user more interaction would allow for the user to better understand the information they are presented. Instead of a monotone flowchart displaying the requirements necessary to graduate with honors status, A web application where a user can input their information and get an output of the necessary requirements tailored to the unique circumstance would be more informative, useful, and easier to use. The web app would take information such as a student’s year, whether it be an incoming freshman or transfer student, and their current and previous course credit to determine the specific number of honors credits, The Human Event courses, and Thesis project required for this user to complete the requirements for Barrett Honors College. This application would give the user a better understanding of what is required of them and in turn lead to a better user experience.
ContributorsGandhe, Nikhil (Author) / Menees, Jodi (Thesis director) / Barnett, Jessica (Committee member) / Davis, Jonathan (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The creative project, First-Year Teachers Manual, is specifically designed to be a resource for beginning teachers, along with returning educators, who are seeking tips about the profession and day-to-day duties of teaching. The manual is research-based and is a toolbox of tips, suggestions, and additional resources that every teacher should know before walking into their first classroom. The information presented can be adapted for various grade levels and types of classroom settings.
ContributorsHuston, Kayla N (Author) / Walters, Molina (Thesis director) / Palichuk, Katie (Committee member) / Division of Teacher Preparation (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
Barrett, The Honors College provides its students with many resources to succeed, and most information about these resources are located on the Barrett website. But due to issues with user experience and user interface design on the website, many students are not able to locate these resources, therefore, preventing students from taking full advantage of what Barrett has to offer. This potentially leads current students to perceive that being in the Barrett program does not benefit them, eventually leading to burn out and even withdrawal from Barrett. By improving the experience for Barrett students in the “Academics” section of the site, which is the section of the site Barrett students tend to have the most experience with, the Barrett site’s image (and therefore, Barrett’s image as a whole) will improve among students.
This project involved looking at the websites of fifteen other honors colleges and programs to compare their implementations of academic requirements information, advising information, and thesis/creative project information with Barrett's. These findings as well as general observations made about the Barrett site are discussed, and suggestions on how to resolve major issues are given. Through looking at the Barrett site from a student’s perspective, the goal of this project to provide a glimpse into what students find problematic about the site, and what students would do to fix these problems.
This project involved looking at the websites of fifteen other honors colleges and programs to compare their implementations of academic requirements information, advising information, and thesis/creative project information with Barrett's. These findings as well as general observations made about the Barrett site are discussed, and suggestions on how to resolve major issues are given. Through looking at the Barrett site from a student’s perspective, the goal of this project to provide a glimpse into what students find problematic about the site, and what students would do to fix these problems.
ContributorsEspinosa, Karl (Author) / Menees, Jodi (Thesis director) / Davis, Jonathan (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12