Posted by jeffnaftzinger on September 26, 2013 in Uncategorized
September 26, 2013 at 3:39 pm
You guys did a great job on this one.
Suggestion: Maybe make it not so good?
September 26, 2013 at 3:52 pm
Tracing the three points along the same timeline really helped to me to better understand the scholarship in relation to actual practice.
I suppose one question I have concerns White and Thomas’s claim. What methods did they use/how did they arrive at this conclusion?
Suggestion: Any developments since 2009?
September 26, 2013 at 3:54 pm
Comment: That Jeff guy really does write good comments. That said, I do wish there were a more obvious way to tell if there were correlations between these shifts.
Question: Were the color choices consciously done? I’m wondering if other colors might work better, since the stop-light choice makes some (probably) unintentional arguments (stop, yield, go) and comes with some symbolic baggage you may wish to avoid.
Suggestion: Simplify the use of shapes a bit. I’m guessing the shapes were meant as a way of differentiating between items (I started looking for alternative shapes and color match-ups, but never found any). I wonder if the color would work better on its own, as I found the shapes a bit disorienting.
September 26, 2013 at 3:58 pm
The color-coding scheme helped me to follow the separate trends pretty easily. My question is how you came to isolate the three factors that you did, rather than other factors. Finally, I would have appreciated some more specificity – you reference “Smitherman’s study,” for instance, but I don’t know what that is cause I’m a dope and my white male privilege has isolated me from having to think about those things. So I don’t know what that study was or what it ended up contributing.
September 26, 2013 at 4:00 pm
I enjoyed the color-coding scheme as well as the level of details–I really liked how you fleshed-out the different points on the timeline.
What time period do you believe was the most significant for your topic? When was “stuff going down?”
Like many, the movement was overwhelming for me. Could you use the movement to represent an aspect of your timeline?
September 26, 2013 at 4:02 pm
This is cool, and I like the way you’ve broken it up into three distinct categories of events, but I found myself forgetting the color code and having to go back and check… but maybe that’s just me.
Question: I agree with Jason’s question about the color choices. Something to think about.
Suggestion: What are the ramifications of race becoming a factor in admissions and assessment? I know that’s outside the scope of this assignment, but it would be nice to look into and/or theorize about.
September 26, 2013 at 4:05 pm
Comment: I think that you do a nice job historicizing the relationship between race and writing assessment. Smitherman’s work in AAE provided a nice foothold in what otherwise feels like a higher education administration kind of discussion. I also second Erin’s comment. I’d like to hear more about White’s and Thomas’s claims.
Question: Outside of writing assessment, how might Composition Studies pay more attention to college admissions? Is it rhetorical?
Suggestion: Don’t induce motion sickness in the people who watch your prezis. Your back and forth motion is demonstrative of your point, but back and forth doesn’t have to be that extreme.
September 26, 2013 at 4:10 pm
Why does everything have to be about race? 😉 Kidding. Question: Is the SAT really a separate category here? It’s seems out of place. I’m with Jason and Andrew about the shapes and the colors: I’d consider standardizing.
September 26, 2013 at 4:13 pm
Very interesting. Sad but not surprising that the more AAE, the lower the score. Who started the “Strivers” project and what schools did students go to with this project? Why did the UC regents and the 5th Circuit bans the use of race in admissions?
September 26, 2013 at 8:06 pm
I especially liked the green parts of your prezi, that look into “major shifts in admissions that account for racial inequalities” – the practical element of how institutions have sought to address the problem of racial bias in admissions decisions. I think that your focus on the SAT was well founded, but are there other ways that racism affects admissions decisions? I’m thinking specifically about David Johnson and Lewis VanBrackle’s article on linguistic discrimination that we’ll be reading next week; most schools look at writing samples in addition to test scores, so there are other ways for racial bias to creep in, consciously or not.
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