Thursday, September 08, 2016

Die Slowly (a poem translated from Portuguese)

Die Slowly    by Martha Medeiros

He who becomes the slave of habit,
who follows the same routines every day,
who never changes brand,
who does not risk and change the color of his clothes,
who does not talk to people he doesn't know,
dies slowly.

He who makes television his guru
dies slowly.

He or she who shuns passion,
who prefers black on white, 
and the dots on the "i" to a whirlpool of emotions,
precisely those that recover the gleam of the eyes,
smiles from the yawns,
hearts from the stumbling and feelings,
dies slowly.

He or she who does not turn things topsy-turvy,
who is unhappy at work, 
who does not risk certainty for uncertainty,
to thus follow a dream,
those who do not forego sound advice at least once in their lives,
die slowly.

He who does not travel,
who does not read,
who cannot hear music,
who does not find grace in himself,
dies slowly. 

He who slowly destroys his self love,
who does not allow himself to be helped,
who spends days on end complaining about his own bad luck,
about the rain that never stops, 
dies slowly.

He or she who abandons a project before starting it,
who fails to ask questions on subjects he doesn't know,
he or she who doesn't reply 
when they are asked something they know,
dies slowly.

Let's avoid death in small doses,
reminding ourselves that being alive requires an effort
far greater than the simple fact
of breathing.

Only burning patience will lead
to the attainment of a splendid happiness.

Key Web Links for Blackstone's SIE2016 module, Tri 1, 2016-17

SIE2016: Effective Communication

1) Link to the Symbaloo page:

2) Link to the Google Docs:

Monday, August 22, 2016

The Learning Portfolio in SIE2016, Trimester 1, 2016-17

Traditionally, learning portfolios have been based on single-draft hard copies submitted to an instructor by an individual student. This format generally has led to one-way communication, from the student to the teacher and back to the student. In SIE2016, the learning portfolio is ‘soft,’ in an individual blog created by each student. This allows for a conversation to take place within a ‘community of practice.’

For this e-portfolio continuous assessment, you will post writing assignments on your blog throughout the term. The core of those assignments will be responses to the course writing tasks described in the instructional units, including reflections, multiple drafts of the summary/reader response, and various documents that form the technical report. Another key aspect of the portfolio is subsequent written interaction about those assignments with your instructor and classmates. In fact, one of the most critical components of the portfolio is the feedback you give to at least three of your peers for each post.

Portfolio assignments should be completed as follows:

Submission 1:  Due by the start of the second tutorial, Week 2
Post a descriptive reflection on the topic “My English Language Learning Journey” or “The Importance of English for Me”.  This should be 250 to 300 words.

Submission 2:  Due by the start of the second tutorial, Week 3
Post the first draft of your summary _ reader response to one of the reading articles included in the module Resource List. This draft should be 500 to 600 words.

Submission 3: Due by the start of the second tutorial, Week 7
Post a draft of at least one section of the technical report that you have written. This might include the personal statement, the transmittal letter, the intro, various sections of the body, and/or the conclusion. This is at the discretion of your instructor.

Submission 4: Due by Friday, midnight, Week 10
Post an analytical reflection on your recent oral presentation experience. In it detail one aspect of the presentation: preparation, your delivery, the use of audio-visuals, teamwork or overall impact. This should be 250-300 words.

Submission 5:  Due by the start of the second tutorial, Week 12
Post a critical reflection on the topic “The Role of Peer and Tutor Feedback."

Explain your view of that feedback, how it impacted your developing writing skills and content understanding, and  whether/how you might transfer content, organization and language skills learned in the course to writing assignments within any other module at SIT.  This should be 250 to 300 words.