You need write four assignment, named Reading

Response 2, Reading Response 3, Reading Response 4

and Reading Response 5.

Please upload any work immediately when you finish

any one of them. Since I want to check whether you

write in a right format.

Reading Response 2—500words

Abstract
Reading Responses are writing and thinking activities that allow students to engage with the course reading.

Prerequisites
Complete the assigned course reading.

Complete all L1 assignments.

Completion
To complete this assignment, students need to write a response that identifies and attempts to apply a theme, theory, issue, or perspective from the reading. These are graded assignments, and as such should be produced with an eye toward their written quality.

Assignment Description
Reading Response 2 is designed to allow student-players to identify major perspectives in the readings and to use those perspectives as a lens for looking at other related concepts, practices, artifacts, activities, and the like.

To do this, students must have an understanding of what the text is about and be able to identify and articulate a major point, premise, theme, theory, issue, or perspective (we will refer to this as a focal concept or frame) and then work to apply that focal concept in some meaningful way.

Student-players will need to divide these reading responses into three sections:

– Section 1 – summarize the work and explain the essential elements of this focal concept/frame (and they will need to do so within no more than 200 words)

– Section 2 – articulate/state the focal concept under consideration

– Section 3 – apply that concept/frame as an explanatory model. To do this, student-players will need to choose an artifact or activity they know well and attempt to explain or situate that artifact/activity within the guiding frame. [Note: the entire response cannot exceed 800 words).

Evaluation
Reading Response 2  will be graded on its overall written quality (Is the prose readable? Is it relatively free from grammatical and punctuation issues? Does it offer a sense of clarity of thought? Is it concise? etc.), the accuracy, depth, and insightfulness of the application, and the ability to stay within the guidelines of the assignment.

Goals
Reading Responses are a course resource. They are opportunities for students to stumble upon key ideas or concerns that they might later pursue in course work. Reading Response 2  is particularly good at helping students think through examples and applications of concepts which will be beneficial to later, more complex works in the course.

Instant Assignment Completion
No IAC available for this assignment.

Reading Response 3—250 words

Abstract

Reading Responses are writing and thinking activities that allow students to engage with the course reading.

Prerequisites
Complete the assigned course reading.

Completion

To complete either of these assignments, students need to write a 200-350 word response that summarizes the reading (according to the guidelines below). These are graded assignments, and as such should be produced with an eye toward their written quality.

Assignment Description
Reading Response 3 is designed to allow students the opportunity to reflect on a selected course reading and to put into their own words a summary of that reading.

A summary is essentially an attempt to answer the “about” question: “What was the reading about?” Or “What was the author trying to communicate?” It is a condensed version of a larger reading with an eye toward identifying the main idea (or ideas) of a reading and pointing to the relevant details of the work. [Note: summaries are about the text and its author, not about the summarizer’s opinions].

A general 8-part process for writing a summary includes:

•        Skim the text –get a general feel for the reading (what are its headings, subheadings, organizational patterns, etc.)

•        Read the work – take notes and highlight the text, break it down into divisions that make sense to you as a reader, and write down the author’s main points for each section (and overall work)

•        Outline the article – main points/sections, supporting points, etc.

•        Start writing – let readers know upfront what text you are responding to and what you are attempting to do in this response.

•        Give the big picture – Provide a guiding statement for the whole piece (the general “what was this about” kind of indication).

•        Work through your divisions and/or the outline to articulate the frame of the work and its supporting claims or thoughts.

•        Conclude with a new articulation of the big picture, but as influenced by supporting points.

•        Revise, Rethink, and Proof Read – make sure your prose works together, check all information and arguments for accuracy.

Students need to limit their use of quotations from the text to no more than 1 quotation.

Evaluation

Reading Response 3 will be graded on their overall written quality (Is the prose readable? Is it relatively free from grammatical and punctuation issues? Does it offer a sense of clarity of thought? Is it concise? etc.), the performance of the summary (the depth or degree of summation, or the ability to wield the key concepts of the work in a clear and impactful way), and the ability to stay within the guidelines of the assignment (word count, quotation rule, etc.).

Goals: Reading Responses are seen as a course resource. They are opportunities for students to stumble upon key ideas or concerns that they might later pursue in course work. Summaries provide concise descriptions of texts which help students get a sense of where particular conversations reside and what issues are likely to emerge in relation to those conversations.

Reading Response 4—500 words

Abstract
Reading Responses are writing and thinking activities that allow students to engage with the course reading.

Prerequisites
Complete the assigned course reading.

Completion
To complete this assignment, students need to write a response that identifies and attempts to apply a theme, theory, issue, or perspective from the reading. These are graded assignments, and as such should be produced with an eye toward their written quality.

Assignment Description
Reading Response 4 is designed to allow student-players to identify major perspectives in the readings and to use those perspectives as a lens for looking at other related concepts, practices, artifacts, activities, and the like.

To do this, students must have an understanding of what the text is about and be able to identify and articulate a major point, premise, theme, theory, issue, or perspective (we will refer to this as a focal concept or frame) and then work to apply that focal concept in some meaningful way.

Student-players will need to divide these reading responses into three sections:

– Section 1 – summarize the work and explain the essential elements of this focal concept/frame (and they will need to do so within no more than 200 words)

– Section 2 – articulate/state the focal concept under consideration

– Section 3 – apply that concept/frame as an explanatory model. To do this, student-players will need to choose an artifact or activity they know well and attempt to explain or situate that artifact/activity within the guiding frame. [Note: the entire response cannot exceed 800 words).

Evaluation
Reading Response 4 will be graded on its overall written quality (Is the prose readable? Is it relatively free from grammatical and punctuation issues? Does it offer a sense of clarity of thought? Is it concise? etc.), the accuracy, depth, and insightfulness of the application, and the ability to stay within the guidelines of the assignment.

Goals
Reading Responses are a course resource. They are opportunities for students to stumble upon key ideas or concerns that they might later pursue in course work. Reading Response 4  are particularly good at helping students think through examples and applications of concepts which will be beneficial to later, more complex works in the course.

Reading Response 5—750 words

Abstract
Reading Responses are writing and thinking activities that allow students to engage with the course reading.

Prerequisites
Complete the assigned course readings.

Completion
To complete this assignment, students need to write a response that explores, in some depth, connections between the assigned reading and other readings from the class.

Assignment Description
Reading Response 5 is designed to allow students to begin to build idea and concept webs that allow for richer, more complex models and methods for making sense of rhetoric, play, and game related issues.

To do this, student-players must have a solid understanding of a reading as well as one (or more) other course texts. Then, in 700 – 1000 words, student-players will need to explore and explain the ways in which two (or more) texts can be brought to bear on one another to (1) illuminate (and/or challenge) the key ideas at stake in each text; (2) serve as complimentary frames for explaining an activity or artifact outside their original scope; or (3) offer a point of intervention into an area or practice in need of more significant inquiry. In all three cases, students will need to demonstrate a critical understanding of the readings in question, represent the core elements of each in concise and effective prose, and use specific elements from the readings to support particular claims.

Evaluation
Reading Response 5 will be graded on its overall written quality (Is the prose readable? Is it relatively free from grammatical and punctuation issues? Does it offer a sense of clarity of thought? Is it concise? etc.), the ability to wield two (or more) conceptual structures in a shared space, the depth and insightfulness of the exploration of the concepts toward their targeted purposes, and the ability to stay within the guidelines of the assignment.

Goals
Reading Responses are a course resource. They are opportunities for students to stumble upon key ideas or concerns that they might later pursue in course work. Reading Response 5 is designed to provide a significant level of engagement that absolutely should function as foundational elements in other course assignments.