Today’s Plan:
- Job Analysis Draft Feedback
- Characters and Actions, First Sentences
- Discussion Section Brainstorm
Job Analysis Draft Feedback
I want to begin by going over a few things I saw in the drafts.
- Job selection in data collection
- Mentioning Brumberger and Lauer in data collection
- Mentioning mediabistro.com and spring 2018 in data collection
- How to Align a Table of Contents
- AP Style and Hyphens
- How to Set and Adjust Columns
- How to Insert Page Numbers (LMGTFY)
- What to do before a graph(s)
- What to do after a graph
Discussion Section / Brainstorm
One thing I’ve seen in a lot of drafts is that the discussion section tends to just repeat (and maybe expand) the data section. I want to dedicate time today to talking about what these sections can do. I realize, looking through the draft, that I did not elaborate on discussion sections in the Canvas draft or in last week’s class notes. Although I did send out some instructions in an email:
- First, you can compare your findings to Brumberger and Lauer. What is the same? What is different?
- Second, and I think more interesting, you can talk about which of these skills students will develop via coursework at UNC and which of them will require extra-curricular attention. What activities, clubs, etc might help develop what skill?
I haven’t seen a lot of this happening in the drafts. I am seeing a lot of paragraphs like this one:
Within the tools and technology section, the results gathered that Adobe Illustrator and Google Docs were not something that companies are interested in their applicants having prior knowledge of. The companies reviewed were shown to prefer Microsoft Office over Google Docs. Adobe Illustrator did not appear in any of the Job requirements, as companies preferred applicants to have an understanding of Photoshop rather than Illustrator. Companies seem to have their focus more towards the ability to edit images instead of being able to use a graphic design program.
Most of that paragraph is just a (nice, concise) summary of the data. The last line moves into implications–that’s what I want. So I would delete the rest of the paragraph (or move it into the data section, perhaps replacing what is there) and write a new paragraph that begins with that final sentence. Now we have to think: where/how can a student learn to edit images while at UNC?
Now let’s think of a few of the other most important skills. And we are off.
