Today's Agenda:
conceptualizing and drafting the reflective overview.
Class discussion of reading:
Questions from your facilitators on the purposes and form of reflection:
- What does reflective writing mean to you?
- Why is reflective writing an important part of the revision process?
- Does the writer give an effective argument why reflective writing is an important part of revision?
- How do you think this process of reflective writing will aid you in revising your papers?/Do you think you will be able to use "revision-type thinking" in other areas of your life besides your writing like the author was able to with painting her kitchen? (pg. 202).
- What are the different ways can you write your reflection/cover letter?
- The author of the reading wrote her "process note" the way she thought her instructor wanted her to - "nice and fancy" (pg. 192). Is that the way this reflection should be?
- Should the reflection be at the back of your paper or on the front? Should it be on a separate sheet of paper? Or a continuation of your rhetorical analysis? (pg. 194).
- Do you have to entitle your reflection "dear reader"?
- Can you use first person in your reflection?
- Does the reflection need to be signed like the reading mentioned?
- On considering your process:
- Do you always need to correct things that were mentioned in the peer review even though you think your paper would be better without the correction?
- Is free-writing meant to be a clear and organized? Or is it okay for it to be jumbled and then fixed into a clear outline?
- What are some of the things you learned from reading the other students' examples? Did it make sense how to write about your purpose and target audience for the paper?
- Questions to ask when revising the reflection:
- Am I being specific in my writing
- Am I throwing in language just to make the paper sound better?
- What is the main purpose of this paper?
- What is the main point I want the reader to get out of this?
- Am I writing this reflection based off what I think the instructor will want to hear?
- What questions do YOU have about the reflective overview?
Small group discussion:
In your groups, work through these tasks.
-
Review rubric for pf1: the reflective overview.
-
Review the course objectives and the assignment sheet.
-
List: the tasks we've been working on these last several weeks.
-
List: the learning goals associated with each task.
-
9:30 discussion notes | 11:00 | 1:00 Remember: these are intended as "invention tools"--things to get you thinking about what you've done. They are NOT a list of what all to include, or an organization scheme for the reflective overview.
Devising possible prompts:
Let's try to generate a list of prompts to help you all brainstorm your reflective overviews. (Remember: these are prompts. They do not represent all you might consider in your reflection, nor are they intended to suggest an organizational principle for the draft.) The facilitators tried to get you started! Let's unpack the small group discussions and see what we can add to this list? (I posted your lists, by class time, just above, under "small group discussion." They are also available on the resources page, under reflective overviews.)
- Tell the reader what you intend for the essay to do for its readers. Describe its purpose(s) and the effect(s) you want it to have on the readers. Say who you think the readers are." So basically, just tell what your intentions were for your paper. Who you're talking to, and why. What effect you expect the reader to have, and why.
- "Describe your process of working on the essay. How did you narrow the assigned topic? What kind of planning did you do? What steps did you go through, what changes did you make along the way, what decisions did you face, and how did you make the decisions?" Talk about your process, what was the reason for the decisions you made. Why did you choose the topic that you did, what were your thoughts behind that. Why did you choose the backup that you may have used in support to your paper from your topic.
- "How did comments from your peers, in peer workshop, help you? How did any class activities on style, editing, etc., help you?" We have not done this yet, but after we do, describe what changes you made after hearing from your reader, and why.
- "Remember to sign the letter. After you’ve drafted it, think about whether your letter and essay match up. Does the essay really do what your letter promises? If not, then use the draft of your letter as a revising tool to make a few more adjustments to your essay. Then, when the essay is polished and ready to hand in, polish the letter as well and hand them in together." Use your reflective paper to help "polish" your paper, making sure that your analysis actually follows through with what your reflection promises.
- From my own insight, I would also say to justify your paper and the choices that you made in writing in the way that you did. This is like a blueprint to your paper. It tells the reader what your purpose was, and why. You should include how well you think you did, AND WHY!!
Resources (from facilitators)
In-class writing time!
Work on your reflective overview (and/or your rhetorical analysis). Ms. Ford and I will circulate to answer questions, serve as sounding boards, read bits of drafts, etc.
For next time:
Bring a COMPLETE draft of your rhetorical analysis essay (electronically--put it on a thumb drive, email it to yourself--whatever is easiest for you) for a peer review workshop.
HEADS UP!
- Your first portfolio (including final drafts of the rhetorical analysis AND the reflective overview) will be due to the Blackboard drop box before class on Tuesday, October 2.
- On 10/2, we will meet in the library Reference Training Room (RTR), located behind the reference desk, to get an introduction to some of the tools you will need as we work on portfolio 2.
Comments (0)
You don't have permission to comment on this page.