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The final assignment of this course is a learning reflection essay. Your reflect
The final assignment of this course is a learning reflection essay. Your reflective essay should make claims about how you have developed and grown as a critical reader, thinker, and writer over the course of this semester, using evidence from the semester’s worth of writing you’ve done as evidence for these claims. This essay is not self-reflective navel gazing; it is an argument for your learning.
This is simultaneously an opportunity to work on your critical argumentation skills, as well as an exercise in identifying your own learning outcomes and arguing for your own knowledge and skills. Being able to identify what you have learned in an experience and argue for how it might serve you in future pursuits is a valuable professional skill, one that will be tested every time you apply for a job, promotion, or other opportunity.
This is also a chance to study yourself and your learning. Treat your writing and learning in this class as the object of inquiry for this assignment. Approach this data with openness and curiosity, as if you are meeting your student-self for the first time. This is an important attitude to cultivate because no one can really convince you why your own education is important. You have to determine its value for yourself.
Tasks
Make a claim and support it with evidence.
In this essay, you should make and support claims about how you have learned and grown as a writer over the course of this semester. If, for example, you want to make the claim that you have gotten better at paragraphing and organizing your ideas, you would want to compare a paragraph from a very early submission in the course to a paragraph that you wrote for your research paper, and explain where you see evidence of your growth and development. If you want to make the claim that you developed more critical reading habits, you could compare your first Reading Notebook response to your last Reading Notebook and explain where you see evidence of more developed critical reading skills.
You are welcome, of course, to talk about other ways you have grown and developed that are perhaps less easy to document, such as attitudinal shifts, changes in how you feel about writing, etc, but you should mostly focus on making claims about your learning that you can provide evidence for using your work in the course.
Integrate sources.
Use your writing from the course of this semester as sources that substantiate the claims you are making about your learning, using the strategies listed above. Integrate your own writing using paraphrase or direct citation. Your parenthetical citation should include both the title of the assignment/essay and the page number.
You must also cite at least one course reading from Tophat that we did this semester, and use an idea, concept, or argument from that reading as a lensfor understanding your own growth.
Respond to specific questions.
Here is a list of prompts you can use to generate content for your essay. But remember that your essay should not just be a list of responses to these prompts. Use arrangement strategies, including strong transition sentences at the beginning and ending of each paragraph, to move your reader through your journey this semester.
Read over your major papers and written assignments from the whole semester. Start with your writer’s profile. What goals did you set for yourself in your writer’s profile? What tensions did you identify, and how have those tensions come up for you this semester? How have you worked with them or resolved them?
Re-read the section of our textbook about critical habits of mind. Which of these habits do you think you developed this semester? How do you know?
Re-read some or all of the essays we read in Tophat. Which of these writers’ journeys, struggles, and victories remind you of your own story? How did these writers move you to think about your own communication, writing, and languaging practices differently? Remember that you need to cite one of these essays as a lens that helps you think about your own learning.
Review the feedback you left on peers’ papers. What changes do you notice in your feedback practices? How did the way you address others’ writing at the beginning of the semester compare to our last round of feedback? What writing concerns does your feedback focus on? What does your feedback to other writers tell you about your own growth as a reader and writer?
Re-read your revision memos that you submitted for each assignment. Compare the first one to the last one. How did your relationship to receiving feedback change as the semester progressed? How did your approach to integrating feedback change over the course of the semester?
Look at the two drafts you submitted of your research paper and compare them to the final draft you submitted. What does looking at these drafts teach you about your writing process? How do you approach the challenge of writing a new paper? Are you doing this differently than how you did it at the beginning of the semester?
Revisit our first assignment from the semester, the plurilingual inventory. Which of your plurilingual experiences was most beneficial to your experience of reading, writing, and thinking in this class? How do you know?
Look back at what you submitted for our engagement assignments throughout the semester. At what points in the assignment did you seem to be most engaged with the course work and the course concepts? What else was going on at this point in the semester? What does this tell you about how your writing practices are affected by other things going on in your life?
Look back at your grades over the course of the semester. Grades don’t tell us much about who you are as a writer, but they can tell us where you were feeling unengaged, bored, unmotivated, or confused. Where are the dips in your grade this semester? What was going on when those dips happened? When you look at the writing you were submitting during those dips, what do you notice, compared to writing you submitted when you were meeting your grade goals?
Look at the assignment sheets for the major papers we submitted this semester. What specific skills did you learn from one or more of these assignments? How do you think those skills will transfer into future writing and thinking situations in your life?
Other requirements
Your essay must be at least 1000 words.
You must cite at least 1 of our Tophat readings.
Your submission must be on Canvas by April 26th at 11:59pm. Late submissions will not be accepted for credit – it is the end of the semester and there is no time! Please take care in ensuring that you are submitting the correct document in the correct assignment by the deadline.
Submissions must be doc, docx, or pdf files. No other file types may be submitted.
Assessment Criteria.
I will use our standard rubric to assess your final paper. Below, I have detailed the questions I will be asking myself to assign points to each category.
Sustained focus.
Does the writer seem to understand the point/task of this assignment? Does the reflective essay focus on claims about the writer’s growth? Are claims sufficiently supported by evidence from the writer’s work over the course of the semester? Or is the reflective essay sort of a freewrite that does not ground itself in specific arguments?
Mode.
Does the reflective essay demonstrate analytic and argumentative writing strategies? Is the writer trying to persuade me that they have grown the way they say they have grown, or does the reflective essay read more like a journal or self-expressive piece of writing?
Arrangement.
Did the reader use arrangement strategies to create an argumentative arc in their reflective essay, or is it a list or series of responses to the prompts? Does the writer use arrangement strategies like transition sentences, paragraphing, signal phrases, etc? Is there a clear introduction and a clear conclusion?
Source integration.
Does the reflective essay work from the writer’s own writing from throughout the semester? Do they use their own writing as evidence for their claims about their growth? Or are they writing only from their own impressions of their progress this semester without engaging with their actual writing materials? How do they demonstrate that engagement in the reflective essay?
Does the revision memo reference specific pieces of feedback from myself or from peers?
Does the writer cite one of our Tophat readings as a lens for understanding their own learning?
Language/mechanics.
Do I see the issues, questions, and themes from our Tophat readings reflected in the reflective essay? Is the student reflecting on their unique capacities as a plurilingual writer and communicator? Does their writing in this portfolio reflect deep engagement with the course themes? How do I know?
Has the writer demonstrated care in proofreading and copyediting the reflective essay?
Writing process.
Does the writer discuss their writing process in their reflective essay? Have they demonstrated deep thought not only about what they have written, but about how they write?
Did the writer submit their paper on time and in an acceptable file format?
Did the writer produce at least 1000 words?
Did the writer attend their final conference?
note from customer- write this essay in a humanised way. the customer is not a good student in the class make sure to use this while reflecting
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