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critical reflections english 100 |
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10% of final course grade This important writing assignment asks you to look back over the reading, writing, and thinking you’ve done this term so you can tell your reader (specifically) how your Final Portfolio should be read. You want your reviewer to understand exactly how this portfolio works as evidence of your growth as a reader, writer, and critic this term. What have been the key moments in your work this term? How are you writing differently now than you were at the beginning of the term? What new things have you learned about yourself as a writer and reader? I also want you to examine each of the pieces you have written: think about the story each assignment tells, from your earliest invention, to your peer, tutor, and instructor responses, to your final choices for revision. How has your writing change within and across these different assignments? What have you learn about writing and yourself as a writer? Play a “movie of your mind” for us so we may learn what you were thinking and feeling when you pulled your portfolio together and/or developed these final revisions. What is your reaction to the collection of work that your portfolio represents? If you see this process as important to your development or growth as a thinker (or something else), why do you see it this way, and what have you gained from the process? This is your chance to wow us! To complete this assignment successfully, you must reflect on and quote from selected writing you’ve done this term, as well as from the readings. You choose what you want to quote and use, determine how to best use it, and make sure your reader understands how everything you quote works as evidence in support of your growth as a writer. Think of this as your final exam. Show us what you learned. Objectives As you do so, consider these objectives: The student will (1) understand that literacy is context-dependent, (2) validate and investigate one or more familiar discourse communities, (3) articulate the unwritten rules participants must obey in that discourse community if they want to remain/become accepted as members, (4) investigate new literacies in order to articulate the unwritten rules participants must likewise obey, (5) locate and articulate points of contact between familiar literacies and new ones, (6) examine points of dissonance between different literacies, (7) determine how to make productive use of these points of dissonance, and (8) put the rhetorical dexterity to use in a variety of contexts for a variety of purposes. NOTE: You will be completing the majority of this project in your official Writing Group (your “lab”). Thus I only offer the description of this important writing assignment here. Later in the term, your tutors and I will be offering the actual strategies you may use to develop this.
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