Project #97535 - REFLECTION

Essay #5 – Reflective Essay - 100 points maximum

Essay must also be turned in to turnitin.com.

NOTE: Plagiarized essays will receive no points, and could result in your failing this class. Yes, students have plagiarized this type of essay! Also, this essay must be an original essay that you have not turned in for any other class, even if this is the second time you are taking WRIT 100.

This essay is due Wednesday, December 9, during our class period, no later.
I will not accept essays turned in later!
Three
full double-spaced typed pages (750 words) MINIMUM. Short essays will be downgraded.

Reflect upon the papers you’ve written and your progress in WRIT 100 this semester. You should honestly focus on your development as a writer and what you perceive to be your strengths as well as areas that need improvement. Some topics to consider are: how you considered audience and purpose, how you’ve worked on organizing your essay and paragraphs, how you’ve improved your thesis and topic sentence development, how you’ve improved your essay development, and how you’ve improved your grammar/spelling/word choice/formatting.

In this essay you should answer most of the following questions. But you should NOT type the questions word-for- word into your essay or present a paper in a “question – answer” format. You must compose and format this assignment as you would an essay. You are to write in paragraphs and have transitions between paragraphs, and your essay should have a beginning, middle, and end. Here are the questions:

  • During this course, what have you learned about writing that is new? Think about assignments or requirements in assignments that are new to you. Why are these new lessons important?

  • Describe your process for writing one of your papers. Did you write the paper overnight? Over a few days? Where did you write the paper? What were your difficulties and satisfactions with the paper?

  • How did you respond to constructive criticism in the form of instructor comments, peer reviewer comments, or Writing Center coach comments?

  • How has your process for writing a paper changed during the course, if at all?

  • What do you think is your best paper? Why is that one the best?

  • During this class, have you grown as an academic writer? Have your feelings about academic writing changed during the course? Has your level of confidence in your academic writing skills increased? Please explain your growth (or stagnation) as an academic writer.

  • Has this course helped you with a paper written in another course this semester? How?

    Unlike other papers you have submitted this semester, you will only submit one draft of this paper. There will be no peer review. Please note: This is NOT a review of the class or a “last chance” opportunity for you to influence me by telling me how much you loved the course. Save your admiration and criticism for the online course evaluation. Use APA formatting, which will also count as part of your grade; you will NOT need in-text citations or a Works Cited list.

 

Rubric for the Final Reflective Project

Excellent or “A” quality

Well-embodied reflection on multiple levels. Soundly organized. May have a “voice” as well as critical reflective thoughts. Critical thoughts or actions suggest a creative element. Addresses a generally educated audience by the insightfulness of the reflective thoughts presented

Competent or “B” quality

Developing reflection. Suggests that organization has helped to communicate ideas. Presents evidence for developing reflective thinking, possibly through minimal explanation or minimally citing evidence, but fails to reach an adequate level of complexity or elaboration for the reflective thinking points. The student writer may pander well, recite “lessons learned” well, and/or state opinions—without suggesting real points of reflective thinking. May have details that are not well-organized or that are not reflective. Generic thought.

Passable or “C” quality

Developing reflection. Suggests that organization has helped to communicate ideas. Presents evidence for developing reflective thinking, possibly through minimal explanation or minimally citing evidence, but fails to reach an adequate level of complexity or elaboration for the reflective thinking points. The student writer may pander well, recite “lessons learned” well, and/or state opinions—without suggesting real points of reflective thinking. May have details that are not well-organized or that are not reflective. Generic thought.

Below Average or “C- to D” quality. Some reflection. An attempt at organization. Repetitious language or a very few points suggest reflective thinking without explaining such or citing evidence for such. May pander and/or provide the teacher with repetitious, perhaps insincere language that re-states the course’s learning outcomes and/or the teacher’s assignment’s purpose(s). 

Subject English
Due By (Pacific Time) 12/07/2015 12:00 am
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