Reflective Writing

Unit 7: Writing Portfolio   ive  attached two of my past major writing  papers also need  a new refelctive writing paper  to go along with it all put together  TASK: Your portfolio is the culmination of all you have learned in this class so far. Your job is to show off what you have learned about writing in this course. How? By compiling your two best pieces of writing from the course, a new reflective essay, and other artifacts from the class that represent important steps in your learning this term. Your two best pieces of writing should be major writing assignments that have been significantly revised, such that they are the absolute best writing you have produced for a class. (Most students choose to do further revision and editing to the pieces they have revised for the two revision projects.) These assignments should feel complete and finished, and you might think of the portfolio as a “publication” opportunity. Likewise, your reflective essay should be carefully composed, revised, and edited — it, too, should feel complete and finished. (See below for more specifics about the reflective essay.) The trickiest part of this assignment might be gathering “artifacts” of your learning. What counts as an artifact? Well — just about anything! Consider including any of the following: Early drafts of your major writing assignments, to illustrate your growth Writer’s Journal entries that were particularly useful to your writing process Copies of discussion posts that helped you to understand important concepts Copies of peer or instructor feedback that you found especially helpful Copies of peer review letters you wrote Many students find it useful to think of their portfolio as sending a particular message about what they learned in this course. In the “Writing Processes” mini-lecture for unit 7, you will consider a number of approaches to talk with the selection of artifacts, arrangement of the portfolio, and approach to the reflective essay. LENGTH, DESIGN, & FORMATTING: Your portfolio should be created as a single document, in a .doc, .docx, or .pdf file. Your portfolio should contain: Your two best major writing assignments, further revised, edited, and improved A reflective essay that discusses your learning Class artifacts that illustrate important steps in your learning this term A table of contents  Use MLA guidelines for document design. This includes using 1-inch margins, double-spaced type, and page numbers in the upper right corner. Each writing assignment and the reflective essay should have its own Works Cited page, if necessary. To allow your instructor the ability to post marginal commentary, you must submit this assignment as a .doc, .docx, or .pdf file. You can save files in these formats with most word processors, including Web-based programs like Google Docs, Word Online, and Open Office. If you are using a web-based file storage system like Google Drive  (Links to an external site.)  or Dropbox, be sure to learn exactly how to transfer files from your storage system to Canvas.  REFLECTIVE ESSAY: Your reflective essay should be a newly written personal essay in which you discuss your growth as a writer this term. Many approaches are possible: Highlight the most important moments for you in the class Describe why you have chosen each assignment and artifact for inclusion in the portfolio Tell the “behind-the-scenes” story of one of your major writing assignments, including reference to early drafts and discussion of your decisions as a writer Discuss what growth and improvement you have seen in your own writing, as well as opportunities for further growth in the future Look back at your history as a writer, discussing significant moments in your “writer’s autobiography” Whatever approach you select, your reflective essay should be at least 800 words, and should develop its focus with appropriate rhetorical strategies. As always, quality is more important than length. Your reflective essay should feel complete and finished. Peer review in unit 7 will help you to achieve this goal. INSTRUCTOR RESPONSE & GRADING: You can expect your instructor to provide substantive response and feedback to your portfolio within 6 days of the deadline — in other words, in the final few days of class. Please review all instructor feedback, including marginal commentary, which you can access by clicking “View Feedback” once your assignment has been graded. Your portfolio will be graded using a common rubric used by all EN 105 instructors to grade all EN105 writing portfolios. Your scores will be used to assist the English department and Park University with assessment of course offerings, teaching strategies, and student learning. Rubric EN 105: First Year Writing Seminar 1: Critical Reading, Writing, & Thinking Across Contexts EN 105: First Year Writing Seminar 1: Critical Reading, Writing, & Thinking Across Contexts Criteria Ratings Pts   This criterion is linked to a Learning Outcome LE Thinking 1: Sources and Evidence (Critical Thinking) Rubric Description: Accomplished (capstone): Demonstrates skillful use of high- quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing. Competent (Second Milestone): Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.  Developing (First Milestone): Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. Beginning (Benchmark): Demonstrates an attempt to use sources to support ideas in the writing. Not Applicable: Not applicable to this assignment. threshold: 3.0 pts 4.0 pts Accomplished (Capstone) 3.0 pts Competent (Second Milestone) 2.0 pts Developing (First Milestone) 1.0 pts Beginning (Benchmark) 0.0 pts Not Applicable —   This criterion is linked to a Learning Outcome LE Thinking 2: Access the needed information (Critical Thinking) Rubric Description: Accomplished (Capstone): Accesses information using effective, well- designed search strategies and most appropriate information sources. Competent (Second Milestone): Accesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search. Developing (First Milestone): Accesses information using simple search strategies, retrieves information from limited and similar sources. Beginning (Benchmark): Accesses information randomly, retrieves information that lacks relevance and quality. Not Applicable: Not applicable to this assignment. threshold: 3.0 pts 4.0 pts Accomplished (Capstone) 3.0 pts Competent (Second Milestone) 2.0 pts Developing (First Milestone) 1.0 pts Beginning (Benchmark) 0.0 pts Not Applicable —   This criterion is linked to a Learning Outcome LE Thinking 3: Evidence and Reasoning (Critical Thinking) Rubric Description: Accomplished (Capstone): Supports his or her conclusion using solid, surprising, logical connections between pieces of evidence while noticing the limitations of his or her argument and conclusion. Competent (Second Milestone): Supports an argument with logical, well-accepted evidence that, taken as a whole, makes a strong case for his or her conclusion. Developing (First Milestone): Attempts to support an argument with evidence, but the evidence chosen is not strong or well accepted, or the evidence does not work together to support the student’s conclusion. Some logical fallacies may be unintentionally present. Beginning (Benchmark): Does not support an argument with reasonable evidence. Shows a tendency to argue for a point using emotional appeals, appeals to authority, catchphrases, and other logical fallacies. Not Applicable: Not applicable to this assignment threshold: 3.0 pts 4.0 pts Accomplished (Capstone) 3.0 pts Competent (Second Milestone) 2.0 pts Developing (First Milestone) 1.0 pts Beginning (Benchmark) 0.0 pts Not Applicable —   This criterion is linked to a Learning Outcome LE Comm 1: Explanation of Issues (Communication) Rubric Description: Accomplished (Capstone): The student states Issues/ problems clearly and describes them comprehensively, delivering all relevant information necessary for full understanding.  Competent (Second Milestone): The student states Issues/ problems critically, describes, and clarifies so that understanding is not seriously impeded by omissions.  Developing (First Milestone): The student states Issues/ problems but descriptions leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/ or backgrounds unknown. Beginning (Benchmark): The student states Issues/ problems without clarification or description. Not Applicable: Not applicable to this assignment. threshold: 3.0 pts 4.0 pts Accomplished (Capstone) 3.0 pts Competent (Second Milestone) 2.0 pts Developing (First Milestone) 1.0 pts Beginning (Benchmark) 0.0 pts Not Applicable —   This criterion is linked to a Learning Outcome LE Comm 2: Organization (Communication) Rubric Description: Accomplished (Capstone): The student writes or presents in a pattern (specific introduction and conclusion, sequenced material within the body, and transitions) that is clearly and consistently observable and is skillful and makes the content of the presentation cohesive. Competent (Second Milestone): The student writes or presents in a pattern (specific introduction and conclusion, sequenced material within the body, and transitions) that is clearly and consistently observable within the presentation. Developing (First Milestone): The student writes or presents in a pattern (specific introduction and conclusion, sequenced material within the body, and transitions) that is intermittently observable within the presentation.  Beginning (Benchmark): The student writes or presents in a disorganized pattern that does not unify the presentation. Not Applicable: Not applicable to this assignment. threshold: 3.0 pts 4.0 pts Accomplished (Capstone) 3.0 pts Competent (Second Milestone) 2.0 pts Developing (First Milestone) 1.0 pts Beginning (Benchmark) 0.0 pts Not Applicable —   This criterion is linked to a Learning Outcome LE Comm 3: Conclusions (Communication) Rubric Description: Accomplished (Capstone): The student compellingly states conclusions that are logical extrapolation from the inquiry findings.  Competent (Second Milestone): The student states conclusions focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings.  Developing (First Milestone): The student states general conclusions that, because it is so general, also applies beyond the scope of the inquiry findings.  Beginning (Benchmark): The student states ambiguous, illogical, or unsupportable conclusions from inquiry findings. Not Applicable: Not applicable to this assignment. threshold: 3.0 pts 4.0 pts Accomplished (Capstone) 3.0 pts Competent (Second Milestone) 2.0 pts Developing (First Milestone) 1.0 pts Beginning (Benchmark) 0.0 pts Not Applicable —   This criterion is linked to a Learning Outcome EN105.CLO.01 CLO Description: Process: Apply writing processes (e.g., pre-writing, drafting, revising, editing, proof-reading) and collaborative strategies (e.g., discussion, peer review, critique, conferencing) to a variety of writing tasks, including the use of writing as a tool for inquiry. CAR Description: Exceeds Expectations:Student demonstrates clear evidence of using process and social/collaborative practices to draft, revise, edit, and proof-read. Meets Expectations: Student shows some evidence of using process and collaboration to write. Does Not Meet Expectations: Student does not demonstrate the use of process or collaboration. threshold: 3.0 pts 3.0 pts Exceeds Expectations 2.0 pts Meets Expectations 1.0 pts Does Not Meet Expectations —   This criterion is linked to a Learning Outcome EN105.CLO.02 CLO Description: Focus: Develop a controlling idea/thesis for the personal essay. CAR Description: Exceeds Expectations: The focus, or theme, of each student essay is not only clear but insightful, memorable, and personal. Meets Expectations: Student’s writing consistently has a clear focus, though it may not always be unique or insightful. Does Not Meet Expectations: Student essays are either unfocused or feature commonplace or generic topics. threshold: 3.0 pts 3.0 pts Exceeds Expectations 2.0 pts Meets Expectations 1.0 pts Does Not Meet Expectations —   This criterion is linked to a Learning Outcome EN105.CLO.03 CLO Description: Development: Through the close analysis of diverse model texts, identify strategies for supporting, developing, clarifying, and extending the focus of an essay, especially through the integration of cultural perspectives and personal experience. CAR Description: Exceeds Expectations: Student essays demonstrate diverse, successful, and deliberate development strategies, such that each final draft seems complete. Meets Expectations: Student essays show some use of development strategies but final drafts show some room for further development. Does Not Meet Expectations: Student essays are unsupported, needlessly repetitive, unclear, or otherwise underdeveloped. threshold: 3.0 pts 3.0 pts Exceeds Expectations 2.0 pts Meets Expectations 1.0 pts Does Not Meet Expectations —   This criterion is linked to a Learning Outcome EN105.CLO.04 CLO Description: Rhetorical Strategies: Analyze a variety of rhetorical situations to respond appropriately to diverse audiences, purposes, and genres. CAR Description: Exceeds Expectations: Student consistently displays an awareness of audience, purpose, and genre, and responds creatively and appropriately. Meets Expectations: Student shows some awareness of rhetorical situations and responds appropriately. Does Not Meet Expectations: Student shows little awareness of audience, purpose, or genre. threshold: 3.0 pts 3.0 pts Exceeds Expectations 2.0 pts Meets Expectations 1.0 pts Does Not Meet Expectations —   This criterion is linked to a Leaning Outcome EN105.CLO.05 CLO Description: Conventions: Identify common formats and conventions (e.g., structure, tone, mechanics) for different genres of writing, including electronic texts. CAR Description: Exceeds Expectations: Student essays make meaningful use of standard formats and conventions in structure, tone, and mechanics. Although a few mechanical errors may be present, they do not impede understanding. Meets Expectations: Student essays are relatively standard in terms of format and mechanics. Errors may be present, but do not impede understanding. Does Not Meet Expectations: Student essays are nonstandard in format without good reason, use inappropriate tone or structure, or contain mechanical errors that impede understanding. threshold: 3.0 pts 3.0 pts Exceeds Expectations 2.0 pts Meets Expectations 1.0 pts Does Not Meet Expectations — Total Points: 0.0 Previous Next

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