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Self Reflection Final - English 101- Essay professor Summer Liu

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Aliah Guzman Professor Summer Liu ENG 102 April 22, 2022 Self Reflection This semester was a bit stressful in my other classes, and this class was very beneficial, not only it took my stress off my shoulders, but it taught me more about how to write better essays. This class also helped me by extending my vocabulary and how to develop my writing; this class also helped me with discussions questions outside of this class; I hated doing discussion questions;; I always thought it was hard,, but after this class,, discussion questions were very easy to do, I get done with them in a few minutes. Writing essays was not my favorite, I always waited till the last day to complete them. I always had trouble finding strategies and seemed to rush over my essays. This class helped me write many essays and how to prepare for them. I learned new techniques. All of the essay that I wrote in class were all help full the analysis and rhetorical assignment were all new to me and that taugh me many things, the argumentative essay I was familiar with. English 102 taught me a lot of techniques; every week I would learn something new. We all had to read articles always had a tiny new strategy. English is not a hard class unless you make it to be, its an easy class and fun as well, it kepts you busy, but if you leave it for the last minute the class canbe hard and stressful and this class taught me that in the beginning i thought i was stressful because i left everything for the last minute it was due sunday i would finish it on sunday so it was overwhelming until i realize i was doing it to my self. I learned how to plan my essay, so when I began to write them, it was easier than just trying to think how my essay should

start and end. I would always have a hard time keeping my papers organized, I always have ideas, but when I begin to write all my thoughts, I seem to combine them and my essay starts to get messy. English 102 did teach me how to keep it organized. When I first started this class, my weakness in my reports was conclusions; I heated ending my essays because I didn’t know how to conclude the essay. I always just seemed to repeat myself again and not just say the main idea that I talked about before. After a while, the last final essay, that’s when I finally realized how to close my essay, my strategy was to get every main point from each paragraph, and that would be my conclusion. When I put every together, I finally felt confident about my conclusions. The first essay about Rhetorical essay, this essay taught me a lot about how to analyze articles, how to briefly explain and back up thoughts about the reports and what they mean. This essay was difficult at first because I had never written one before. The worst part of it was not knowing how to explain the article my thoughts and how to back up my thoughts with quotes from the article. What helped me with this essay was the article Annotated Rhetorical Analysis. This article also taught me how to organize my essays. I liked how this article showed a sample of how the essay needs to look, and that helped me, it showed the wrong and the right and exmapled why it is right or wrong and why a part of the essay is good. The explaining it did was very helpful because when I wasn’t sure with a praghragh in my essay I would look back to the article and see how to improve and if I explained enough to my readers. At the end of the essay, I realized that I did a good job writing and explaining everything in the article. This wasn’t my favorite thing to write, but it did benefit me trough out the way because it helped me know how to improve my responses for the reading response assignments. I had a very difficult time writing the introduction of this essay; I just did not know how to start the essay. I didn’t really know how to write or how it was supposed to be layed out because I had never written a rhetorical essay

for future assignments. This class taught me new strategies in writing and to manage time with assignments, it more likely helped me plan out my essays, so that I have to write and revise my improvements. This essay also made me realize how much I learned and new techniques I gained in writing. Overall I loved these writing assignments they kept me busy and were fun to write. I read interesting articles to write these essays, I improved in each essay, and I am proud that I did that because I always had trouble writing essays. I will keep these writing strategies with me for the future english classes.

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English 101 Final Reflection: My Growth as a Writer

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13 Reflection and Portfolios

The final assignment in your English course will include a reflective essay in which you describe your growth as a writer over the course of the semester. This activity of reflecting on your growth and performance is what is called a metacognitive activity: one in which you think and write about your learning.

Writing a formal reflective essay may be a new thing for you, so this chapter will provide an overview of why we write reflections on our learning and how to approach a reflection assignment.

Black and white photograph of a woman leaning against a marble wall. Her reflection is mirrored clearly in the wall.

Student reflection about their thinking is such a crucial part of the learning process. You have come to this course with your own writing goals. Now is a good time to think back on your writing practices with reflective writing, also called metacognitive writing. Reflective writing helps you think through and develop your intentions as a writer. Leveraging reflective writing also creates learning habits that extend to any discipline of learning. It’s a set of procedures that helps you step back from the work you have done and ask a series of questions: Is this really what I wanted to do?  Is this really what I wanted to say? Is this the best way to communicate my intentions? Reflective writing helps you authenticate your intentions and start identifying places where you either hit the target or miss the mark. You may find, also, that when you communicate your struggles, you can ask others for help! Reflective writing helps you trace and articulate the patterns you have developed, and it fosters independence from relying too heavily on an instructor to tell you what you are doing.

Reflective Learning

Reflective thinking is a powerful learning tool. As we have seen throughout this course, proficient readers are reflective readers, constantly stepping back from the learning process to think about their reading. They understand that just as they need to activate prior knowledge at the beginning of a learning task and monitor their progress as they learn, they also need to make time during learning as well as at the end of learning to think about their learning process, to recognize what they have accomplished, how they have accomplished it, and set goals for future learning. This process of “thinking about thinking” is called metacognition. When we think about our thinking—articulating what we now know and how we came to know it—we close the loop in the learning process.

How do we engage in a reflection? Educator Peter Pappas modified Bloom’s Taxonomy of Learning to focus on reflection:

A Single Column Table Labeled "A Taxonomy on Reflection." From the bottom up, the cells read "Remembering: What did I do?", "Understanding: What was important about it?", '"Applying: Where could I use this again?", "Evaluating: How well did I do?", and "Creating: What should I do next?" An arrow points from the bottom cell up the list to the top cell.

This “taxonomy of reflection” provides a structure for metacognition.  Educator Silvia Rosenthal Tolisano has modified Pappas’s taxonomy into a pyramid and expanded upon his  reflection questions:

Drawing of a blue pyramid. On each level of the pyramid, from bottom to top, are the labels "What did I do?", "What was important about what I did? Did I meet my goals?", "When did I do this before? Where could I use this again?", "Do I see any patterns or relationships in what I did?", "How well did I do? What worked? What do I need to improve on?", and "What should I do next? What's my plan/design?"

By making reflection a key component of our work, students realize that learning is not always about facts and details. Rather, learning is about discovery.

How is reflective writing in the academic setting different from journaling or writing in a diary?

If you write in a diary or a journal, recording your thoughts and feelings about what has happened in your life, you are certainly engaging in the act of reflection. Many of us have some experience with this type of writing. In our diaries, journals, or other informal spaces for speaking – or writing- our mind,  write to ourselves, for ourselves, in a space that will largely remain private.

Your reflection essay for college courses will contain some of those same features:

  • The subject of the reflective essay is you and your experiences
  • You can generally use the first person in a reflective essay

But writing academic reflections, like the one that is due for the English 100/101 portfolio assignment, is a bit different from journaling or keeping a diary:

What can be gained from metacognitive activities that ask you to reflect on your learning and your performance as a writer?

One of the major goals in any First-Year Writing class is to encourage students’ growth as writers. No one is expected to be a perfect writer at the end of the semester. Your instructor’s hope, however, is that after 16 weeks of reading, writing, and revising several major essays, you are more confident, capable, and aware of yourself as a writer than you were at the beginning of the semester. Reflecting on the process that you go through as you write – even if your writing is not perfect – can help you to identify the behaviors, strategies, and resources that have helped you to be successful or that could support your future success. In short, reflecting on how you write (or how you have written during a particular semester) can be quite powerful in helping you to identify areas where you have grown and areas where you still have room for more growth.

How can I write a reflective essay?

As with any essay, a reflective essay should come with its own assignment sheet. On that assignment sheet, you should be able to identify what the purpose of the reflective essay is and what the scope of the reflection needs to be. Some key elements of the reflective essay that the assignment sheet should answer are:

  • What, exactly, the scope of the reflection is. Are you reflecting on one lesson, one assignment, or the whole semester?
  • Do you have detailed guidelines, resources, or reference documents for your reflections that must be met?
  • Is there a particular structure for the reflection?
  • Should the reflection include any outside resources?

If you are struggling to find the answers to these questions, ask your professor!

Another wonderful resource for writing a reflective essay comes from  Writing Commons , in the article  “Writing an Academic Reflection Essay” . This article offers great information about the following:

  • What it means to be “academic” or “critical” and at the same time personal and reflective
  • How you can achieve focus in a reflective essay
  • What “evidence” is in a reflective essay

Prior Learning

Fast and well-traveled roads may make for a quicker trip, but they also miss the nuance and beauty of the scenic route. For some, the long way around is just worth it. The adventures, mishaps, connections, and coincidences that happen along the way are a teacher like no other.

If this sounds familiar to you when you think about your journey in education, then this textbook is for you. Let’s take another look at those years of experiential learning along the scenic route: your work, travel, volunteering, community involvement, entrepreneurship, and whatever else you’ve explored while not in the traditional classroom setting.

Let’s reconsider that experience as Prior Learning, and dig in to see what you’ve learned on the way.

The portfolio is composed of an assortment of documents and artifacts demonstrating previous college-level learning.

  • Examines your personal motivations and educational goals in the context of learning and how you will achieve them.
  • This portion should address each course objective found on the course syllabus, and demonstrate that you have mastered the objectives. Showcase how your learning applies to the objectives for a specific course.
  • You will need to supply documentation to support the narrative.
  • Documentation is as individual as the learner, and it may include items such as sample work products, training certificates, workplace evaluations, letters of recommendation, and/or photographs.

The Educational Narrative is asking for a very specific thing from you so that your reviewers can understand the learning you’ve done and relate it to the course you’re challenging.

What is that thing it’s asking for?

A story . Several stories, actually.

The word Narrative means “story,” of course, so this component is asking you to tell the story of your learning. To tell that story, you’ll need to have several examples that clearly demonstrate your expertise with the course’s subject matter. And these examples need to be  specific . Here’s why:

In creative writing, teachers often say that the universe is in the specific. The more detailed the description, the better the reader can visualize the characters and scene. Take, for example, this line:

We got dressed up and went to the concert.

Who are they? What’d they wear? How old were they? What kind of concert was it? Who was playing? None of that is apparent, so every reader sees something different.

But what if that line was written like:

We teased our hair to the ceilings, doused it in White Rain, snapped on spandex and pleather. We tore out of the suburbs, left a mile-long streak of rubber on our way to go see Twisted Sister at CBGB’s.

Now can you see it? From the first description, it could’ve also easily been a black-tie evening at the Philharmonic, or a 7th Grade Band Concert, or… It’s the specifics that make the example come alive.

That’s  your task in the Educational Narrative.

Though, of course, you’ll be writing about your class experiences and not an 80s hair band (unless you are drawing connections from when you were a member of an 80s hair band…).

ATTRIBUTIONS

  • Content Adapted from Excelsior Online Writing Lab (OWL). (2020).  Excelsior College. Retrieved from https://owl.excelsior.edu/ licensed under a  Creative Commons Attribution-4.0 International License .
  • Content Adapted from Composition II. Authored by : Alexis McMillan-Clifton.  Provided by : Tacoma Community College.  Located at :  http://www.tacomacc.edu .
  • Reflection.  Authored by : Daryl Smith O’Hare.  Provided by : Chadron State College.  Project : Kaleidoscope Open Course Initiative.  License :  CC BY: Attribution
  • Image of woman against wall.  Authored by : VisualAge.  Located at :  https://flic.kr/p/CScnK .  License :  CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
  • Content Adapted from Composition II.  Authored by : Elisabeth Ellington, Ph.D..  Provided by : Chadron State College.  Located at :  http://www.csc.edu/ .  Project : Kaleidoscope Open Course Initiative.  License :  CC BY: Attribution
  • Image of Taxonomy.  Authored by : Peter Pappas.  Located at :  http://www.peterpappas.com/images/2011/08/taxonomy-of-reflection.png .  Project : Copy/Paste.  License :  CC BY-NC: Attribution-NonCommercial
  • Content Adapted from   A Guide to Rhetoric, Genre, and Success in First-Year Writing  by Emilie Zickel is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License ,
  • Image of pyramid.  Authored by : Silvia Rosenthal Tolisano.  Located at :  http://langwitches.org/blog/2011/06/20/reflectu00adreflectingu00adreflection/ .  License :  CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
  • Content Adapted from Prior Learning Portfolio Development  by Baker Lawley is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

English 101: Journey Into Open Copyright © 2021 by Christine Jones is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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