Part I. Artifacts: The Revision of Two Major Assignments
The revision requirement highlights the importance of writing as a process. Whether we’re writing a resume or completing a class assignment, the due date does not mean it is the best it ever will be. Revising at the end of the semester shows you how you’ve grown as a writer and demonstrates your proficiency in all the things you practiced during the semester.
Revising Major Writing Assignments:
Revision options include the following:
- Further developing content
- Reorganizing content
- Improving coherence (such as adding transitions, avoiding repetition, and making connections)
- Enhancing key features of the applicable genre and format
- Correcting surface features
- Properly framing quotations and/or supporting details (introduced and explained)
- An altering of tone to fit audience/purpose
- Addressing any feedback
- Other improvements are also welcome
Notes on Revision Process
- Revisions should adhere to the initial assignment expectations.
- Just changing surface features (grammar, spelling, page format, etc.) is not substantial revision.
- An excellent revision will go beyond responding to feedback. As you consider what else would benefit from revision, consider how the revision will illustrate what you learned this semester.
ALL REVISIONS SHOULD BE IN A DIFFERENT COLORED FONT OR HIGHLIGHTED, SO THE READER CAN EASILY DISTINGUISH BETWEEN THIS DOCUMENT AND THE ORIGINAL.
***Note: I have uploaded the two major assignments that I have selected from what I have done for the class. I will also send you two links (each one shows the feedback from the instructor for the two assignments). So, changes should be in the highlighted sentences to be more perfect, and we should highlight the change that we did.***
—————————————————
Part II. Writing the Reflection
Your two included and revised assignments should reflect each of the course outcomes, as listed on the syllabus.
In 1,100-1,300 words, reflect on how you’ve met the specified course outcomes (see below) within the two revised assignments you’ve selected. This reflection is not about proving complete success in all areas of the course. Instead, this is an exercise in which you think about your process and progress in the course—even if you struggled, were frustrated, or didn’t understand. The best reflection will include detailed examples from in-class work, homework, or writing assignments for how you’ve approached the outcomes.
For the reflection, we’ll be focusing on the following goals:
- made rhetorical choices by strategically constructing compelling texts across a range of sociocultural contexts.
- transformed compositions using multiple modalities.
- navigated the recursive nature of the research process.
Context
A significant part of learning requires meta-cognition, or thinking about thinking. Active reflection, intentionally considering what you’ve learned and examining connections, helps codify and consolidate your understanding of the ground we’ve covered this semester. By pairing assignments and lessons from the course with specific course objectives and articulating how they align (or don’t), you engage in meaningful meta-cognition. Moreover, these reflections aid the composition program at Stout in its self-assessment by providing data with which to determine whether students are, on the whole, coming away with the skills, knowledge, and understanding to carry them through the writing tasks the rest of their education and career requires. As such, your reflections have a secondary audience beyond myself as the instructor—these instructors will not have the intimate familiarity I do with our assignments or the way I’ve presented the course content. Be mindful of how you explain your growth and understanding (or frustrations) to that audience. Finally, please refrain from adding your or my name in the reflection. Use pronouns instead (e.g., I, me, my, the instructor, he/his, she/her, etc.). This will save me the hassle of anonymizing the reflections prior to their programmatic assessment.
0 comments