(750-1000 words with multimodal elements)
Reflective Introduction (RI)
The RI is a narrative essay that continues your practice as a college-level writer, thinker, and communicator in a community of your peers. Its fundamental purpose is to illustrate and assess the role you have played in your learning over the course of the quarter in 39C. Like your other compositions for this course, the RI is multimodal and uses carefully selected pieces of evidence to create analytically incisive and compelling claims. The RI should also use cross-referencing strategies, such as hyperlinking, to direct the reader to other sections of the portfolio and other pieces of evidence and their captions.
The Reflective Introduction should address your learning in the following four areas. While you should take each category into account, you may develop some sections more than others. Choose whatever helps you best communicate your learning process.
1. Transferring What You Know: Guiding Prompts
Note: Select only those you find useful and/or add your own
Writing in an academic context: Now that you are at the end of 39C (and the Lower Division Writing Requirement), take a look back to where you were at the beginning of the quarter, or even at the beginning of your college-writing experience, and analyze how your practices and habits of researching, writing, and organizing have changed and evolved. You might consult your Week 1 Self-Assessment to get you started. How have your experiences in writing classes at UCI influenced your personal history as a writer in academic contexts? Has the WR39 series of courses and 39C in particular influenced your ability to make effective choices about how to approach writing assignments in other classes? Assignments such as lab reports, business memos, blue book exams, short response papers, and any other examples of writing you have been assigned in here at UCI? In other words, have you applied what you learned in the WR 39 series to writing assignments in other classes? Have other classes and assignments influenced your writing process; if so, which ones? Please explain using specific examples.
Writing in a course about [your course theme]: How did this course’s theme shape your sense of your writing and research in the course? Has this course’s theme invited you to think differently about your role as a student, a citizen, or any other community you are a part of?
2. Your Composing Process: Guiding Prompts
Note: Select only those you find useful and/or add your own
How have your strategies for starting an essay evolved over time? How does research figure into this process for you now? How do you see yourself as a writer capable of engaging with other perspectives in the process of composing your essay? How do you go about integrating various kinds of sources into your
work? How have you become more skillful and able to control your presentation of evidence and integrate various pieces of evidence into a coherent and meaningful thesis?
Note: Select only those you find useful and/or add your own
What did persuasive writing mean to you when you started this course? How have you learned to write more persuasively? How have you learned to make more convincing claims? In what ways, specifically, did you formulate and reformulate research strategies, framing questions, and guiding claims by using research? How and why did you use various arguments and counter-arguments and numerous and different sources to strengthen your claims? What role did multimodal communication play in your efforts to create persuasive and convincing compositions?
Note: Select only those you find useful and/or add your own
Describe your revision process. Explain and analyze the types of revisions that you tend to make. Do you revise for better organization, moving paragraphs around, deleting, adding? Narrative Style? Sentence style? How have you evolved in this area? Do you tend to revise for missing evidence? Do you (still?) see this process as a solitary activity or one that involves collaboration, giving and receiving feedback, sharing ideas? Explain how you benefited from feedback from your teacher and from your peers in workshops, presentations, and/or conferences. How do you respond to criticism? What attitude do you adopt when you give it? How did your relationship to peer reviewing evolve? Use examples of feedback you received on your work-in-progress, your final versions, and in workshops, as well as advice you gave to your peers.
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