Thinking about windows in relationship to reflection provides us with a useful metaphor. In the reflection of windows, we can see what’s behind us, and we can see ourselves. Through windows, we can see what’s ahead of us, and what’s possible.
In this project, we will use the motif of windows to explore three composition class related moments, tasks, interactions, or texts that helped you work through your major revision of a project. Specifically, you will explore a window in writing, a window in reading, and a window in research that helped you think about, prepare for, and/or work through this major revision of Project 1, 2, or 3.
Your reflection should include the following:
- An introduction paragraph where you describe the project you revised, including elements of the rhetorical situation of the project (topic, purpose, audience, and genre) and a discussion of why you chose the project for your major revision.
- At least one body paragraph for each of the three outcomes you’ll discuss (writing, reading, and researching), though more than one paragraph for each may be appropriate.
- A conclusion paragraph where you use the evidence you have discussed to finally reflect on how this revision and your other work in the course shows your development of the one or two habits of mind you have focused on this semester. Construct a claim about the contribution of those writing, reading, and researching windows to the revision of your project and/or your development of a habit of mind:Example: Because of these windows, I was able to compose a project that shows (what?)—this claim could be tied to progress on a learning outcome, or to a particular habit of mind.
Writing windows examples (you may identify other approaches to take for each of these “windows” as you review the learning outcomes and think about your revision):
- How did understanding the concept of genre help me work through this revision?
- How did my practice writing in various genres this term help me revise my project?
- How did an experience in the class like peer response, a class discussion, or reviewing teacher feedback help me adapt my writing process to complete this revision?
- What moment helped me learn how to better craft a claim or evidence for my revision?
Reading windows examples:
- How did analyzing rhetorical features of a similar text help me understand what I needed to revise in my project?
- How did reading and annotating a course text help me think about the concepts I was writing about or understand the projects I was writing?
Researching windows examples:
- How did my examination of a source help me think through important parts of my project?
- How did my practice researching for another project help me think of new ideas for research to include in this project?
- Post the reflection as a new version of your About Me page, adjusting the title to something like, “About My Writing Portfolio” or something appropriate.
- Link the final reflection text to many of the other texts, reflections, drafts, etc. that you discuss in the reflection. Making these other texts available to your portfolio viewer is an important step of developing your online writing portfolio. Use the link tool in the editing box or the “Add Media” button to link to other pages or documents. These links and uploaded documents are your supporting materials. You may also choose to embed images in your reflection page (for example, if you want to capture a peer’s comments on your draft, or a brainstorming document). Select “open in a new tab” when possible for easy navigation back to the reflection page. Where you cannot provide a link or document (i.e. if you are recounting an in-class discussion), make sure that you include appropriate narrative and/or descriptive detail for helping your reader understand what happened and how that moment contributed to your revision of Project 1, 2, or 3.
- Upload the revision of Project 1, 2, or 3 as a new page on your WordPress
- Upload your project to your WordPress blog by 11:59 p.m., Thursday, December 17, 2015.
Your grade for the reflective project will be averaged with your grades for the other four major projects you complete for the course. An evaluation rubric can be found below:
|Reflection and Portfolio||Excellent
|Does the introduction include a description of the rhetorical situation of the revised project?|
|Does the introduction include an explanation of why the writer chose to revise the project?|
|Does the writer explicitly identify three key learning windows (in writing, reading, and research) that supported the revision of the project being discussed?|
|Does the writer sufficiently and convincingly explain and discuss how each of these three windows informed the revision of the project?|
|Is there a clear claim about how these learning windows supported the student’s progress on either course learning outcomes or the development of a habit of mind through the revision?|
|Does the writer effectively use online tools like linking and integration of supporting documents and media to create a digital portfolio?|
|Are paragraphs logically organized and coherent?|
|Clear and Effective Writing|
|Are sentences clear, correct, and stylistically strong, representing the student’s knowledge of writing?|
- Use key course concepts (genre and rhetoric) to write effectively
- You’ll practice employing narrative, description, evaluation, and reflection in the text, showing that you understand the features of metacognitive reflective writing.
- Use a flexible writing process that includes brainstorming/inventing ideas, planning, drafting, giving and receiving feedback, revising, editing, and publishing.
- You’ll practice brainstorming, drafting, reflection, and revision activities in class and for homework to develop ideas and refine writing.
- Appropriately integrate material from sources.
- You’ll practice using description or narrative to introduce sources.
- You’ll practice using MLA format to integrate in-text citations.
- Use written reflection to monitor and evaluate one’s own learning and writing.
- You’ll work through discussion of your writing work to construct claims about your writing knowledge.
Examples from Winter 2015: