Project 3: Reflective Learning Narrative, English homework help

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Project 3: Reflective Learning Narrative (500 words)

What question do I need to answer? Through this essay, I’d like you to write a letter to me answering these two questions:

  • What have you learned about writing this semester?
  • How can you put your learning into the context of where you are now and where you want to be?

Then, you’ll bring it all together in an essay formatted like a letter to me that explores and analyzes your learning.

What exactly do I need to do?

1.Look back at the semester to figure out what you’ve learned. Pick out two or three of the course learning outcomes and some of your own goals from the beginning of the semester. Provide evidence that shows that you achieved these goals.

2.Use quotes (quote yourself) from your first drafts, revisions, final drafts, in-class writing, responses on Socrative (which I will send to you in an Excel file), and exit tickets as evidence to demonstrate where you were at the beginning of the semester versus where you are now and to serve as specific examples.

3.Come to a conclusion about what this goal achievement/progress toward your goals means in the long run to your own long-term goals (for example, your college degree and your future career). In other words, what have you learned in this class that you can take into the rest of your college classes or into your future career?

What is a reflection? Reflective writing means looking back at something, analyzing its significance by thinking about it in depth and from different perspectives, then coming to a conclusion about what it means for you and your ongoing progress as a learner. As a result, this assignment will be personal, but also thoughtful and exemplify your critical thinking.

What else is important that I should remember? Reflective writing will usually involve writing about anxieties, mistakes, and weaknesses, in addition to strengths and successes. Exploration of failure often leads to the best successes. Don’t be afraid to explore what misunderstandings you had about writing and about literature that you now better understand. Keep asking yourself “what does it mean?” Another idea is to format this so that it follows the pattern of “I used to think… but now I think…” Then, explain how you moved from what you used to think to what you now think.

What does a successful essay have? A successful essay is just that: an essay, not a list of answers to the questions listed above. It should have:

A tone that is uniquely yours, but is also professional in acknowledging that this is a college-level essay;

A distinct introduction with a complex, thoughtful, and original thesis that declares your conclusion about your learning;

A body that explores the learning outcomes, uses quotes as evidence of learning, and explores what your learning in this class means for your future;

A conclusion that answers the “so what” question and wraps up the essay;

Few grammatical and mechanical errors because it has been thoroughly proofread and because it demonstrates the best of your writing and care.

This kind of organization isn’t required, but it may assist you to make sure that you’ve accomplished all of the jobs I’ve asked of you.

What do I do if I’m stuck? As always, if any of the details of this assignment are unclear, see me ASAP. Remember that I’m here to help you throughout the writing process. Take advantage of my office hours and the Writing Center.

Deadline: 12/19: Final draft due by 11:59pm on Blackboard (late essays lose 5 points per day)

Formatting: Letter format (“Dear Professor Mendoza,” “Sincerely”), 12-point, Times New Roman, Double-spaced, APA formatting (title page, headers, and page numbers)

Unsatisfactory

Needs Improvement

Satisfactory

Well Done

Thesis

(20%)

Points:

0

Essay does not contain thesis statement, or is completely off topic or so short as to be non-responsive to the assignment.

Points:

14-15

Essay contains thesis statement, but statement is vague enough so that it does not answer the prompt in a specific way.

Points:

16-17

Essay contains thesis statement with explicit answer to prompt, but has flaws in logic or does not introduce the significance of the learning.

Points:

18-20

Thesis is original, thoughtful, and complex in that it asserts the learner’s arc and introduces its significance.

Analysis of learning (35%)

Points: 0

Essay lists a few learning goals, but does not explore or analyze them at all.

Points: 24-27

Essay lists learning goals and does very little analysis so that a conclusion is not reached about what course learning means for the future.

Points: 28-30

Essay lists learning goals and does some analysis and comes to a conclusion about what it means for the future, but not in a way that is interesting and/or does not analyze in terms of progression of learning process and connection to thesis.

Points: 31-35

Essay successfully analyzes the evidence in terms of the learning process, explores its significance thoroughly, and explicitly connects to the thesis.

Usage of evidence

(20%)

Points: 0
Essay does not use any evidence at all from journals, drafts, or final papers.

Points:

14-15

Essay uses evidence, but in a way that does not work to prove the thesis; instead the evidence seems to be present merely for the sake of having evidence.

Points: 16-17

Essay uses some evidence, but evidence is not always clear or detailed enough to prove the thesis.

Points: 18-20
Essay uses clear, detailed, and interesting evidence to prove thesis/learning in a way that works particularly well.

Organization/Flow of Essay

(15%)

Points:

0

Essay is very disorganized or writing is extremely difficult to follow. The writer’s point is not clear from a casual reading of the essay.

Points:

9-11

Essay doesn’t flow, but writer’s general intent is reasonably ascertainable with moderate effort.

Points:

12-13

Essay is not particularly well organized, but the writer’s intent is evident with little effort.

Points:

13.5-15

Essay is well organized and sounds like it flows from one point to another.

Grammar/mechanics/

lower-level concerns/ formatting

(10%)

Points:

0

Grammar, spelling, or typographical errors are so numerous or significant as to substantially interfere with the Essay’s readability AND/OR formatting is not APA.

Points:

5-7

Essay contains a significant number of grammatical, spelling, or typographical errors that make it so that the audience sometimes cannot gather intended meaning, AND/OR formatting is APA, but is incorrect.

Points:

8-9

A moderate number of grammar or typographical errors is present, but they do not interfere with the audience’s understanding of intended meaning, AND/OR APA formatting is sometimes incorrect.

Points:

10

Essay contains few or no grammar, spelling, or typographical errors so that intended meaning is clear, AND APA formatting is well done.

I need it to be as simple as possible, not complex at all. I am going to provide some of my articles that you can quote.

“Is Google Making us Stupid”

Guy Billout is a French writer who came to the united states in 1969 and was active in some magazines and the New York Times. In His article “Is Google Making Us Stupid?”, the way he wrote his introduction is different from other articles I have read. He starts his introduction by telling a story that lead genuinely to the topic. I believe that by writing this as the beginning of his article is helpful for readers to get his whole point of view. In the second paragraph, he illustrates his experience as if it is related to that story. He stated that google is changing his mind unconsciously or in a way that he suddenly noticed that it’s been changed, which basically explains that google is changing people’s way of thinking and absorbing information. Also, his concentration starts to drift after reading two or three pages, which supports his main idea that google diminishes people’s concentration and focusing. In the third paragraph, he demonstrates his inference that he has been searching, surfing, and finding the information in minutes, instead of doing a search that takes days of reading resources in libraries. This basically is the only trait that have been changed from the past method of researching. In the fourth paragraph, he provided a quote that says that internet is a boon and has helped us a lot, but that boon comes at a price, which is basically impacting our way of thinking and limit it in certain way thinking. It is harmfully influencing people’s concentration and contemplation. It diminishes the capacity of that concentration and contemplation. In the fifth paragraph, he proofs to the audience that he is not the only writer who is confronting this kind of issues with reading that is caused by nowadays sources moderation. There actually are some of his acquaintances and friends who are having the same issues. Says Guy Billout, “Scott Karp, who writes a blog about online media, has confessed that he has stopped reading books altogether, and said “I was lit major in college, and used to be a voracious book reader,” he wrote. “what happened?” he speculates on the answer: “what if I do all the reading in the web not so much because the way I read has changed, i.e. I am just seeking convenience, but because the way I THINK has changed?”” Indeed, in my opinion, in this quote, there is a fact that most of the people agree on which people are really seeking convenience, but that convenience has its price. There a relation between what Guy Billout said at the beginning about doing a research in minutes instead of doing it in days and numerous hours of reading resources. Also in the sixth paragraph, the author gives another experience of a writer who admitted that can nit read longish passages anymore and begin to skim that passage immediately. In the seventh paragraph, he gives scholars, from the University College of London, report that is Study of Online Research Habits. This study is actually considered as an evidence to the reader. I actually like the way of him giving some instances in previous paragraphs and then provided an evidence about how google is affecting people. In the eighth paragraph, I actually find that this paragraph does not promote or even enhance this article, because this paragraph is saying the opposite of the previous ones. Maybe the author wants to say something about the other hand of this subject. But for me as writer I would not include this paragraph in my article if my opinion was the opposite. Later on, the author also proofs the fact that brain altering when he states James Olds statement that says that brain is able to renew itself and breaks the old cells to create new ones. Also, the brain is able to alter its function and reprograming. The author way of stating his information and evidence is quite smooth and convenience. However,he keeps going back forth, from giving evidence that internet is making people having lack of concentration and contemplation, to providing some information that says total opposite. He keeps going back and forth until the conclusion. In the conclusion, in my opinion, I like the way that he is saying that reading and internet are both beneficial, but he differs his opinion in a brilliant way.

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