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Reflective Introduction (Multimodal, 1500 words minimum) This document introduce
Reflective Introduction (Multimodal, 1500 words minimum) This document introduces you as a college-level writer, thinker, and communicator to a community of your peers. Its fundamental purpose is to illustrate the role you have played in your learning over the course of the quarter in 39C. You take responsibility for the quality of your work in this document (and in your ePortfolio) by assessing your performance. The reflective introduction accomplishes two major objectives: 1) it is an analytically incisive introduction that delivers and substantiates arguments about your development as a writer and communicator 2) it offers a balanced analytical assessment of your progress. Guiding Suggestions for Writing the Reflective Introduction The reflective introduction should be an analytically rigorous multimodal composition that documents your learning this quarter and perhaps throughout the WR39 sequence of courses (39A, 39B, and 39C). Think of the rest of your ePortfolio as an archive of evidence that you will use in support of the arguments put forward in the introduction. Refer to the various pieces of evidence from the archival portion of the portfolio in the introduction. Guide the reader to them and clearly explain your artifacts. The reflective introduction should address and analyze your learning in the following FOUR areas (in whatever order fits your argument): Transferring What You Know You do not need to answer all of the following questions, select those you find useful. Use specific examples from your portfolio. Can you describe the central strategies you use when writing and when arguing in writing? How did you learn them? How have they changed over time? How have your experiences in your writing classes at UCI influenced your personal history as a writer in academic contexts? Please explain and use examples. (From Week 1, Self-Assessment) Have you already applied what you learned in the WR 39 series to writing assignments in other classes? Explain using specific examples, if possible. (From Week 1, Self-Assessment) Are you using a variety of strategies to approach your writing assignments in all of your classes? If so, please explain them. Has the WR39 series of courses influenced your ability to make effective choices about how to approach other writing assignments such as lab reports, memos, blue book exams, short response papers, and any other examples of writing you have been assigned in here at UCI? Has the WR39 series of courses influenced the ways in which you communicate when you write or communicate outside of school, perhaps in your communities or in your extra-curricular activities? Are you using the same strategies in different contexts as you consider the demands of different situations, both in school and out? If so, please explain why, and give examples. (From Week 1, Self-Assessment) Over the course of this quarter, while you were in WR39C, did you bring any of the strategies you were learning in 39C into the other classes you were taking this quarter to help you with writing assignments in these other classes? Please explain, and use examples. Did you bring strategies you learned in your other classes this quarter into 39C? Please explain, and use examples. Now that you have completed the sequence of courses that fulfills the Lower Division Writing Requirement, 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. Your Composing Process You do not need to answer all of the following questions, select those you find useful. Use specific examples from your portfolio. Have you experienced moments when the light bulb suddenly illuminated? Can you explain why and how this happened? Explain what you have learned about the process of generating a research-based composition. What have you learned about arranging the elements of your compositions? Have you become more skillful and able to control your presentation of evidence and integrate various pieces of evidence into a coherent and meaningful argument? How did conducting research all throughout the drafting process help you to make decisions about the organizational logic of your compositions? In what ways, specifically, did you formulate and reformulate research strategies, framing questions, and guiding claims/arguments by using research? Did you carefully select multimodal pieces of evidence? Why did you choose such examples? Did making your argument visible by using multimodality help you to clarify your thesis? Explain how your process of writing drafts, source evaluations, and annotations evolved over the course of the quarter. Did you become more effective at pre-writing tasks? Rhetoric, Argumentation, & Multi-modal Communication You do not need to answer all of the following questions, select those you find useful. Use specific examples from your portfolio. What have you learned about argumentation and persuasion through the process of generating two multi-modal compositions? Explain how creating a multi-modal composition helped you to articulate your arguments and understand your ethos as the author. How did conducting research all throughout the drafting process help you to make decisions about the organizational logic of your compositions? In what ways, specifically, did you formulate and reformulate research strategies, framing questions, and guiding claims/arguments by using research? Did you carefully select multimodal pieces of evidence? Why did you choose such examples? Did making your argument visible by using multimodality help you to clarify your thesis? Can you explain how you arrived at the solutions you chose to analyze in your advocacy composition? Was there a specific moment when your thesis became clear to you, and can you explain what you did to arrive at such a moment of clear insight? Did using multimodal elements help you figure out how to arrange your evidence and deliver your argument in a well-put together narrative? Explain and demonstrate why and how you used various arguments and counter-arguments and numerous and different sources to strengthen your claims. Revision You do not need to answer all of the following questions, select those you find useful. Use specific examples from your portfolio. Explain your process of revision. How big of a role does revision play in the process of generating and discovering arguments? Explain how you benefitted from feedback from your teacher and from your peers both in workshops and in office hours. How do you respond to criticism? What sort of critic are you becoming? 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 to address these questions. Analyze how you benefit from writing multiple drafts in terms of argumentative presentation, evidentiary support, and narrative development. Explain and analyze the types of revisions that benefit you. Do you make broad, conceptual revisions? Do you make structural revisions and reorganize paragraphs? Do you rewrite sentences? Do you make fine word choices? Do you alter your body of evidence through research or omission? Supporting Materials - Selections & Selecting Your portfolio should be populated by numerous artifacts. All of the “process” work you do will generate artifacts; put them into your portfolio as you go along, knowing that you will continue to organize and reorganize it over the course of the quarter. But select the most meaningful artifacts carefully, and write detailed captions for them so that whoever views your ePort understands your reasons for choosing a specific piece of evidence.

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