1500 words.Need communication, since it’s about the work I’ve done this quarter.

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ePortfolio Reflective Introduction Preparation: Ongoing Reflection
Writing 39C
Fall 2014
This worksheet will help you get started thinking about the Reflective
Introduction of your final ePortfolio that will be due at the end of the quarter.
Your work will benefit from ongoing, analytical self-evaluation. The following
will give you a series of questions to answer, other questions to ask, and three
possible formats for your reflective work in 39C: bracketing your reflections,
putting your reflections in footnotes or endnotes, and/or keeping a separate
journal of comments on your work and your revisions.
As you work on the wide variety of assignments for 39C, it is a good idea to reflect
periodically on your awareness and motivations regarding the function of your
work in the context of the rhetorical triangle: rhetor/writer/speaker/sender/maker,
text/medium/genre/artifact/object, audience/reader/listener/receiver (how
would you refine these terms?).
Each time you find a new source, jot down your reasons for using it, the way you
plan to describe it, the particular features of it that you find useful or fascinating, the
effect you believe it or your interpretation of it will have on your readers, and how
you are defining or describing your readers/viewers/listeners. As you write, go
back over your work to think about your motivations in terms of your own ethos as
a writer, the features of the material you are analyzing in claim/evidence/warrant
format, and the audiences you are attempting to reach. When you make revisions,
articulate the reasoning behind those revisions in terms of author
(you!)/text/audience. Finally, as you work, ask yourself useful and productive
questions that you plan to answer in your Reflective Introduction. Ultimately, the
series of reflective remarks you make along the way can establish the foundation for
the required 5-8 page Reflective Introduction to your final ePortfolio.
Questions to Answer in the Process of Composing your Reflective Intro
Here are a few possibilities for questions you may want to consider answering at
various stages of your research and composition in 39C. Keep track of these
answers, however you end up organizing the ongoing draft of the Reflective
Introduction to your ePortfolio.
Why did I choose this source over other, similar sources?
Have I chosen sources that generate arguments? How?
Have I covered an array of points of view in my primary and secondary sources?
What is the most interesting feature of this source?
What am I trying to establish in terms of ethos when I use this source?
What effect do I intend this source to have on my readers, and why?
How can vivid description of my source help my argument in this part of my draft?
Write your own source-related questions to be answered in your Reflective Intro:
Which databases are ending up to be the most productive, and why?
Which search terms are working, and which aren’t?
How can I refine the nature of my search for sources?
When I did the last search, what direction was I picturing for my upcoming draft?
What field am I exploring, and why?
Write your own research-related questions to be answered in your Reflective Intro:
How can I make my main idea clearer here?
How can I improve the claim, evidence, and/or warrant here?
When I write a warrant, am I showing exactly why the example proves my thesis?
Could I find a better example for this argument?
Who is my intended audience, and how does this part of my draft address them?
In this paragraph, what was I trying to achieve in terms of my overall argument?
How does this part of my draft lead to the next part?
How am I establishing credibility in this part of my draft?
Is my argument making progress here?
Write your own draft-related questions to be answered in your Reflective Intro:
Questions to Ask in your ePortfolio Reflective Intro Draft:
The Reflective Introduction can be found on a series of thought-provoking questions
that you may or may not answer. Those questions, in themselves, can improve the
quality of your research and writing all along, and will improve the sophistication of
your final reflection. Here are some examples of a process of moving from
unproductive questions to productive questions to ask in your reflective work
throughout the quarter:
1. Unproductive: How can I make this sound more scholarly? >>>>
Productive: How can I rewrite this so I would reach a specific audience of scholars in
a particular field?
2. Unproductive: How many sources should I list so that I have “enough” here? >>>
Productive: Which kinds of sources would work for this part of my argument, and
3. Unproductive: How can I make sure to reach the most possible people? >>>>
Productive: Which audience am I neglecting, and how can I revise my work so that I
am addressing that audience?
4. Unproductive: How can I make sure I have claims, evidence, and warrants so I can
get an “A” on this? >>>
Productive: Can my claim generate an antithesis? Is my evidence precise and well
chosen? Does my warrant show precisely what it is about my evidence that proves
my claim – like do I use a specific feature of my evidence or do I just keep
summarizing my evidence repeatedly?
Write a fairly unproductive question about your work (this should be fun!):
Turn it into a productive question here:
Try this a few times. It will inspire you to ask more inspiring questions!
Brackets, Footnotes, and/or Journal
Refer to the questions listed above in order to keep a running journal of
rhetorical self-reflection in preparation for your final ePortfolio 5-8 page
Reflective Introduction. Here are 3 ways you can organize the way you write
to yourself about the progress and rhetorical awareness of your work in 39C:
Option One: Rhetorical Reflection Bracketed in the Text of your Assignments
As you write and revise the prospectus, annotated bibliography, drafts, multi-modal
compositions, or any other preparatory work your instructor has assigned, you can
jot down motivations or goals as you write, pause at the end of paragraphs to jot
down your motivations or goals, or wait until you complete the assignment to
comment on the way your work functions dynamically within the rhetorical triangle.
When you turn in the assignment, simply cut and paste the bracketed remarks into a
different document and delete them from the main assignment. One way to
distinguish your comments from your actual writing is simply to bracket it. This
way you will develop a visual sense of the relationship between your work and the
motivations behind your work as you write drafts. Don’t forget to ask questions
about what you’re trying to achieve! Questions count as reflection, too, and
sometimes they’re the most productive way to lead yourself to revise your work
effectively. When you put together your ePortfolio, the series of bracketed
comments can function as an ideas draft for your ePortfolio Reflective Introduction.
Option Two: Rhetorical Reflection as Footnotes or Endnotes
As you compose the various assignments for 39C, you may want to learn to use the
footnote or endnote function so that the keyboard commands come naturally to you
when you cite sources in drafts and in the final version of your work. Sometimes
writers use footnotes to explain aspects of their writing. You can practice using
footnotes or endnotes by writing your rhetorical, self-reflective comments straight
into footnotes, and then you can delete the reflective footnotes or endnotes before
you turn in each assignment, cutting and pasting them into a different document
that will then have a series of reflective remarks that can inform your final
ePortfolio Reflective Introduction. The footnote or endnote model allows you to
avoid interruption in the text of your work, and gives you a sense of commenting to
the side, or in an anterior realm in relation to your work.
Option Three: Ongoing Rhetorical Reflection Journal
The third option for composing an ongoing draft of your ePortfolio Reflective
Introduction is the simplest. You can keep a separate journal in which you comment
on the progress of your work, any problems you are having, the way you are
addressing and solving the problems in your work in terms of revisions, and,
especially, the way you see your work in the context of the rhetorical triangle,
rhetor/text/audience. This method allows you to see the ePortfolio Reflective
Introduction take shape as you go along. You will probably end up altering the
order of comments, constructing paragraphs out of brief remarks, and working on a
carefully developed expository essay. However, the ongoing journal is the most
streamlined method of ePortfolio Reflective Introduction preparation.

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