SPECS: 6 pages. Typed. Double Spaced. MLA format.
DUE: August 29 before midnight. By August 30 before midnight for late credit. Email as an attachment along with your research essay and final grade tracking sheet.
Overview: In this essay, you will examine and discuss both your learning in the course and your final product (aka the actual research paper) in English 102 this summer quarter.
Read on for more details and instructions…
Purpose: To discover, through the writing process, more about what you have learned as a result of English 102. To show Lindsay evidence, in this indirect assessment, of the aspects of learning that are not measurable or tangible. To help you “Transfer” what you have learned in English 102 to future writing– both in college AND after graduation.
Audience: Please create your essay as a letter to a real person in your life– your mother, your father, a sibling, a cousin, an uncle, a friend. It could be to someone who guided you, like a grandparent, aunt, or uncle . . . it could be someone who may not be around right now, but whom you might want to “contact” to let him or her know what and how you are doing. Or it could be a friend or peer who has not enrolled in college; a person you know who is biding time, “hanging out,” or who, knowing where you are now, might be (or might not be!) particularly impressed. It could also be someone whom you feel cast you down in some way, at some point, and now you can tell him or her that you are moving on.
Tone and Content: The tone and content of the letter will depend on the person to whom you are writing. For example, if you are writing to a younger person, you might write with a caring and positive tone, as you emphasize the ways in which learning over this past eight weeks has opened your eyes, or has not been what you expected. If you are writing to someone who represents tension or conflict for you, you might write with a dour or even slightly angry tone, as you indicate, “You said or thought ____ about me, and/ but now I’m telling you ____.” Write in any voice that feels “true” to this relationship and which allows you the best flow of ideas to convey your experience of English and learning this quarter. In terms of content, you will choose the aspects of the course/your writing/your learning that feel applicable to that particular audience. See the list below for a few ideas that you might write in response to.
Aspects You Might Choose to Cover in 102: Asking the right question. Inquiry question. Malcolm Gladwell’s Ted Talk on Spaghetti. Where’s Waldo. Ballenger. Pictures. Focus. The essai versus “the essay.” The attempt. The try. “Theories of Intelligence.” Vulnerability. Brene Brown on Research. Divergent thinking. Writing Process. Invention. Blogging. Coming up with an inquiry question. Technology as pen and paper. Writing in class. Research. Finding sources. Databases. Interpretation. Analysis. Close Reading. Using evidence. Body paragraphs. Writing leads. Writing conclusions. Thesis statements. Drafting. Delayed thesis structure. Exploring. Claim-Thesis structure. Argument. Writing as RE Vision. Re writing. Voice. Knower. Roger Ebert. Running with scissors. Highlighters. The Writing Center. The Library. Conferences with Lindsay. Particular individual challenges in this course. Particular individual successes in this course. Your best piece of writing all quarter. What you most enjoyed. Your network of peers.
Turn-In Details: Please e-mail Lindsay your reflective essay as an attachment to the same email as your research essay and grade sheet.