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· Read section 16.1 on p. 286 of the Student's Guide digital textbook.

· Read the course goals and student learning outcomes on p. 2 & 3 of the course syllabus.

· Write two paragraphs in which you reflect (thinking about your own learning) on what you learned or practiced during the unit 1 language narrative unit.

· Each paragraph should reference one specific learning outcome from one of the goals on p. 2 & 3 of the course syllabus.

· This reflection will also become part of your final project portfolio at the end of the course.

Syllabus goals:

Course Goals and Objectives Goal 1: Rhetorical Awareness Learn strategies for analyzing the audiences, purposes, and contexts of texts in order to strengthen reading and writing. Student Learning Outcomes: ●1A. Analyze a text’s genre and how that influences and guides reading and composing practices. ●1B. Explain the purposes of, intended audiences for, and arguments in a text and how these are impacted by particular cultural, economic, and political contexts. ●1C. Apply knowledge of rhetorical options in reading practices.

Goal 2: Critical Thinking and Composing Use reading and writing for research, problem solving, critical thinking, action, and participation within and across different communities. Student Learning Outcomes: ●2A. Integrate evidence through methods such as summaries, paraphrases, quotations, and visuals. ●2B. Support ideas or positions by discussing evidence from multiple sources.

Goal 3: Conventions Understand how purpose, audience, and context relate to genre conventions such as structure, style, design, usage, mechanics, and citation practices. Student Learning Outcomes:

●3A. Follow contextually appropriate conventions for language use related to areas such as grammar, punctuation, and spelling. ●3B. Apply contextually appropriate citation conventions. Goal 4: Revision Understand composing processes as flexible and collaborative, drawing upon multiple strategies. Student Learning Outcomes: ●4A. adapt composing and revision processes for a variety of technologies and modalities. ●4B. produce multiple revisions on global and local levels. ●4C. suggest useful global and local revisions to other writers. ●4D. identify the collaborative and social aspects of writing processes. Goal 5: Reflection Use meaningful, ongoing reflection to inform writing processes, foster the development of a writing identity, and think ahead to future writing situations. Student Learning Outcomes: ●5A. Narrate their processes and progress as writers throughout Foundations Writing courses. ●5B. Recognize and articulate how their values, goals, and/or circumstances inform their choices as writers ●5C. Assess how writing experiences and artifacts might influence future writing situations