need it in 8 hours.

Your Reflective Analysis should accomplish four tasks:

1. It should make an argument about your writing development. Read the FWP Outcomes and choose ONE of the Outcomes as the focus for your argument. You have lots of options here.

2. It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:

a.     1 major/formal project from 101

b.     1 major/formal project from 102

c.     1 major/formal project from 103

d.    2 informal compositions from 101, 102, or 103 (you may use writings from discussions)

e.     Any other supporting samples of writing you would like to use*

Choose one outcome from below:

1) Students will learn the terminology, rhetorical ideas, and practical approaches of writing

persuasively/argumentatively.

Assessment/Deliverables:

•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.

•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and reflective analysis.

•These terms will appear in course discussions, readings, and assignments.

2) Students will apply the writing process and revision to the creation of persuasive projects.

Assessment/Deliverables:

•Students will complete at least two major assignments with a substantive written component.

• Students will draft and revise at least one substantive written composition guided by instructor and peer rough draft comments (instructors’ evaluations can be delivered via written comments, verbal comments, and/or conferencing).

•Students will meet with their instructor at least once to discuss a writing assignment.

3) Students will continue to reflect on their own and others’ writing and communication

processes and practices.

Assessment/Deliverables:

•Students will conduct in-depth, well-structured peer review of other students’ written work. Peer reviews will be graded or will “count” in some way in the course grade, demonstrating the value of the review both to the reviewer and to the student being reviewed.

•Guided by their instructor, students will create a reflective analysis for a writing portfolio that examines the portfolio materials in relationship to the FWP Outcomes and demonstrates their ability to make rhetorical choices about how they present themselves to external audiences.

4) Students will use course writing and conversations to develop their critical thinking skills

and their ability to engage open-ended, complex problems.

Assessment/Deliverables:

•Students will complete multiple assignments demonstrating critical thinking skills

5) Students will reinforce their understanding that grammatical and mechanical errors detract

from achieving their communication purposes.

Assessment/Deliverable:

•Students will demonstrate in several assignments their ability to write with minimal grammatical and mechanical errors.

6) Students will continue to use writing technologies, i.e., digital writing and communications

tools, for a variety of writing purposes and to address a range of audiences.

Assessment/Deliverables:

•Students will complete at least one assignment that uses a multi-media component, such as a video, podcast, or Web site.

•Students will use digital technologies to compose, edit, and disseminate their texts.

7) Students will reinforce their understanding of the goals and means of course assessment.

Assessment/Deliverables:

•Through informal writing, portfolio work, conferences, and/or class discussion, students will articulate the course goals and how each assignment fits these goals.

8) Students will understand how to create a collaboratively written document.

Assessment/Deliverables:

•Students will work in a team to complete a complex writing project.

•Students will examine collaborative writing as a subject of study.

•Students will demonstrate the ability to create documents to reflect team progress.

Writing and genre

9) Students will understand how genres, especially professional genres, shape writing.

Assessment/Deliverables:

•Students will study and compose genres such as letters, reports, essays, and memos.

•In assignments, students will respond to diverse audiences; respond to different rhetorical situations; use format and structure conventions appropriate to the rhetorical situation; and adopt appropriate voice, tone, and level of formality.

•Students will write about a discipline/profession in which they are interested.

Use of research and evidence

10) Students will reinforce their understanding of and fluency with the following citation and

use of research/evidence concepts and terms: attributive tags, quoting, paraphrasing,

summarizing, annotation, block quotes, ellipses, parenthetical citations, indirect sources,

integrity.

Assessment/Deliverable:

•Several course assignments, quizzes, and/or class discussions will focus on these concepts, and students will use terms appropriately throughout the course.

11) Students will reinforce their understanding and use of annotated bibliographies.

Assessment/Deliverable:

•Students will create an annotated bibliography that will be graded or evaluated in

some way by the course instructor.

12) Students will continue to demonstrate that they can integrate their ideas with the ideas of

others.

Assessment/Deliverable:

•Through their written work students will demonstrate the ability to access, evaluate, paraphrase, and use fairly and effectively information from a variety of sources.

13) Students will reinforce their ability to cite a variety of sources—scholarly, non-scholarly,

print, Web—accurately using a recognized and accepted system such as MLA, APA, or

Chicago. They will continue to see citation as a choice of using language appropriate to a

particular audience.

Assessment/Deliverables:

•Students will incorporate a correct citation style appropriate to the type of composition and its audience in at least one assignment, and they will be able to discuss why they chose a particular citation style as appropriate to their purpose and audience.

•Students will create a bibliography that includes various sources (scholarly, non-scholarly, print, Web).