Learning Reflection

Learning ReflectionScreen Shot 2018-01-18 at 4.45.24 PM

This semester, you’ve embarked on a journey of writing with multiple modes and media. You have followed your own interests to design, make, and share texts. You have had a chance to experiment with writing for different audiences and different purposes in a variety of contexts. You have used several production strategies to create compelling, multimodal texts that audiences will want to read, view, experience. You’ve learned how to find and use credible sources to enhance your work. At some point during the semester, you have collaborated with others—either as part of a team or in peer conferences. Finally, you have reflected on your thinking and writing processes. All of these activities have helped you become a more effective writer. Now is the time to take stock of and celebrate all you have achieved!

Your Mission
Create a compelling 1,000 word multimodal composition (including two or more modes) with evidence that convinces a university-wide assessment committee that you have had significant practice with and learning gains in at least one (1) of the course focus areas AND you have developed relevant, useful writing knowledge for your academic, personal, and professional life. Your audience and purpose have been pre-selected, but it is up to you to decide which genre and modes you will use to persuade your audience that you have developed proficiency (or mastery!) in one of the following areas:

  1. Rhetorical Approaches to Composing
    What do you know now about how to compose a text for a specific audience? What is your evidence that you understand audience, purpose, context, and how to pick the appropriate production strategies for your audience? In what ways is this new knowledge useful to you? What evidence from your own writing will you provide that will demonstrate that you are a rhetorically-savvy composer?
  2. Academic Writing Moves
    What have you learned about creating summaries, paraphrases, annotations, citations, and using evidence to make a point or express an idea? What have you learned about analysis, including rhetorical analysis? How does analyzing the work of others help you to become a more effective communicator? Show examples of your academic writing moves and how you’ve used them to compose your own original texts.
  3. Research
    What have you learned about finding and evaluating sources? What have you learned about library research? What makes a source credible? How do you go about selecting appropriate sources for your subject matter? How do you integrate sources to help you achieve your purpose for your target audience? Analyze examples of your writing to demonstrate your ability to conduct and integrate research to compose your own original, audience-centered texts.
  4. Collaborating with Others
    What did you learn about how you work in pairs or teams? What strategies did you learn for managing collaborative workflow? How can you use what you learned about how you work collaboratively? What did you learn from the peer conferences and usability testing about getting and giving feedback? In what ways is this information useful to you? How did the peer review process help you as you completed your projects? Give specific examples of collaboration and feedback to show how you learned to collaborate with others to produce more effective writing.
  5. Multimodal Composing
    What did you learn about composing with visual, spatial, aural, gestural, and linguistic modes? What did you learn about combining modes? What new composing technologies and new drafting processes did you learn as a multimodal composer? What have you learned about copyright and fair use? How did you learn to repurpose assets legally and ethically? Analyze examples of your writing to demonstrate your learning about these aspects of multimodal composing.
  6. Writing Processes
    How did you engage a process approach to writing? Did you learn new techniques for brainstorming, focusing, and/or drafting effectively? How were these practices helpful to you as you composed your texts? How did they spark your creativity and help you manage your time on a large project? How did reporting and reflecting in your metacognitive reflections help you to become a better writer/composer? For this focus, take us through your entire writing process for one project (make sure to include participation in peer and instructor feedback) and show us how the steps enabled you to compose a more effective text.

Writing/Designing Your Text

  1. Review all your work from this semester.
  2. Choose one item from the learning focus areas above. Make sure you are able to provide compelling evidence about your learning for the area that you choose.
  3. Analyze your audience (psychographics and demographics) and clarify your purpose–what specifically do you want your audience to know about your learning this semester?
  4. Choose a format (both genre and modes) that you believe can best help you make your argument to this audience. Remember to review and analyze other examples of this genre so that you can meet your readers’ expectations. You might choose to compose this reflection assignment as a video essay, a podcast, an infographic, a web article, a blog, a digital story, a manga, a map, a photo book, an animation, a video or board games, or other multimodal genre of your choice!
  5. Pitch your idea to your classmates and instructor.
  6. Draft.
  7. Get Feedback.
  8. Revise.
  9. Carefully edit and proofread your work.
  10. Make sure permissions, settings, etc. enable your audience to access your text.
  11. Blow that university-wide assessment committee away with what you learned and accomplished in WRT 104.


Submit your text as specified by your instructor (e.g., to Sakai Assignments or in a Google Folder) no later than noon on Friday, December 3.

Failure to complete and submit by the deadline above results in the following:

  • up to 12 hours late= reduction in +/- grading scale
  • 12-24 hours late=one letter grade reduction
  • over 24 hours late or no submission=course failure

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