Reflective Introduction

This document introduces you as a college-level writer, thinker, and communicator to a

community of your peers. Its fundamental purpose is to illustrate the role you have played in

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your learning over the course of the quarter in 39C. You take responsibility for the quality of

your work in this document (and in your ePortfolio) by assessing your performance. The

reflective introduction is an analytically incisive, multi-modal composition that delivers

balanced arguments about your learning and supports them with carefully selected pieces

of evidence.

Guiding Suggestions for Writing the Reflective Introduction

➢ The reflective introduction should be an analytically rigorous multimodal composition that

documents the rich textures of your learning this quarter and perhaps throughout the WR39

sequence of courses (39A, 39B, and 39C).

➢ Think of the rest of your ePortfolio as an archive of evidence that you will use in support of

the arguments put forward in the introduction.

➢ Refer to the various pieces of evidence from the archival portion of the portfolio in the

introduction. Guide the reader to them and clearly explain your artifacts.

The reflective introduction should address and analyze your learning in the following four

areas:

1. Transferring What You Know

Guiding Prompts: You do not need to answer all of the following questions, select those you find

useful.

➢ Now that you are at the end of 39C (and the Lower Division Writing Requirement), take a

look back to where you were at the beginning of the quarter, or even at the beginning of your

college-writing experience, and analyze how your practices and habits of researching,

writing, and organizing have changed and evolved. You might consult your Week 1 SelfAssessment to get you started.

➢ How have your experiences in your writing classes at UCI influenced your personal history

as a writer in academic contexts? Has the WR39 series of courses and 39C in particular

influenced your ability to make effective choices about how to approach writing assignments

in other classes? Assignments such as lab reports, business memos, blue book exams, short

response papers, and any other examples of writing you have been assigned in here at UCI?

In other words, have you applied what you learned in the WR 39 series to writing

assignments in other classes? Have other classes and assignments influenced your writing

process; if so, which ones? Please explain using specific examples.

➢ Are you using a variety of different strategies to approach your writing assignments in all of

your classes? Are you using the same strategies in different contexts as you consider the

demands of different situations and assignments? If so, please explain such situations and

assignments, and give examples.

➢ Over the course of this quarter, while you were in WR39C, did you bring any of the

strategies you were learning in 39C into the other classes you were taking this quarter to help

you with writing assignments in these other classes? Please explain, and use examples.

➢ Did you bring strategies you learned in your other classes this quarter into 39C? Please

explain, and use examples.

2. Your Composing Process

Guiding Prompts: You do not need to answer all of the following questions, select those you find

useful.

➢ Your Writing Process: Describe the central strategies of your writing process. When and how

did you learn them? How have they changed over time and what experiences have been most

influential to you? How do you expect to use them in WR39C? Explain and use examples.

➢ Have you experienced moments when the light bulb suddenly illuminated? Can you explain

why and how this happened?

➢ Explain what you have learned about the process of generating a research-based composition.

➢ What have you learned about arranging the elements of your compositions? Have you

become more skillful and able to control your presentation of evidence and integrate various

pieces of evidence into a coherent and meaningful argument?

➢ How did conducting research all throughout the drafting process help you to make decisions

about the organizational logic of your compositions? In what ways, specifically, did you

formulate and reformulate research strategies, framing questions, and guiding

claims/arguments by using research?

➢ Did you carefully select multimodal pieces of evidence? Why did you choose such

examples? Did making your argument visible by using multimodality help you to clarify

your thesis?

➢ Explain how your process of writing drafts, source evaluations, and annotations evolved over

the course of the quarter. Did you become more effective at pre-writing tasks?

3. Rhetoric, Argumentation, & Multi-modal Communication

Guiding Prompts: You do not need to answer all of the following questions, select those you find

useful.

➢ What have you learned about argumentation and persuasion through the process of

generating two multi-modal compositions?

➢ Explain how creating a multi-modal composition helped you to articulate your arguments and

understand your ethos as the author.

➢ How did conducting research all throughout the drafting process help you to make decisions

about the organizational logic of your compositions? In what ways, specifically, did you

formulate and reformulate research strategies, framing questions, and guiding

claims/arguments by using research?

➢ Did you carefully select multimodal pieces of evidence? Why did you choose such

examples? Did making your argument visible by using multimodality help you to clarify

your thesis?

➢ Can you explain how you arrived at the solutions you chose to analyze in your advocacy

composition?

➢ Was there a specific moment when your thesis became clear to you, when the light bulb

illuminated, and can you explain what you did to arrive at such a moment of clear insight?

➢ Did using multimodal elements help you figure out how to arrange your evidence and deliver

your argument in a well-put together narrative?

➢ Explain and demonstrate why and how you used various arguments and counter-arguments

and numerous and different sources to strengthen your claims.

4. Revision

Guiding Prompts: You do not need to answer all of the following questions, select those you find

useful.

➢ Explain your process of revision. How big of a role does revision play in your process of

generating and discovering arguments?

➢ Explain how you benefitted from feedback from your teacher and from your peers both in

workshops and in office hours. How do you respond to criticism? What sort of critic are you

becoming? Use examples of feedback you received on your work-in-progress, your final

versions, and in workshops, as well as advice you gave to your peers to address these

questions.

➢ Analyze how you benefit from writing multiple drafts in terms of argumentative presentation,

evidentiary support, and narrative development.

➢ Explain and analyze the types of revisions that benefit you. Do you make broad, conceptual

revisions? Do you make structural revisions and reorganize paragraphs? Do you rewrite

sentences? Do you make fine word choices? Do you alter your body of evidence through

research or omission?

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