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Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 Reflective Writing and the Revision Process: What Were You Thinking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A Writer’s Experience The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a * This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
Reflective Writing and the Revision Process What Were You Thinkin.docx
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Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 http://writingspaces.org/ http://writingspaces.org/essays http://wac.colostate.edu/books/ http://parlorpress.com/writingspaces 191 Re!ective Writing and the Revision Process: What Were You "inking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A W#$%&#’' E()&#$&*+& The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a ...
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Hum 201 WW [Semester] [Instructor] [Email] 1Chicago Public Art ProjectPoint Value: 50 pts possible 50 pts for submitting project to BSP:Assignments by 11:59pm at the end of Module 3—Part 4 (your “Module 3 discussion: Selfhood and Space” asks you to share a portion of that Public Art Project with your classmates as well, and that discussion forum is worth an additional 30 pts) PLEASE NOTE: This assignment requires that you visit public art sites in Chicago,[footnoteRef:1] so plan ahead! [1: If you are taking this class while living in another place, please reach out to the instructor asap about how to adapt this assignment for your locale.] Step 1: Ponder and Plan Did you know that, since 1978, a certain percentage of all city-funded construction projects for public and municipal spaces in Chicago must be spent on public art? · Who are these public artists? · Where is their art? · How do these works reflect or “live” in a neighborhood? · How do communities assign value to them…or not? · Do the styles, content, media, or messages differ across Chicago’s map? · Which art do you see from your window, your block, your el stop, your commute, your favorite places in the city? · Can you imagine these spaces without the art? Do you imagine replacing them with different one? This project asks you to EXPLORE public art in Chicago, using both a mirror and a window as your “lens.” You are assigned to visit or re-visit FOUR public art works in person. · TWO of them should be pieces that are already meaningful to you (i.e. they are in your neighborhood, you love them, you see them every day, etc.). · The OTHER TWO should be pieces that are totally new to you (i.e. you’ve never seen them or noticed them before, you discover them along with a new neighborhood or area of the city, you seek them out because of the artist/style/medium, etc.) Use the Chicago Public Art Guide, Year of Public Art, CTA Public Art guide, and other resources posted in the Module 3—Part 3 folder to find new pieces or research the ones you already know. Conduct further research as needed and take notes on what you expect to see or hope to find. Map out your route and go!Step 2: Visit and Explore When you arrive at each piece, SPEND TIME with it! Move around it, touch it (if allowed), sit for a while, notice how others respond to it, observe what’s around it. Use principles for analyzing visual art to organize your observations and reflect on how the piece impacts you as the view and visitor. Take notes, write in a journal, TAKE PICTURES. Step 3: Share and Enlighten Us! After you have visited all four public art locations, write a TOUR GUIDE to share with us! You should have four entries (one for each piece) in your tour guide. Each entry should include: 1) Title (use italics for titles of visual art), artist, medium, date, and location of the piece 2) The story behind its creation (funding source, collaboration with community, location choice, intention behind ...
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Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 Reflective Writing and the Revision Process: What Were You Thinking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A Writer’s Experience The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a * This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
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ICT Role in 21st Century Education & its Challenges •This presentation gives an overall view of education in 21st century and how it is facilitated by the integration of ICT. •It also gives a detailed explanation of the challenges faced in ICT-based education and further elaborates the strategies that can help in overcoming the challenges.
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
AreebaZafar22
Explore the world of IT certification with CompTIA. Discover how the CompTIA Security+ Book SY0-701 can elevate your cybersecurity expertise and open doors to new career opportunities. This PDF provides essential insights into the CompTIA Security+ certification, guiding you through exam preparation and showcasing the benefits of becoming CompTIA-certified. Download now to embark on your journey to IT excellence with CompTIA.
ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701
bronxfugly43
For more information about my speaking and training work, visit: https://www.pookyknightsmith.com/speaking/
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds in the Classroom
Pooky Knightsmith
Spell
Spellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please Practise
AnaAcapella
Mehran University Newsletter is a Quarterly Publication from Public Relations Office
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University of Engineering & Technology, Jamshoro
The pricing and discounting feature is very essential for Odoo POS. Global discount is actually a discount that will apply to the entire order. And it indicates that the discount is applied to every item in the order, regardless of how much each item costs separately. This slide will show how to manage global discounts in odoo 17 POS.
How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POS
Celine George
An introduction on the challenges that face food testing labs.
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
Sherif Taha
Students will get the knowledge of the following: - meaning of Pharmaceutical sales representative (PSR) - purpose of detailing, training & supervision - norms of customer calls - motivating, evaluating, compensation and future aspects of PSR
Unit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptx
VishalSingh1417
The slides are based on a workshop with practical advice and tools on supporting learners with dyslexia using generative AI.
Dyslexia AI Workshop for Slideshare.pptx
Dyslexia AI Workshop for Slideshare.pptx
callscotland1987
Mixin classes are helpful for developers to extend the models. Using these classes helps to modify fields, methods and other functionalities of models without directly changing the base models. This slide will show how to extend models using mixin classes in odoo 17.
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Celine George
In this webinar, members learned the ABCs of keeping books for a nonprofit organization. Some of the key takeaways were: - What is accounting and how does it work? - How do you read a financial statement? - What are the three things that nonprofits are required to track? -And more
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
TechSoup
General Principles of Intellectual Property: Concepts of Intellectual Property (IP), Intellectual Property Protection (IPP), Intellectual Property Rights (IPR);
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
Poonam Aher Patil
Último
(20)
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
Graduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - English
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
Spatium Project Simulation student brief
Spatium Project Simulation student brief
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentation
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibit
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
ComPTIA Overview | Comptia Security+ Book SY0-701
ComPTIA Overview | Comptia Security+ Book SY0-701
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds in the Classroom
Spellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please Practise
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POS
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
Unit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptx
Dyslexia AI Workshop for Slideshare.pptx
Dyslexia AI Workshop for Slideshare.pptx
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
Beat Poet Webquest Vista Powerpoint
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