Course Title: ENG 1010Lesson Title:Reflection and Revision
Lesson Title: Reflection and RevisionPage 2 of 7Reflection and RevisionReminder of this week’s workREAD: "Reflective Writing and the RevisionProcess: What Were You Thinking?"by Sandra L.GilesWRITE:Reflection on the informative paper and arevision of the informative paperDISCUSSION:Challenges in writingQUIZ:Sentence QuizLearning Outcome for this week: Student should be able to reviseaccording to the conventions of writing based on his or her reflectionsas well as feedback and to demonstrate understanding of theconventions of documentation.
Lesson Title: Reflection and RevisionPage 3 of 7Thinking about your writingGiles shares a feeling that you may have about some of your collegeassignments—she thinks they are awkward, senseless, mundane, and a waste of time,to use some of her adjectives. As she relates her struggles and eventual understandingof the reflective process, perhaps you can come to that place as well. As Giles pointsout the reflection is not about “good-student-gives-the-teacher-what-she-wants” (192 or3 of 15).It became for her an honest evaluation of her own intentions and why shedisagreed with some of her peer feedback.Such thinking about her writing goes by a big academic word, as Giles points out:metacognition. Here’s what she claims this sort of assignment will help you do:“Reflection helps you to develop your intentions (purpose), figure out your relation toyour audience, uncover possible problems with your individual writing processes, setgoals for revision, make decisions about language and style, and the list goes on…”(193 or 4 of 15). That’s part of the goal of a writing class: to help you critically thinkabout your process of writing and to be able to find your purpose in writing anyassignment and how to revise to get there. Consequently, you have the assignment thisweek to write a “Letter to the Reader” to include with your revision of the informativepaper. Answer this question: other than fulfilling the assignment, passing the class, andgetting on to more engaging classes (which are always motivations), what is yourpurpose in presenting this information? Giles begins her assignment on page 194 (5 of15) and gives several examples of student work. Follow her guidelines as you compose