+1443 776-2705 panelessays@gmail.com

1000 words

read the pdf

Week 8: Writing Process Reflection

Author Identity Reflection and Revision Portfolio

Assignment Sheet and Rubric

Donald Shöene is a prolific writer whose 1983 seminal work celebrates the “Reflective Practitioner.” While we are not
going to read this text for this course, I too find the act of reflection and self-evaluation to be a radical one, worthy of
our time as writers and compositionist. For the final assignment of this course, the Author Identity and Revision
Portfolio requires you to think about your growth and writing process holistically, taking notice of the changes you’ve
made to your writing process and technique.

Audience and Purpose: In this course, you’ve worked in three major writing genres; a summary, rhetorical analysis,
and research informed extended argument as well as completed various other writing tasks. Your audience for this
paper is the Doane First-Year Writing Committee, a group of faculty who teach Comp I and Comp II and care deeply
about the kinds and quality of writing our students are producing. This committee is interested in hearing
how you describe the writing you’ve done, your interaction with the material we’ve covered from the book, what you
think you’ve learned this semester, and how you view your own writing process. In order to complete this assignment,
you need to gather the various texts you’ve composed for this course and following the below steps:

Step 1: In one sitting, read through drafts and final drafts from all four of your major assignments from this
semester, including those with both peer and instructor feedback. This included the Brief Rhetorical Analysis, Formal
Rhetorical Analysis, Annotated Bibliography, and Hybrid Argument Paper. This assignment is the culmination of
our course and has two parts:

• As you read, jot down notes and impressions that strike you most about your writing; highlight key parts that seem
surprising to you now, whether weak or strong. Try to remember what you were feeling as you wrote and begin to
identify patterns in your writing process (procrastination, braindumps, frustration, writer’s block, exhilaration,
worry, and so on).

• Then, write 750-1000 words (double-spaced) MLA formatted paper reflecting on your writing and your identity as
a writer throughout the semester, considering not only your writing itself, but your writing process (pre-writing,
thinking, feedback, revision, reflection, and so on).

Step 2: You should comment on your work this semester, especially in your reading and writing. Consider your
preparation for class, your process of writing the papers, the peer reviews, and any other work you completed. Most
important, make sure you demonstrate that you have thought about your writing over the semester, both your writing
itself and the process you used to get there. Consider what you do well, where you could still improve, whether
or not you ask for help or perceive writing as a solitary activity, and so on.

Step 3: After you have drafted your reflection for this course, you must connect this summative evaluation
of your work to at least two authors we’ve read this course. This means you are required to draw upon or
even quote from two of the text’s we’ve read this semester—this requires MLA citation. You may pull from
course textbooks, assigned readings, or even our classical rhetoricians. The goal of step 3 is for you to
connect YOUR writing choices to writing and rhetorical theory.

Important Notes & Considerations:
• Avoid “glow” or conversion narratives (“I didn’t know anything before this semester; now I know

everything” or “I hated writing before and now I love it”). Provide an honest assessment of your
work this semester. In other words, show that you can evaluate the strengths of your work, that
you understand what you do well and what you still need to work on.

• If you are quoting something from a text you produced for this course, you do not need to cite
yourself. The expectation for this assignment is only to reflect upon your work and connect it to a
minimum of two texts we’re encountered this term. If you are drawing upon an outside author in
Step 3, you much cite. If you are highlighting a revision strategy you integrated throughout this
course, from one assignment to the next, you do not need to cite.

Author Identity Reflection & Revision Portfolio Rubric


Below Expectation








Nuts and

Did student demonstrate a holistic evaluation of all major assignments?

Did students submit in an acceptable word .doc or .docx format? Did student
demonstrate strong close reading strategies and meaningfully integrate the
assignment requirements? Points will be awarded based on the breadth,
quality, and completeness of your reflection.

__/ 10


Did the students organize the paper with a clear beginning (introduction),
supporting middle, and end (conclusion)? Did the student narrate all relevant
effects of rhetorical features on decision-making, the writing process, and their
evaluative writing progression?

__ / 10


Did the student address the intended audience and demonstrate audience
awareness (i.e. not just write a glowing reflection to the instructor)? Were the
rhetorical appeals, tone, and academic register used in this reflection
appropriate for this audience?

__ / 15

Organization Did the student consistently integrates the evidence by providing
introductions, connections to the argument, citations, and context. Did the
students connect their summative evaluations of work to (2) of our authors?

__ / 10

and Citation

Demonstrate knowledge of MLA style • Header (Last Name #), Heading
Matter, Title is centered and original, TNR or similar, 12pt Font, no extra or
manipulated spacing, meets word count requirement 750-1000 words before
works cited

Demonstrate the ability to produce a complete and correct works cited page,
Correct heading, Double Spacing Throughout, hanging indent, Alphabetical
order, Correct info included, Web URLs, permalinks, or DOIs included but not
hyperlinked, Correct MLA formatting (including capitalization and italics)