Posts Tagged ‘reflection’

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Trip Report Assignments

posted: 7.22.14 by Traci Gardner

Earlier this month, I wrote about Writing Center Trip Reports in my Ink’d In column, and I want to talk a bit more about trip report assignments. I developed the activity for professional writing, but I’ve adapted it to work for literature and first-year writing classes as well. [read more]

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Revisiting Reflection: Take 2 on Defining Reflective Writing

posted: 8.14.13 by Nedra Reynolds

As I prepare for a couple of professional development workshops coming up soon, I’m revisiting a question that has been bugging me for years:  what exactly do we mean by reflective writing?  I’ve taken one stab at this thorny question in a previous post, but I don’t think I got very far with it. [read more]

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ePortfolio Day: the preview

posted: 5.6.13 by archived

As the end of the semester nears, I’ve been reminding my students every class that Portfolio Day is coming, trying to spark a last-minute flurry of revision before the day of reckoning. I disguise the tinge of dread I feel myself for the day that will be, for me, at the same time exhausting, exhilarating, and nerve-wracking (in much the same way as I used to get nervous bringing my kids to the dentist). Things will be a little different this semester, though, because I won’t be scrambling that morning to print out last-minute essays and gather up all the assignments and rosters required; this semester, for the first time, some of us will be submitting not stacks of manila folders but rather electronic portfolios.

The adjective we always use to describe our Portfolio Assessment Project is “homegrown,” and because of this one of its key characteristics has always been its flexibility:

The culture of the department grants faculty a high degree of academic freedom, so the portfolio project is a far cry from an exit exam that asks students to respond to a common prompt for ease of assessment. Instead, in our project, faculty members submit their own individually crafted assignments, which we read along with student work. The tiny window this gives me into my colleagues’ classes is one of my favorite parts of the project, though it invariably fills with a hunger for more discussion of assignment and course design. Over time my own assignments have changed as a result of the project, and I have seen similar development in my colleagues’ assignments. [read more]

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Reflecting on Long Writing vs. Hard Writing

posted: 5.10.11 by Traci Gardner

hard workHow much of the writing you do is long writing? That is, what writing would you describe as a kind of ongoing maintenance, repetitive task, or continual research? What parts of your writing consist of filling things out or finishing things up? When are you grinding out text, explaining ideas, and working out the last details?

Now compare that kind of composition, long writing, to hard writing. Think about the writing projects where you have to apply yourself, think deeply, and take some risks. Hard writing may still take a lot of work and many hours of scribbling, typing, and revising. Where long writing is about gathering ideas and explaining connections, hard writing is about discovering and recognizing connections. Do you see the difference?

For me, long writing most often takes the form of searching and thinking about news feeds, journal articles, and blog posts for stories about teaching at the college level, composition and rhetoric, literacy, and literature. A lot of that work is public, shared via my Twitter account @newsfromtengrrl. Some of it I jot out and save in one of three folders on Evernote: lesson ideas, blog posts, or social media. Beyond that, I have notes in journals and notebooks, cryptic ideas on sticky notes, partial drafts in HTML files, and scribbled lists on the back of recycled paper I’ve pulled out of the trash. [read more]

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