Research Writing & SLOs Reflection Chart

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Research Writing & SLOs Reflection Chart

As I mentioned earlier in the term, the key concepts you worked with in your homework response two would be revisited throughout the course
of the term. The chart below will help you revisit, revise, and begin making connections between these concepts and writing that you are
actually doing in our class. Fill out each of the chart items below; in some instances, you can do a straight copy and paste from previous
work.

Student Learning
Outcomes (SLOs)

Rhetorical
Knowledge

Knowledge of
Conventions

List your original

definition of the
SLOs from HW
Response Two

Being able to find

suitable
information like
facts, opinions,
videos, photos, etc.
that will lead to the
foundation of a
stable thesis which
will be able to
persuade and or
inform others about
a topic

- Is the ability to
decipher the
factual information
from the
opinionated
responses found in

Add to and revise your original definition

of the SLOs using the descriptions listed
on page 2

Give an explicit textual example from your

Assignment One draft that fits the sentiment* of
your revised definition

Being able to find suitable information

like facts, opinions, videos, photos,
etc. that will lead to the foundation of
a stable thesis which will be able to
persuade and or inform others about
a topic. More so towards the opinion
of the writer based on how deep he
looked into the writing in order to
perceive a better understanding of
what is going on in stories without it
being directly stated.

I can reference one of my Interview Questions.

Both Naruto and Sasuke have
experienced loneliness on about the same
level. In your opinion, how do you think
this team is going to play out in the end?

Not necessarily deciphering the facts

from opinions but more so paying
attention to the mechanics, words,
sayings, and tendencies that are within
what he or she is observing. By doing so
you are able to get better understandings

To an ordinary reader or watcher of this show,

the relationship dealing with loneliness and a
sense to prove yourself that is shared between
Naruto and Sasuke, this would be overlooked,
and the potential inferences about the direction in
which this show goes could be lost.

Take for example the Ninja Headbands used in

the show, Naruto.
The ninja headbands play a major roll in
hierarchy along with respect and leadership
within the show, this is one of the mechanics
mentioned in Knowledge of Conventions.

Research Writing & SLOs Reflection Chart

Student Learning
Outcomes (SLOs)

List your original

definition of the
SLOs from HW
Response Two

Page 2 of 4
Add to and revise your original definition
of the SLOs using the descriptions listed
on page 2

Give an explicit textual example from your

Assignment One draft that fits the sentiment* of
your revised definition

some of the works of communication within the figured

world.
provided on the
internet and in real
life

Composing
Processes

Critical Reflection

Comes after one

has been able to
find information,
make points, find
the most important
evidence, and then
compile it into a
rough draft of work.

Being able to take

the hard files
obtained through
rhetorical
awareness and
understanding it
and using it to
make multiple
points about a
subject.

After one has found information and

made points on the important evidence,
he or she is then able to continue going in
depth about the different subjects thanks
to adjusting their processes according to
what is being talked about. The
adjustments can occur before, during, and
after drafts.

Take for example Noras comment on the phrase

hidden in the leaves or the comment about
writing out numbers in text.

The multiple files used to make multiple

points come up as your final draft. After
feedback however, through the multiple
points and time taken to understand the
text and deeper messages, a writer is then
able to reflect and take more time to
dissect his or her work and perfect it. It is
basically like finding and understanding
all minor errors and knowing how to
avoid them later.

Denise made the comment on the Family

Names

This has enlightened me on better describing or

defining the multiple messages and sayings within
my text. By switching up how I process my
Information I will be able to change my text and
avoid the mistakes later.

Reflecting back, the way to improve this, like she

said, would be to better describe the importance
and rank each family holds in this Observation.
That is critical reflection, being able to go back
and better understand the mistakes made and how
to improve and avoid them.

Research Writing & SLOs Reflection Chart

Student Learning
Outcomes (SLOs)

Critical Reading

List your original

definition of the
SLOs from HW
Response Two

Is like the final

version of
knowledge of
conventions.
Being able to
critically go over
information,
comprehend,
repeat and teach
late while all the
while becoming
new to the literal
environment that
one is in.

Page 3 of 4
Add to and revise your original definition
of the SLOs using the descriptions listed
on page 2

Being able to critically go over

information, comprehend, repeat and
teach. Writers think more critically about
the evidence and sources in order to find
underlying facts and opinions that would
help create a more advanced writing
technique.

Give an explicit textual example from your

Assignment One draft that fits the sentiment* of
your revised definition

I could have used this during the last two

sentences in the 6:oo minute mark during
observation 1 for Naruto.
Where I talk about Naruto painting over the stone
faces, I broadly brushed over it.
Through Critical Reading I could have made the
inference of how the only way the our lonely
protagonist could get attention was through
negative acts. Thus resulting in his reputation
worsening throughout the village. This only leads
to more negative emotions surrounding him.
That^ is what reading critically can do for
different phrases or statements.

*REMEMBER: ACCORDING TO THE ASSIGNMENT ONE REFLECTION GUIDELINES, ALL OF THESE SLOs MAY NOT BE PRESENT IN EVERY MAJOR ASSIGNMENT.

Student Learning Outcomes (SLOs)

Rhetorical Knowledge
Rhetorical knowledge is the ability to identify and apply strategies across a range of texts and writing situations. Using their own
writing processes and approaches, writers compose with intention, understanding how genre, audience, purpose, and context
impact writing choices.
Critical Reading
Reading critically is the ability to analyze, synthesize, interpret, and evaluate ideas, information and texts. When writers think
critically about the materials they use, they separate assertion from evidence, evaluate sources and evidence, recognize and
assess underlying assumptions, read across texts for connections and patterns, and identify and evaluate chains of reasoning.
These practices are foundational for advanced academic writing.

Research Writing & SLOs Reflection Chart

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Composing Processes
Writers use multiple strategies, or composing processes, to conceptualize, develop, and finalize projects. Composing processes
are seldom linear: a writer may research a topic before drafting then conduct additional research while revising or after consulting
a colleague. Composing processes are also flexible: successful writers can adapt their composing processes to different contexts
and occasions.
Knowledge of Conventions
Conventions are the formal rules and informal guidelines that define genres, and in so doing, shape readers and writers
expectations of correctness or appropriateness. Most obviously, conventions govern such things as mechanics, usage, spelling,
and citation practices. But they also influence content, style, organization, graphics, and document design.
Critical Reflection
Critical reflection is a writers ability to articulate what s/he is thinking and why. For example, to explain the choices made in a
composition, to contextualize a composition, to address revisions made in response to reader feedback etc.