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

Composing
Processes

Critical Reflection

List your original

definition of the
SLOs from HW
Response Two
Writing to persuade
based on certain
audiences.

Following a set of
norms to easily
comprehend the
meaning of text and
the authors usage of
different styles.

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

Not necessarily used to persuade or create

bias towards a certain audience. But to
strategically compose a text to understand
the impact of certain preferences of the
author on his/her reader/audience.

There are two sets of norms that Harry has to

follow; they are rules that Harry has to follow at
home and those at school (Hogwarts School of
Witchcraft and Wizardry).

Formal rules that are composed to help

guide the reader as he/she is reading the
specific text. This guide may include
certain definition or rules; it may also
contain certain guidelines that the reader
must follow in order to fully understand
the authors purpose.

***The time(s) that I have recorded for this film

are equivalent to the timing in the movie; i.e 0:006:00 means that I have seen the first six minutes of
the film. ***

The different stages of

writing papers:
outlines, main points,
proofreading, etc.

The process of composing a text or

Actors*
thorough writing. There is not a certain
Harry Potter and the Sorcerers Stone
process that every writer follows, but the
Harry
strategies that each author follows can
very similar if not the same. There is also *(I wrote this section in a way to separate the actors and
their roles in each film that I was observing)
no specific order to this process.

Challenge and analyze

our knowledge and
understanding.

The process that, an author would use on

their own text, is used to reflect upon

I did not find this in my assignment.

Research Writing & SLOs Reflection Chart

Student Learning
Outcomes (SLOs)

List your original

definition of the
SLOs from HW
Response Two

Page 2 of 3
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

his/her own to work to explain their

cognitive progression as they wrote it.
Used to discover things that the author
both likes and dislikes about their paper
and/or ides.

Critical Reading

The understanding of
why the author writes
what and why they
write the way they do.

The ability to decrypt information. In

order to do so, one would have to be able
to criticize and improve upon evidence,
but not become totally presumptuous and
belittling.

I did not find this is my assignment.

*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.
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.

Research Writing & SLOs Reflection Chart

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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.