Humanities Homework Help

As you begin your Mid-Course Reflection, reflect on all the thinking and writing you have done throughout the process of composing your first multimodal project. Review your invention work, the peer reviews you completed, and the feedback you received. Then, review your Pre-Course Reflection, as well as the WPA Outcomes and the Habits of Mind. This reflection should have four sections.

1. WPA Outcomes Section. Consider how your understanding of the WPA Outcomes has changed after completing your first multimodal project.
   • For each of the four WPA Outcomes sections, identify at least one specific bullet point that helped you successfully complete your first multimodal project (four bullet points total). Explain in detail how each of these contributed to your success on Project 1. Provide specific examples from your Project 1 work that support the claims you make. Were any of these outcomes the ones you identified as needing to strengthen in your Pre-Course Reflection? If so, explain how the process of composing Project 1 helped strengthen these outcomes?
   • For each of the four WPA Outcomes sections, identify at least one specific bullet point that challenged you during the composition of your first multimodal project (four bullet points total). Explain in detail why each of these were difficult for you in Project 1 and how working on them strengthened your skills. Provide specific examples from your Project 1 work that support the claims you make. 
2. Habits of Mind (HoM) Section. Consider how the eight Habits of Mind (Curiosity, Creativity, Engagement, Flexibility, Metacognition, Openness, Persistence, and Responsibility) impacted your Project 1 process.
   • Explain which 2-3 HoM most contributed to your Project 1 success. Make clear claims about your learning and provide specific examples from your Project 1 work that support each claim you make. Were any of these HoM the ones you identified as needing to strengthen in your Pre-Course Reflection? If so, how has the process of composing Project 1 helped strengthen these HoM? Again, provide examples.
   • Explain which 2-3 HoM challenged you the most during the Project 1 process. Make clear claims about your learning and provide specific examples from your Project 1 work that support each claim you make.

Evidence: Examples of specific evidence from Project 1 might come from any of the following:

• Excerpts from your rough or revised drafts of projects.
• Excerpts from your invention and revision assignments and discussion board posts.
• Excerpts from your portfolio’s content.
• Feedback from your instructor, writing mentor, and/or peers.

1. Transfer Section. In this section, consider how you practiced or applied (transferred) your learning in the WPA Outcomes or HoM to writing or composing you have done in other classes and/or in your professional, civic, or personal life.
   • Discuss 1-2 bullet points from any of the WPA Outcomes that you have transferred.
   • Discuss 2-3 Habits of Mind that you have transferred.
   • Provide specific examples (pulled directly from your writing and/or composing in other classes or contexts) that demonstrate how you have used these skills and practices for other writing and composing. Examples or evidence from other classes or other contexts might come from the following sources:
     • Written or multimedia work in other courses.
     • Written or multimedia work you compose for a professional situation (e.g., emails to supervisors or coworkers, PowerPoint presentations, reports).
     • Written communication with family members, including on social media sites, texts, and emails.
     • Writing you do for fun or as a creative outlet.
     • Composing you do in your community, for instance, a letter to the editor or a comment on a political blog.
2. Theory of Writing Section. In this section, you will continue to discuss your identity as a writer and develop your own personal theory of how writing impacts and will continue to impact your life—academically, professionally, socially, etc.—as you progress in your education and advance in your career.
   • Discuss how the way you view yourself as a writer has changed since the beginning of class.
   • Discuss how your feelings about writing have changed. Include specific examples from the composing you have done to support your claims.
   • What are your goals for continuing to improve as a rhetorical writer? Explain any other activities, practices, or skills you think you will need to reach these goals.

Multimodality: Your reflection should not be a simple, black-and-white textual document.

here is the WPA outcomes and habits of mind,

RHETORICAL KNOWLEDGE

• Learn and use key rhetorical concepts through analyzing and composing a variety of texts.
• Gain experience reading and composing in several genres to understand how genre conventions shape and are shaped by readers’ and writers’ practices and purposes.
• Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure.
• Understand and use a variety of technologies to address a range of audiences.
• Match the capacities of different environments (e.g., print and electronic) to varying rhetorical situations.

CRITICAL THINKING, READING, AND COMPOSING

• Use composing and reading for inquiry, learning, critical thinking, and communicating in various rhetorical contexts.
• Read a diverse range of texts, attending especially to relationships between assertion and evidence, to patterns of organization, to the interplay between verbal and nonverbal elements, and to how these features function for different audiences and situations.
• Locate and evaluate (for credibility, sufficiency, accuracy, timeliness, bias and so on) primary and secondary research materials, including journal articles and essays, books, scholarly and professionally established and maintained databases or archives, and informal electronic networks and internet sources.
• Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer’s ideas with those from appropriate sources.

PROCESSES

• Develop a writing project through multiple drafts.
• Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing.
• Use composing processes and tools as a means to discover and reconsider ideas.
• Experience the collaborative and social aspects of writing processes.
• Learn to give and to act on productive feedback to works in progress.
• Adapt composing processes for a variety of technologies and modalities.
• Reflect on the development of composing practices and how those practices influence their work.

KNOWLEDGE OF CONVENTIONS

• Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising.
• Understand why genre conventions for structure, paragraphing, tone, and mechanics vary.
• Gain experience negotiating variations in genre conventions.
• Learn common formats and/or design features for different kinds of texts.
• Explore the concepts of intellectual property (such as fair use and copyright) that motivate documentation conventions.
• Practice applying citation conventions systematically in their own work.

Habits of Mind

In addition to the WPA Outcomes skills listed above, all students should demonstrate growth in the Habits of Mind. These habits are ways of learning that are both intellectual and practical and that will support students’ success in a variety of fields and disciplines. The Framework for Success in Postsecondary Writing (endorsed by the Council of Writing Program Administrators, National Council of Teachers of English, and the National Writing Project) identifies the following eight Habits of Mind essential for success in college writing:

• Curiosity: the desire to know more about the world.
• Openness: the willingness to consider new ways of being and thinking in the world.
• Engagement: a sense of investment and involvement in learning.
• Creativity: the ability to use novel approaches for generating, investigating, and representing ideas.
• Persistence: the ability to sustain interest in and attention to short- and long-term projects.
• Responsibility: the ability to take ownership of one’s actions and understand the consequences of those actions for oneself and others.
• Flexibility: the ability to adapt to situations, expectations, or demands.
• Metacognition: the ability to reflect on one’s own thinking as well as on the individual and cultural processes used to structure knowledge.
• https://asu.digication.com/ahmed-alyahya/pre-course-reflections