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ENGL 160
Prof. Antonio Guerrero
Writing Project 4 – Self-Reflective Report + Artifact Presentation
ASSIGNMENT
For our fourth writing project, you will explore and reflect on your growth as a writer in this class. You
will detail this learning experience by creating two distinct, but related components. For this project,
then, you will gather and present ideas and experiences regarding your previous three Writing Projects,
as well as create new components that join these independent pieces of writing together, in order to tell
a story about your work.
The first part of WP 4 will be a Self-Reflective Report, accompanied by an Author’s Statement. Both of
these will address an interested audience, which will include your peers and myself. The purpose of
these documents will be first, to provide personal and reflective insight into your work as a writer
throughout the semester, and second, to articulate your individual successes and challenges with the
composing process.
The second part of WP 4 will require you to both, think critically and design creatively. Like our
genre-based work throughout this semester, this component requires you to work within a specific
rhetorical context, in order to create a multimodal artifact representative of your writing persona.
These artifacts can and will vary in format, but they should be accessible either digitally or physically
for in-class presentations during week 15.
FORM
Part 1
Self-Reflective Report
Length: 3-4 pages
The self-reflective report will be structured as three independent analyses of Writing Projects 13. Your analysis of each writing project should include the following sections:
1. WP Goals: a brief account of the assignment task(s) and themes/ topics (i.e., What were you
expected to do? What genre were you appropriating? What and how were you asked to discuss/
analyze/ explore the topic?)
2. Challenges and Successes: a brief account of the experience of working on the WP (e.g.,
How did you prepare? What did you do first, second, etc.? What were some difficulties and how you
addressed them?)
3. Lessons Learned: a brief account of lessons or takeaways you have gathered through the
writing of this assignment. (i.e., lessons about writing, such as understanding writing as a process,
adapting to the demands of different genres, or techniques for paragraph development like asking
yourself “so what?”)
Author’s Statement
Length: 2 pages
Page 1: A cover page with a creative title, your name/ class name/ semester/ UIC, etc.
Page 2: A one-page introduction to your Self-Reflective Report. Summarize and reflect on your
work and writing experience, addressing subjects such as:
What was this course “about”?
What did you learn: A) from our course? B) from writing these various pieces and thinking
about these ideas? and C) from the making of your multimodal artifact?
ENGL 160
Prof. Antonio Guerrero
How do you see yourself as a writer having completed these projects? (i.e., your
writing persona)
What do we need to know to understand your writing persona?
What are you looking forward to from yourself as a writer in ENGL 161 and beyond?
Part 2
Multimodal Artifact + Presentation
For the second part of WP 4, you will be tasked with creating an original piece of multidimensional
design, which best reflects some aspect of your writing persona. This component of WP 4 is meant as
a platform for you to flex your creative-composing muscles. While some writers are extremely
comfortable tapping into this realm of design, others might be understandably hesitant to explore the
multimodal composing process. You are free to limit yourself to one or more modes of design/
communication, depending on your level of comfort with multimodal tools and presentation.
Some possible options for multimodal projects include: diagrams, infographics, sculptures, posters,
memes, videos, photographs, artwork, collages, maps, stories, poems, dialogues, podcasts, blogs, vlogs,
PowerPoints, Voice Threads, Prezis, other transitional pieces, etc. Feel free to use multiple media
platforms/ tools or to research your own. You are encouraged to experiment with point-of-view and
audience as well. You are welcome to include text from outside sources such as poems, quotes, or
song lyrics, but these should not be the basis of your artifact.
All artifacts will be presented in class, and students should be prepared to give a 2 to 3-minute
explanation of the ideas and design behind their work (how the artifact reflects their writing persona).
A brief Q+A session will follow each presentation. Artifacts can be created and submitted in hardcopy
(artwork, binder, poster, etc.) or digitally (website, blog, Prezi, etc.) — just do what you think makes
sense and best fits your concept.
SLOs for WP 4
Demonstrate rhetorical awareness of audience through different genre-based assignments
Draw connections at the level of ideas across multiple texts
Defend a position in relation to the range of ideas surrounding a topic
Demonstrate knowledge of writing as a process
Demonstrate sentence-level correctness
EVALUATION CRITERIA
Clarity of self-reflection: are your criteria for understanding your efforts and learning experiences clear?
Do you provide evidence to support your claims?
Management of conventions of reports and author’s statements
Maintenance of your credibility with an audience who might or might not have knowledge of your work
Ability to explain thematic and pragmatic principles of design during artifact presentation
DUE DATES
Reflective Report:
st
1 draft for peer workshop: 11/27 bring three hard copies to class
Final draft: 12/11 via Blackboard
Author’s Statement:
st
1 draft for peer workshop: 12/4 bring three hard copies to class
Final draft: 12/11 via Blackboard
In-Class Artifact Presentations:
Last Names A-M: 12/6
Last Names N-Z: 12/8
Writing Project 4 – Self-Reflective Report
ASSIGNMENT
For our fourth writing project, you will explore and reflect on your growth as a writer in this
class. You will detail this learning experience by creating two distinct, but related components.
For this project, then, you will gather and present ideas and experiences regarding your
previous three Writing Projects, as well as create new components that join these
independent pieces of writing together, in order to tell a story about your work.
The first part of WP 4 will be a Self-Reflective Report, accompanied by an Author’s
Statement. Both of these will address an interested audience, which will include your peers and
myself. The purpose of these documents will be first, to provide personal and reflective insight
into your work as a writer throughout the semester, and second, to articulate your individual
successes and challenges with the composing process.
FORM
Self-Reflecti
ve Report
Length: 3-4
pages
The self-reflective report will be structured as three independent analyses of Writing
Projects 1-3. Your analysis of each writing project should include the following sections:
1. WP Goals: a brief account of the assignment task(s) and themes/ topics (i.e.,
What were you expected to do? What genre were you appropriating? What and how
were you asked to discuss/ analyze/ explore the topic?)
2. Challenges and Successes: a brief account of the experience of working on the
WP (e.g., How did you prepare? What did you do first, second, etc.? What were some
difficulties and how you addressed them?)
3. Lessons Learned: a brief account of lessons or takeaways you have gathered
through the writing of this assignment. (i.e., lessons about writing, such as
understanding writing as a process, adapting to the demands of different genres, or
techniques for paragraph development like asking yourself “so what?”)
Yuchen Duan
ENGL 160 SECTION
WRITING PROJECT 4- Self-Reflective Report
Dear Mr. Guerrero
I am a UIC student who will finish my English 160 writing program in few weeks. It
is my pleasure to take English 160 with professor Guerrero in 13 weeks. During this
period, I gain a lot of knowledge. I have already done three writing projects. The first
project which I did is a literacy experience from my past. The second project is a
opinion article which wrote my own opinion piece using the NYT op-ed pieces as a
genre template. The third project is an argumentative essay about how to reducing
social tensions in the U.S.
The first project is my experience of learning English as a non-native English speaker.
My IELTS writing teacher helped me to correct many mistakes I made in writing and
also taught me a lot of tips on how to write an essay. Finally, with the help of my
writing teacher, I changed my writing style, I began to try to write articles with the
mindset of Wasterner, and my writing performance has reached six points in IELTS
test after more than three months of writing practice.
The opinion article that I chose to protest against US President Trump’s decision to
withdraw from the Paris agreement. Because this is likely to have an impact on global
temperature changes. The United States, as a world power, every decision made by its
leaders has an impact on the world. So I mentioned in the article “This is the worst
decision Trump has made.”
As for argumentative essay, I think the U.S. government should take a series of
measures to reduce the inequity in the wages of African American women and other
U.S. Citizens. Because the United States is an immigrant country, all people should be
treated fairly and equitably, not as discrimination. I think that is one way of alleviating
the tensions in American society.
As an international student, I need to learn how to use English and how to write
English articles in a correct way. Though these three projects’ practices in 13 weeks, I
got three parts of great improvements. First, my grammar’s veracity got better. At the
beginning of my writing, I can’t clearly express ideas and information in writing. And
I also made a lot of grammar mistakes. During this entire semester, I have repeatedly
practiced and rewritten three essays and I have made great progress in writing. Second,
I have to read a lot of paper to prepare my projects. Therefore, I learned much new
knowledge. I need to search a lot of information to support my paper. Something is in
the books; others are on the websites. Because of these essays, I learn more
knowledge by myself. I even found many sources to get what I need. It is going to
help me a lot in the future. Third, my essay’s organization get better. I never did the
outline before I start writing. This is why my essay didn’t have a good organization,
and my essays’ main ideas are always not clear. After that, I started to try to write an
outline first and then to write an article, which helped me to write a satisfactory
article.
I am very excited about the opportunity to move into next level of English class to
improve my English skill next semester. I will continue to study hard and use the
lessons I learned in this course to achieve good grades in English 161.
Sincerely yours,
Yuchen Duan
…
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