Expert answer:write 600 to 700 words reflection
Solved by verified expert:write 600 to 700 words reflection about my group project which is university of Arizona campus health. ill upload the instruction so follow it. and ill upload the essay so you can read it and get the idea about the project. please read the essay and the small paragraph before start writing.and this is a reflection to tell you how i felt about the project:Working in a group is not easy especially when you are students. Everyone has their own schedule and it is hard to find the right time to work together. Not only time managements was hard but the different in our writing skills was very significant between us. Shaylee and Sam are good writers and faster than me. They are faster in typing and faster in writing their ideas in a well written form. Unlike me, I am an international students, and I am very slow when it comes to writing. However, I learned a lot when I did this project as a group. Even though my teammates were better than me, they also inspired me to catch up to them. They made work harder in order to finish the work by the time they are done with their parts. I learned new way to introduce ideas in my writing and ne phrases that I never used in my writing before. I was afraid of working in a group because I thought that my teammate would be much better than me in their writing style that I would not even understand it. However, it turned out that working in a group is not bad at all. Also, I think that if we did not worked in a group, the project would be more difficult to complete. I am really happy that I worked with Sam and Shaylee, and I would like to work with people like them in the future.
individual_reflection_guidelines.docx
campus_health_services_essay.docx
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Individual Reflection
[20 points total, 10% of Project 2 Grade]
Due Monday, November 20th before class
What will I do?
6 weeks later… and you have come to the end of Project 2! Congratulations! This project has
included many components, and writing collaboratively is not simple task. You should be proud
of the work you have completed thus far.
The final component of Project 2 is an Individual Reflection. This is your time to process your
contributions to the group project and to reflect on the myriad ups and downs of Project 2. For
your Individual Reflections, you will complete the following tasks:
1. Write 600-700 words
2. Reflect on the ups and the downs of this project. What lessons did you learn about
community literacy, about the UA, or about writing collaboratively? What did you most
enjoy about the project? What were the most difficult aspects of the project? How did
you grow as a learner and as a writer during the course of this project?
3. As you reflect, you will draw connections between your experiences in Project 2 and one
of the Writing Concept Readings (the readings can be found at the end of this
document). You will choose ONE Writing Concept and incorporate lessons from the
reading into your reflection. You should draw clear connections between the reading and
your personal reflections, citing the text at least 3 times. You do not need to include a
full Works Cited, but you should include in-text citations that look like: (Author’s Last
Name).
A list of the Writing Concept Readings are included here (we read this in class earlier in
the semester):
a. 1.6 Writing is Not Natural by Dylan B. Dryer
b. 1.8 Writing Involves Making Ethical Choices by John Duffy
c. 2.1 Writing Represents the World, Events, Ideas, and Feelings by Charles
Bazerman
d. 3.0 Writing Enacts and Creates Identities and Ideologies by Tony Scott
e. 3.1 Writing is Linked to Identity by Kevin Roozen
Rubric:
Insightfulness
6 points
❏ Reflection includes thoughtful remarks
that address the successes and the
struggles of the Project
❏ Reflection draws connections between
the Project and growth as a writer or
learner; includes connections between
the Project and future learning at the
UA
❏ Reflection includes insights about
individual contribution to the project
and the experience of working
collaboratively
Specificness
6 points
Thoughtful Inclusion of Evidence from the
Readings
6 points
Citations & Professionalism
2 points
❏ Reflection includes references specific
details, memories or experiences to
enhance the central themes of the
narrative
❏ Reflection goes beyond neutral claims
such as “I learned a lot”, or
“everything was great”; reflection
includes nuanced insights about the
writing and learning process
❏ Reflection includes 3 specific
references to ONE of the Writing
Concept Readings
❏ Reflection incorporates evidence in a
thoughtful manner and draws clear
connections between the ideas
presented in the reading and lessons
learned from conducting the Project
❏ Reflection includes in-text citations
❏ Reflection has been carefully revised
and edited; includes little to none
errors and errors do not draw away
meaning from the reflection
List of Writing Concept Readings
1.6
Writing is Not Natural
Dylan B. Dryer
English speakers routinely talk about writing as if it were speech, characterizing their inability to
understand a text as difficulty understanding what that text is “saying,” speaking of a writer’s
“voice” or “tone,” describing readers as an “audience,” and so forth. This habit conceals an
essential difference: speech is natural in the sense that as modern homo sapiens, we’ve been
speaking to one another for nearly two hundred thousand years. Our speech has been bound
up in complex feedback loops with our physiology [and bodies] (evidence suggests that our
larynxes adapted during these millennia, gradually acquiring an extraordinary expressive range)
and our cognition (note how quickly and easily almost all children acquire expressive fluency in
their native language[s] and how eagerly and seemingly involuntarily most adults participate in
children’s efforts at language acquisition). It is at this point exceptionally difficult to tease human
socialization and language apart (see Burke 1966). But it’s essential to remember that while
many older children and adults also routinely write, they do so by combining arrays of symbols
for those sounds.
These symbols can do many things, as this collection illustrates, but they cannot “record”
speech or thought in their original forms; they translate speech and thought into inscriptions.
Others (if they know the code) must then try to reactivate these symbols into meaning. Writing is
not even inevitable: after all, not all languages have writing, and no particular system of
inscribing symbols (alphanumeric, ideographic, syllabic, abjadic, etc.) is an obvious complement
to any particular family of languages. And even more to the point, we haven’t been doing it all
that long: as far as anyone can tell, inscriptive systems didn’t start cropping up here and there
until about 3000 BCE, and only a few members of those cultures would have used those
systems…
It’s useful to remember that writing is not natural because writers tend to judge their writing
processes too harshly—comparing them to the ease with which they usually speak. Speech,
however, employs an extensive array of modalities unavailable to writing: gesture, expression,
pacing, register, silences, and clarifications—all of which are instantaneously responsive to
listeners’ verbal and nonverbal feedback.
1.8
Writing Involves Making Ethical Choices
John Duffy
We tend to think of writing as an activity that involves communicating information, or making an
argument, or expressing a creative impulse, even when we imagine it as something that creates
meaning between writers and readers. Writing is indeed all those things. But writing is equally
an activity that involves ethical choices that arise from the relationship of writer and reader.
Writing involves ethical choices because every time we write for another person, we propose a
relationship with other human beings, our readers. And in proposing such relationships we
inevitably address, either explicitly and deliberately, or implicitly and unintentionally, the
questions that moral philosophers regard as ethical: What kind of person do I want to be? How
should I treat others? How should I live my life? (Shafer-Landau 2007). For writers, these
questions may be rephrased: What kind of writer do I wish to be? What are my obligations to my
readers? What effects will my words have upon others, upon my community?
… to say writing involves ethical choices is to say that when creating a text, the writer addresses
others. And that, in turn, initiates a relationship between writer and readers, one that necessarily
involves human values and virtues. A writer attempting to communicate an idea or persuade an
audience, for example, may write in ways that privilege honesty, accuracy, fairness, and
accountability. These qualities imply an attitude toward the writer’s readers: in this case,
attitudes of respectfulness, open-mindedness, goodwill, perhaps humility. Conversely, an
informational or persuasive text that is unclear, inaccurate, or deliberately deceptive suggests a
different attitude toward readers: one that is at best careless, at worst contemptuous… Writers
of fiction or poetry, to take a different kind of example, may write in ways that privilege other
virtues, such as playfulness, opacity, or originality. These, too, speak to the writer’s conception
of the reader and therefore to the ethical considerations that follow when entering a relationship
with another human being.
2.1
Writing Represents the World, Events, Ideas, and Feelings
Charles Bazerman
It is no surprise to people that they can talk or write about things they see or do, what they feel,
and what they think. But it is something of a surprise to realize that how each of these is
represented in the writing or speaking—in other words, in the communication—changes what is
shared about each of them and thus what our common knowledge is. I may think if I write about
a mountain that the mountain is there for all to see, so the words I use are not that important.
But when I realize that all my readers are likely to know of the mountain, particularly on a sunny
early spring afternoon after an overnight snow storm ending in sleet so the crust breaks through
unpredictably beneath the feet, is through the words I write, I begin to take greater care in
choosing my words. I want to represent facts, the world, or my imaginings as precisely and
powerfully as I can. We may resist this idea because we think the world and the meaning of our
ideas are more robust than the words we choose, or because grappling with words is hard and
frustrating work, and we may feel that our words are always a reduction, always lose something.
That is indeed so. But because words are such thin and frail communicators, writers must work
hard to make them do the best they can do.
… Writers often have great ambitions about the effects and power of what they write and their
ability to capture the truth of realities or conjure imagined realities, but they are constantly
caught up short by what they can bring into shared reality through words. Recognizing the
limitations of our representations can lead us to appropriate modesty and caution about what we
and others write and about decisions and calculations made on the basis of the representations.
Alfred Korzybski stated this concept vividly by noting “the map is not the territory” (Korzybski
1958, 58). Yet knowledge of this concept helps us work more effectively from our verbal maps in
the way we view and contemplate the world represented.
3.0
Writing Enacts and Creates Identities and Ideologies
Tony Scott
An ideology is a system of ideas and beliefs that together constitute a comprehensive
worldview. We make sense of the world around us through the ideologies to which we have
been exposed and conditioned. Ideologies are both formed and sustained by a variety of
factors, including religions, economic systems, cultural myths, languages, and systems of law
and schooling. A common assumption in humanities theory and research is that there is no
ideology-free observation or thought. Our conceptions of everything—gender identities and
roles, people’s proper social statuses, what it means to love, the proper basis for separating
what is true from what is false—are inescapably shaped by ideologies. To be immersed in any
culture is to learn to see the world through the ideological lenses it validates and makes
available to us. Writing is always ideological because discourses and instances of language use
do not exist independently from cultures and their ideologies.
This social view of ideology in writing studies has been influenced by the work of Lev Vygotsky
(1978) and Mikhail Bakhtin (1986). Drawing on research on language acquisition in children,
Vygotsky described how external speech becomes internalized and then comes to frame how
we think, self-identify, and act in the world. As we are immersed in discourses through reading
and dialogue with others, we begin to name and understand through those discourses,
internalizing the ideologies they carry. Indeed, language learning and use is a primary means
through which ideologies are conveyed, acquired, and made to seem “natural,” without obvious
alternatives or need of explanation. As ideological activity, writing is deeply involved in struggles
over power, the formation of identities, and the negotiation, perpetuation, and contestation of
belief systems. We can see obvious ideological tensions all around us in public political
discourse: Do you use climate change or global warming? Does the United States have an
issue with “illegals” or “undocumented immigrants”? Perhaps less obvious but highly
consequential examples are embedded in everyday writing. In writing in professional contexts,
for instance, writers can gain credibility and persuasive power through showing they understand
and share the beliefs and values that are commonplace, and markers of fuller socialization,
within their professions. When lawyers write effective briefs, or engineers write technical reports,
the genres, conventions, and vocabularies they use reflect the ideologies of their professions
and settings.
3.1
Writing is Linked to Identity
Kevin Roozen
Common perceptions of writing tend to cast it as the act of encoding or inscribing ideas in
written form. To view writing in this manner, though, overlooks the roles writing plays in the
construction of self. Through writing, writers come to develop and perform identities in relation to
the interests, beliefs, and values of the communities they engage with, understanding the
possibilities for selfhood available in those communities. The act of writing, then, is not so much
about using a particular set of skills as it is about becoming a particular kind of person, about
developing a sense of who we are.
Our identities are the ongoing, continually under-construction prod- uct of our participation in a
number of engagements, including those from our near and distant pasts and our potential
futures. Given that our participation with our multiple communities involves acting with their
texts, writing serves as a key means by which we act with and come to understand the subject
matter, the kinds of language, the rhetorical moves, the genres, the media and technologies,
and the writing processes and practices at play in our various sites of engagement, as well as
the beliefs, values, and interests they reflect. Writing, then, functions as a key form of
socialization as we learn to become members of academic disciplines, professions, religious
groups, community organizations, political parties, families, and so on.
Writing also functions as a means of displaying our identities. Through the writing we do, we
claim, challenge, perhaps even contest and resist, our alignment with the beliefs, interests, and
values of the communities with which we engage. The extent to which we align ourselves with a
particular community, for example, can be gauged by the extent to which we are able and willing
to use that community’s language, make its rhetorical moves, act with its privileged texts, and
participate in its writing processes and practices. As we develop identities aligned with the
interests and values of the communities in which we participate, we become more comfortable
making the rhetorical and generic moves privileged by those communities.
Shaylee Sipple, Samuel Weiss, Adil Debaji
English 101
Ms. Higgins
November 13, 2017
The Heart of Campus
Campus Health is the student health resource department at the University of Arizona
that has been serving students for more than ninety years, and is one of the longest-serving
facilities on campus. This resource addresses and serves all unique needs of campus students and
staff. Campus Health is a crucial facility to the population of UA given that most of the students
have never been away from their parents, whom have always taken care of their health issues. As
such, we were interested in knowing how the resource bridges that gap in being available for
students whose health can no longer be supervised by their caretakers. Further, we chose this
resource because it is one of the longest serving units on campus and it can provide an overview
of services within the UA. The basic aim of the research was to find out how the staff at the
facility interact with students/patients, as well as the communication techniques they apply. As
such, the research questions handled issues such as relations among staff and how they handled
students. In addition, the interviewee’s experience at Campus Health was regarded of much
importance as it would provide insight on how employees feel and how they handle their student
patients. Also, the communication network of the facility was researched as a means of
determining how the facility communicates within that community and expanding to the student
body. As UA students, it was important to carry out this research because it highlighted how our
health issues were being handled and hence provided a brief overview of what to expect in case
one has a medical issue on campus.
Campus Health is a clean, shiny, very quiet facility located next to Highland Grill, also
right across the street from the Rec Center. With a fountain at the front of the main entry, the
atmosphere there is serene. The location is somewhat secluded from the main campus resources
such that only when interested in it can you find its location. It is also very close to the football
stadium so that in case of any emergency, it is easily accessible. Campus Health is a medical
center whereby students get all sorts of medical care. From the interview, it was evident that the
facility presents a very amicable place for serving students. The was clear that the staff handles
the student patients as if they were their own children. Also, the facility cares for anyone and
everyone because we found that there are fliers in practically every hall and all around campus.
They also offer follow-up services upon treatment which are conducted through emails, text, and
calls. As seen in our observation, there is quite an application of technology throughout the
community; such as, patients checking in on computers and having tablets to write on,
texts/phone calls to confirm appointments, or sending reminders to students via text. In addition,
after doing the genre analysis, we found that Campus Health uses forms that help the patients to
communicate easily with their doctors and nurses. These forms assist the students to describe
their pain in a few words and scale before they see the doctors. Furthermore, there are some
forms that have to be completed by the nurses. These kind of forms communicate an advance
description of the patients health problems. Nurses uses these advanced forms to help the doctors
easily understand the issue. After the appointment, doctors communicate through prescriptions
that can then be filled at the pharmacy located in the Campus Health building. This makes the
community much more relatable to students as well as offer easy access to all. The focus of the
staff in the facility is such that every student is handled depending on their problem hence taking
on the role of parental care that is no longer easily accessible to students on campus. Some
services include patient-doctor consultations, pharmacy, laboratory tests, and referral services to
Tucson Hospital. Also, Campus Health works with the Next Care and Urgent Care facilities in
case of emergencies. These services show that the facility offers all-rounded health services to
student patients and really cares for student health. That way, it is evident that among all
resources within the UA, Campus Health is one of the most crucial as it ensures that the
population on campus remains happy and healthy.
Campus Health really is the heart of the University of Arizona Campus and after much
research we are positive what the values and goals are of this resource; they truly wish to end
everyday with a happy and health student body. Campus Health not only wants to better their
patients health overall, but they also want to be the resource that every student feels comfortable
going to for anything. The one quote from Terry West that truly solidifies the meaning behind
Campus Health was “…we are the mom away from home” for the students of U of A. This really
makes one feel a sense of belonging in the community due to the fact that we are very young
adults and for a lot of students that live thousands of miles away from home, they don’t have
…
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