1. TODAY’S GOALS Learn about the importance of and strategies for reflective writing Understand the place of reflective writing in an exploratory narrative Practice reflecting on your research experiences thus far

2. REFLECTIVE WRITING AS EXPERIENTIAL LEARNING Adapted from Using English for Academic Purposes http://www.uefap.com/writing/genre/reflect.htm

3. EXPERIENTIAL LEARNING CYCLE Concrete Experience- what you did or what happened Reflective Observation - think back on what happened in the concrete experience, how it happened, how that made you feel, and how you might do things differently next time Abstract Conceptualization- apply theories and concepts (or ideas you learn in class) to your experience Active Experimentation- thinking about and planning how you can take this knowledge to shape your future experiences How might these stages be represented in your exploratory narrative research process?

4. REFLECTIVE WRITING STAGES- EXPLORATORY NARRATIVE Concrete Experience Performing your secondary research: finding sources, reading and analyzing them Reflective Observation Thinking back on your research experiences. Writing about and reflecting on your research findings. Abstract Conceptualization Apply theories we have learned in class. Consider how the authors you read use rhetorical appeals and how you can use such appeals in your own writing Active Experimentation- Take what you have learned and what questions you still have unanswered and use them to shape your subsequent research on the topic

5. REFLECTIVE WRITING TIPS Use dialectic thinking : try to see and evaluate the issue from both sides. Try to empathize with viewpoints that would normally be opposed to your own Be honest : it’s ok to admit your mistakes or ignorance about something or when something surprises you. This can actually lead to better revelations or deeper understanding Use first person voice: for reflective writing you need to write about your own opinions, beliefs, proclivities, and prejudices. This is a necessary part of reflective writing although many students feel uncomfortable doing so at first. Select the most important information ; you do not need to include every tiny piece of information you learned. Focus on the most important points Ask questions!

6. GROUP ACTIVITY- REFLECTIVE WRITING ANALYSIS In your unit 1 groups Read through Accounts 1-4 of “The Park” and answer the questions below: 1.Which of these accounts is a better example of reflective writing? Why? 2.What questions does the writer ask herself in each account? 3.How are the writer’s previous experiences (before the event at the park) considered in each account? 4.How is the writer critical of her own actions and thoughts in each account?

7. SOURCE “The Park” passage adopted from https://www.aub.edu.lb/ctl/activities/seminars/Documents/2012- 13/Reflearning.pdf

8. EXPLORATORY NARRATIVE BODY PARAGRAPHS 1.Each source should have one or more body paragraphs devoted to it Do not feel limited to one paragraph per source. Most sources will take 2-3 paragraphs 2.You should explicitly name the article (and its author) that will be evaluated This will be important for the structure and flow of the essay 3.Identify the thesis or main idea of each source Quote this if possible 4.Sum up the most convincing, important, or rhetorically significant point(s) of the source 5.Reflect on how that source has affected your own viewpoint or understanding of the issue

9. BODY PARAGRAPHS Closed Form ProseExploratory Narrative Clear topic sentences located near the beginning of each paragraph that summarize what is to come Usually written in 3 rd person Use sources in a rhetorically effective manner to support the topic sentences or thesis Transitions between ideas from paragraph to paragraph i.e. “the second reason...” Clear topics sentences near the beginning of each paragraph that identify the source (and its author) that will be evaluated Predominantly written in 1 st person (although some 3 rd person is acceptable) Summarizes the main ideas of each source and how it has affected your view Transitions follow and narrate the research process i.e. “the next source I found in my research... “

10. GROUP ACTIVITY-SOURCE EVALUATION In groups of two students (not dependent on your unit 1 groups) Have each student share their topic and their first research source. For each student and their first source: 1.Name each student and the source they brought in. Provide the database used to acquire the source as well as the publication in which it was found. 2.What is the main argument of the source being analyzed? How does this relate to the student’s (who found the article) view? 3.Identify the strongest and weakest rhetorical elements of the source and identify which rhetorical appeal is involved in that element. 4.Finally, explain how each student’s understanding or knowledge of the topic has been changed by reading the source.

11. HOMEWORK Minor Essay 1- Source Evaluation Read and analyze the first source you will be using for your Exploratory Narrative Sum up the argument the source makes, finding a thesis if possible. Identify the major supporting points of the source as well as its strongest and weakest rhetorical elements. Using a with the grain and against the grain reading may be helpful here. Finally, reflect on how the source has changed your understanding of the research topic. You should indicate your initial view on the issue as well as your reaction to reading the source and if your view was altered in any way. Consider this an extended version of one of the body paragraphs of the exploratory narratives we looked at in class. You may, later on, incorporate this minor essay directly into your Exploratory Narrative 300-500 words, typed, double spaced, and in MLA format. Make sure to include a Works Cited page and in text citations where appropriate.