Reflection Prompt
At the heart of this writing course is your practice, the work you do as a writer. One goal of the
course is to help you better understand your practice by pausing to think about the craft of
writing and the choices you make (some conscious, some not) when writing.
Reflection is the tool we use to enable this work, to help make visible (for you and others) the
thinking behind what you have made. The course is designed around studio model. I, be asking
you to make work and you will share that work with others and write about what you made and
how and why.
The reflection is designed to tell the story of your project and the story of your learning so that
you can notice how your thinking is changing over time. In the words of one of my writers
(Tiane), (e reflection is essentially the thinking & intentionality behind the choices we are
making.”his is a layered and complex text. What follows is a sketch describing the pieces; it is not a
blueprint dictating the organization or design. Each writer is responsible for creating an effective
performance, one that is dense, complex, and engaging to read.
1. Story of the Project
•
Readings
o Connect to conceptual base: How did the readings inform your practice? Use the
readings (Quote and explain.).
Rhetorical Situation
o
o
o
What audience? Why?
What are you trying to accomplish? What is the lesson?
What genre do you perform? Why? What is the relationship between audience, purpose
and genre?
2. Story of your Learning
•
Œearning Goals (Don use as checklist; develop with examples.)
Examples – models of genre you performed
Performance over time. How has you thinking been changing since week one?
3. Naming 2oblems•
—hatàyour problem? Content problem. Rhetorical process problem.
What are you trying to solve? What challenges did you face?
***
In addition to the list above, think deeply (and write specifically) about the following:
•
‰n reading for and writing this project, what have you learned about your discipline(s)?
How did the process affect the final product?
How might you pull in the previous readings to reflect upon your work?
Think about all of the texts that you have at your disposal: all course texts, all DBsour own
and your peers comments from peers, comments from me, etc.) Again, you might come up with
additional questions`invite you to!nd I want to stress that a reflection is a writing
performance. You do not want this part of the project to be rushed or tagged on or a series of
answers to a set of questions. You want to synthesize all of the pieces and create a text that has
depth and nuance
The Reflection should also engage explicitly (cite goal, show evidence) with NU Writing
Programàlearning goals. Your job here is to connect the dots for me. Show how you are
meeting the learning goals by presenting evidence.
Writing Program Learning Goals
Rhetorical Practices
tudents write both to learn and to communicate what they learn.
tudents negotiate their own writing goals and audience expectations regarding genre,
context, and situation.
tudents formulate and articulate a stance through and in their writing.
tudents reflect on their writing processes and self-assess as writers.
Engagement with Critical Perspectives
•
Students explore diverse experiences, perspectives, and ideas–such as intersections of
race, ethnicity, gender, class, language, and ability–in campus, societal, disciplinary,
professional, or historical contexts.
Students engage in activities that help them understand and critique systemic inequity to
foster a commitment to justice at Northeastern and globally.
Use of Sources and Evidence
tudents generate and pursue lines of inquiry and search for, collect, and select sources
that effectively support their writing projects.
tudents effectively use and cite sources in their writing.
tudents use multiple forms of evidence to support their claims, ideas, and arguments.
tudents practice critical reading strategies.
Revision
tudents provide feedback to their peers to help them revise.
tudents revise their writing using responses from others, including peers, teachers,
writing center tutors, and community members.

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