they were caval Author, dbo 4 April 10, 2015 Unit 3: Working with Wikipedia Reflection In Unit 3, the assignment set the audience, purpose, and persona of your work for you, but in addition, it required that you engage with the online community and respond to its needs in your writing, So, this project changed a number of fundamental things about how you, as an undergraduate, needed to approach writing. How did this assignment, writing for a collaborative online encyclopedia and responding to specific community needs (even if the community is worldwide and invisible), change your writing process? Assume for a moment that you will be faced with writing similar, just-the-facts reference documents in professional settings. How will you change your writing process to better adapt to such a task? What would you do differently in preparing your next reference document (whether it's for Wikipedia or is a set of guidelines or instructions)? What was surprising about writing for Wikipedia? What do you think you contributed to this community or to the cause of free information? ; Please also comment on how you see this assignment working with course Learning Goals. 1. Students write both to ieamn and to communicate what they feam. 2, Students negotiate their own writing goafiansqudience expectations regarding conventions of genre, medium, and situation. O 3. Students formulate and articulate a stance through and in their writing. 4, Students revise their writing using responses from others, including peers, consultants, and teachers & 5, Students generate and pursue lines of inquiry and search, collect, and select sources appropriate to their writing projects, 6. Students effectively use and appropriately cite sources in their writing, 7. Students explore and represent their experiences, perspectives, and ideas in conversation with others. 8. Students use multiple forms of evidence to support their claims, ideas, and arguments, © 8. Students practice critical reading strategies, ©? 10.Students provide revision-based response to their peers. 0 3 11 Students reflect on their writing processes and self-assess as writers. } Keung someone 15° waleldng anh servthle tay my work ay my eal ih, pos hed. ae to ua the te beet Yhbag poset le in hoger ot getty |b ht the Pest Blue, J a Y around fo holo me was greak | wae portly oe adviee, atalttny meuly | gould have qvertlens ans werdad adee iy medium ceallly, | cold ake explire other whiny Samole s te vse for ides or as Lenolabets Aewas great Lrewlny Phat | could cons tantly expand on trrrett lopicd, 1 could also glee backs round +e what | was welts hs Inke dived ly ay the backs and Informatter, ewerer, that alse forced ne fo wite only te ecsedtlals. i needed fy Luuwhade olee beac work andl what has been wclthen, bil HEV dM He agah, DE tencrcea ayzal ly Hef she ther, | oF rdereHuaked the acedon resourcetvlness of aes IL ne a lot en ta Ms conncotlulty and “Ne cee erst Nhe mab, lle | “bee [fh ioe Wg / Coubr ted: * ad hy Mile i ea Lold that cull ae ry wiih feed ca le blab els, Hebelnec', or aiteHyen the eylre answered, a br some Keton The Wik feces Pages are bey Infermotldon or Complesely Learning goal 2356) and & ave qoelll, nderelaetng wl! Pedy ant mat ny Its gal, vile ] a) Guay ef to onder band bow Wilsbeoly wor lead « ond ers: ry haw WiPedbeta wile and express Pensehyar, He geal 3 ue tot Imooband beease Wkially ef tet wart opdnbaaled Vy Geal ; opanion A weit kn eal 7 etched Ln communhatlay vith Fie, Ae : whlle 4 he /0, and I were relevant, to weer revhew, Lad “Ob hte exe Cov se, Gell 1 |e what dolag Now ap with reflecthn,