You are on page 1of 4


Summative Reflection

Amanda H

Directions - Look through the learning outcomes below. Pick TWO that you want to focus on for your response
based on the following prompt: Thinking about all of the work you have done in this course so far, reflect on
your growth in 2 particular areas; provide evidence from all of your work up to this point.
Learning Outcomes for Writing 104


Understanding of Rhetorical Situation


Students recognize that different rhetorical situations (audiences, purposes, contexts) call for
different types of writing.


Students practice different types of writing appropriate to different rhetorical situations

(audience, purposes, and contexts).


Students reflect upon and explain the appropriateness of their choices for the rhetorical

Composition Processes and Practices



Highlight the TWO you select!

Students recognize differences between revision and editing.


Students practice various methods of invention, collaboration, research, ethical incorporation

of sources, peer review, and revision.


Students describe and analyze their different methods of invention, collaboration, research,
ethical incorporation of sources, peer review, and revision.

Conventions and Craft


Students recognize standards of correctness, usage, and style.


Students practice a range of styles, registers, and conventions.


Students revise and edit their work to produce polished texts that meet the demands of the
rhetorical situation.

Guidelines for Response

Use MLA format
Organize reflection: clear introduction, body and conclusion
Blend and incorporate direct quotes from memoir (drafts and final)
Use paraphrased evidence from workshop discussions and lessons
Example Excerpt
Chosen Learning Outcome: 1a
As I wrote my memoir, I struggled with meeting the rhetorical needs of the genre. In the feedback I received
from my peers and from Mrs. Kusinitz, I continually noticed that my memoir seemed less narrative and more
like an essay. Jacob, for example, wrote on my first draft that I needed to get into the moment (Lapiere 1).
In the first draft, I wrote that . (Lapiere 1). By the third draft, I feel I was able to approach my paper as a
memoir and bring the I into the piece, as well as add details, which the genre really required. For example, I
deleted the lines mentioned above from my first draft and instead wrote, (Lapiere 2). Here, I feel that
4 Distinguished Command

3 Strong Command

2 Moderate Command

1 Partial to No Command

Based Claims

MS 1 & 2
LO 1 & 2

Student develops the topic

thoroughly by selecting the
most significant and
relevant facts, extended
definitions, concrete
details, quotations, or
other information and
examples appropriate to
the audiences knowledge
of the topic and provides
an in-depth understanding
of the rhetorical situation.
Reflective elements are
well-developed and
demonstrate the writers
keen insights and
thoughtfulness about his or
her learning in this course.
The writer clearly identifies
two learning outcomes
that s/he has met, and
vividly connects the
outcomes and the portfolio
contents (analysis).

Student develops the topic

with well-chosen, relevant,
and sufficient facts,
extended definitions,
concrete details,
quotations, or other
information and examples
appropriate to the
audiences knowledge of
the topic and provides a
clear understanding of the
rhetorical situation.
Reflective elements are
sufficiently developed and
offer some thoughtfulness
about the writers learning
in the course. The writer
identifies two learning
outcomes s/he has met, and
connects the outcomes and
the portfolio contents fairly
consistently (analysis).

Student attempts to
develop the topic but
some the facts may be
irrelevant or insufficient.
Student understands the
rhetorical situation to a
Reflective elements are
somewhat developed and
offer some thoughtfulness
about the writers
learning in the course.
The writer identifies two
learning outcomes s/he
has met, and attempts to
connect the outcomes and
the portfolio contents

Student attempts to
develop the topic but most
of the facts are irrelevant
or insufficient
The writer has not made
apt decisions in light of
this assessment situation.
The entries do not
consistently indicate the
writers attention to the
rhetorical situation. The
writer does not seem to
have command of the
terms from the course
content or materials.

I never knew writing would be this hard until I had to take Writing 104 and learn the true nitty-gritty of
what was to become of my writing. Writing a memoir was new and foreign territory for me, and in doing
something I have never done before, I had not only learned how to do it but learned more about writing itself.
The rhetorical situation was one of these things, something that has gone ignored by me for 3 years until just
coming to light now. It had to incoperate all sorts of things, such as context and audience and the works, to
actually become something like a narrative. Other things I had learned was about revising, something that I
should have known by now, but now I have gone in depth with it. Not just grammar that needed to be worked
on, but taking out whole paragraphs and writing new ones fascinated me. So, I had picked recognizing the
audience and revising as two from the many things I have learned about writing and all that needed to be say on
When I first did this assignment, I had no idea what the rhetorical situation was or failed to recall it from
different English courses. Getting the memoir, I at first thought it was more of a reflective piece than a
narrative, which what most people in the class had assumed as well. Writing this piece for the audience,

preferable Ms. Kusinitz, I had to create a narrative instead of a reflection to get my purpose across. An actual
memoir. So, the first memoir I had done was completely useless until I had revised it and had peers work on it
with me. Many of my comments were about how I engaged them, how my message was clear and they got my
voice into the piece. From Tyler Girard, he stated Wow, I really love your title, and The message was clear to
me and the title works into the piece very well, concerning that I knew how to convey my message to the
audience. In knowing that, I had learned on how to interact with my audience more by putting more of my voice
in which I have never done in my work. When I first created this memoir, it was on a whim and didnt have
much back-bone in regards to how I am. Now, my memoir had more information and informal talk as to how I
write to work more with not only my classmates, but to Ms. Kusinitz.
Also, getting the audiences attention was thanks to my voice, and how in using my voice I had got not
only their attention but to think about what I was saying. Marissa Mello, avid fan of her work, explained how in
my wording of That SVA girl with the cute smile and bright eyes,(Hurteau 3) and Beauty and getting
beautified(Hurteau 2) showed that voice very well. In this piece, it had to be more personal and in showing my
voice and giving out some of my thoughts, I had persuaded my audience in a playful and at some times serious
places. At first, the rhetorical situation I thought was hard for me to put in, but it came naturally when I did my
writing that I hoped it would show through.
I had always seen revision as editing in my pieces considering that I had gotten Bs on things that only
needed minor stuff to. However, in doing my memoir, I found it not to be the case. I actually had to look back at
my writing and do it completely over again to meet what was required for me, for the first time in forever. In
revision, it was more of working at it from a different angle and trying to convey it in a different format than
revising. Paragraphs were cut and new ones were created, or just rephrased differently, such as after the
workshop, I had cut the beginning off to convey it more as a narrative, suggested to me by Girard in saying
maybe dive right into the moment for opener-start with second paragraph. Having others feedback was
essential too, something I had taken for granted in the past but now appreciate it now. I learned that most
revision came from letting you read it over and over again and let others have a say to help you out. Editing was

more of nit-picking, something about fragmentation and grammar errors more than letting the focus of the piece
go into a different direction than you had started. As Ms. Kusinitz had tried to convey into the workshop, Need
more suggestions on how the piece should go than just looking or nit-picking at different grammar mistakes to
fill the time. Now, Ms. Kusinitz didnt say this directly, but meant something like this in the workshop to help
us grow in terms of knowing the differences.

In all, learning about the rhetorical situation in depth and learning the differences in revising and editing
has helped me a lot in not just my memoir, but other writing as well. Workshop had definitely helped me in
these areas, with not only Ms. Kusinitizs opinion from time to time, but how my actual audience was speaking.
Not only did I get to see peoples workshop on myself, but others to let me know how they were thinking and
what my teacher was thinking about. The rhetorical situation mattered in how I presented myself through my
writing, making it mine, that was something I had not noticed before. Putting myself in my writing to make it
more convincing or just engaging than other pieces of work on different pieces of work. I grew to realize that
everything needs to be revised before it can become good, as said by some guy that Ms. Kusinitz quoted, The
first draft is always shit or something like that.