Project 3: Working with Wikipedia Reflection Name: December 2017 In this piece of writing, I'd like you to do two things — you may do them here (one on this side of the page and one on the back side) OR digitally; in either case, please put this into your portfolio in some way. First, please tell me about your interactions with Wikipedia. These may include many things, among them: ‘what new material have you added, what messages have you left on Talk pages (and were there responses), how have you interacted with other editors or peers, what have other editors done to your articles (you may need to use your article History page to sleuth this out), what articles have you touched ‘what peer reviews have you written? This can be a bulleted list if that format works even in small wa) better for you My Wikipedea Oele 18 A new Pe On the American Beak of Fatluloar. The bank ma mtuer toardl hod sees Corbbeaden fe qualrteel prthstegets. On thes raw page, LE mnalvdach informatron on. how 4e get cette anal Lew te marten carbbeston. bs bar, 4wo adder have Come lonm, te wake Some tedsnreal odds, 1) rawrowd sandlee Faun mys aetele 2) sddek Cobeysrs; Mudrent aoecradens beoih Mo the Uncted Stades Tre seat franks fo tere Z soltos um Le “Irww Urotores” qe Loiwete a peor reve for Bryan's Kogidar ache,Next, look back on Project 3 and consider the writing tasks unique to it. For example, it required that you engage with an online community and respond to its needs in your writing. This project likely changed Somber of fundamental things about how you approached this writing task. How did this assignment affect Jour writing process? Assume for a moment that you will be faced with writing similar, just-the-facts Jeference documents in professional settings. What would you do differently in preparing your next feference document (whether for Wikipedia or a set of professional guidelines or instructions)? What was urpnsing about writing for Wikipedia? What do you think you contributed to this community . . or to the ‘cause of free information? And here are the Learning Goals, justin case. ‘Students write both to leam and to communicate what they learn. Students negotiate their own writing goals and audience expectations regarding conventions of genre, medium, and situation. Students formulate and articulate a stance through and in their writing. ‘Students revise their writing using responses from others, including peers, consultants, and teachers. Students generate and pursve lines of inquiry and search, collect, and select sources appropriate to their wniting projects. Students effectively use and appropriately cite sources in their writing. Students explore and represent their experiences, perspectives, and ideas in conversation with others. Students use multiple forms of evidence to support their claims, ideas, and arguments. Students practice critical reading strategies. 10. Students provide revision-based response to their peers. II. Students reflect on their writing processes and self-assess as writers. With He rules and mgebrens of Wieigrdrn on cepyrtnssy and qlagarem , Li ld be alter my wertmsy procese a beh pr Ho, bad to hegnigdt, ard. Hon tale wehis/ermptrty these 1 2 3 4 5 6 7 8 9 fala nutes on oe lnglighted parts, peteo. To be honest, To lad fraplter how rgerovm rk © fe write Somethin, ENTICELY tm. mu cum werds . My antibvtene! Thee re ite taacor frat there was not a pane fo the Amerrean Board cb Fathelogy- epeerally, svee Pow krone an de WHE yasgo of several qetbotoses Subaguerallves. Hopefuls, atl Whe asgimss Gatebagete do there well Fru my, gage helt, becase Li detrudalyy del. LD grevrevetry Look us rlen allot thas certrfreatren @rtLe® -