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Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 http://writingspaces.org/ http://writingspaces.org/essays http://wac.colostate.edu/books/ http://parlorpress.com/writingspaces 191 Re!ective Writing and the Revision Process: What Were You "inking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A W#$%&#’' E()&#$&*+& The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a ...
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Reflective Writing and the Revision Process: What Were You Thinking? by Sandra L. Giles This essay is a chapter in Writing Spaces: Readings on Writing, Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press. The full volume and individual chapter downloads are available for free from the following sites: • Writing Spaces: http://writingspaces.org/essays • Parlor Press: http://parlorpress.com/writingspaces • WAC Clearinghouse: http://wac.colostate.edu/books/ Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers. To learn about participating in the Writing Spaces project, visit the Writing Spaces website at http://writingspaces.org/. This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter. © 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s). Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe and Pavel Zemliansky. p. cm. Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1 (adobe ebook) 1. College readers. 2. English language--Rhetoric. I. Lowe, Charles, 1965- II. Zemliansky, Pavel. PE1417.W735 2010 808’.0427--dc22 2010019487 Reflective Writing and the Revision Process: What Were You Thinking? Sandra L. Giles “Reflection” and “reflective writing” are umbrella terms that refer to any activity that asks you to think about your own thinking.* As composition scholars Kathleen Blake Yancey and Jane Bowman Smith explain, reflection records a “student’s process of thinking about what she or he is doing while in the process of that doing” (170). In a writ- ing class, you may be asked to think about your writing processes in general or in relation to a particular essay, to think about your inten- tions regarding rhetorical elements such as audience and purpose, or to think about your choices regarding development strategies such as comparison-contrast, exemplification, or definition. You may be asked to describe your decisions regarding language features such as word choice, sentence rhythm, and so on. You may be asked to evaluate or assess your piece of writing or your development as a writer in general. Your instructor may also ask you to perform these kinds of activities at various points in your process of working on a project, or at the end of the semester. A Writer’s Experience The first time I had to perform reflective writing myself was in the summer of 2002. And it did feel like a performance, at first. I was a * This work is licensed under the Creative Commons Attribution- Noncommercial-No Derivative Works 3.0 United States License and is sub- ject to the Writing Spa ...
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1 Introduction All rights reserved. Printed in the United States of America. No part of this book may be reproduced in any manner whatsoever without permission except in the case of brief quotations embodied in criti- cal articles and reviews. —U.S. copyright notice A text is made up of multiple writings, drawn from many cul- tures and entering into mutual relations of dialogue, parody, contestation. —Roland Barthes, “The Death of the Author” My aim in this book is to help you make interesting use of the texts you read in the essays you write. How do you respond to the work of others in a way that is both generous and assertive? How do you make their words and thoughts part of what you want to say? In the academy you will often be asked to situate your thoughts about a text or an issue in relation to what others have written about it. Indeed, I’d argue that this inter- play of ideas defi nes academic writ- ing—that whatever else they may do, intellectuals almost always write in response to the work of others. Intertexts As Jonathan Culler writes: “Liter- ary works are not to be considered autonomous entities, ‘organic wholes,’ but as intertextual con- structs: sequences which have meaning in relation to other texts which they take up, cite, parody, refute, or generally transform.” The Pursuit of Signs (Ithaca, NY: Cornel University Press, 1981), 38. Harris, Joseph. Rewriting : How To Do Things With Texts, Utah State University Press, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/csusb/detail.action?docID=3442777. Created from csusb on 2018-02-05 17:10:29. C o p yr ig h t © 2 0 0 6 . U ta h S ta te U n iv e rs ity P re ss . A ll ri g h ts r e se rv e d . 2 Rewriting: How to Do Things with Texts (Literary theorists call this aspect of writing intertextuality.) But to respond is to do more than to recite or ventriloquize; we expect a respondent to add something to what is being talked about. The question for an academic writer, then, is how to come up with this something else, to add to what has already been said. My advice here is to imagine yourself as rewriting—as drawing from, commenting on, adding to—the work of others. Almost all academic es- says and books contain within them the visible traces of other texts—in the form of notes, quotations, citations, charts, fi gures, illustrations, and the like. This book is about the writing that needs to go on around these traces, about what you need to do to make the work of others an integral part of your own thinking and writing. This kind of work often gets talked about in ways—avoiding plagiarism, documenting sources, citing authorities, ac- knowledging infl uences—that make it seem a dreary and legalistic concern. But for me this misses the real excitement of intellectual writing—which is the chance to engage with and rewrite the work of other thinkers. The job of an ...
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Evaluation Essays Powerpoint
Evaluation Essays Powerpoint
Autobiography Powerpoint
Autobiography Powerpoint
Observation Powerpoint
Observation Powerpoint
Right Brain
Right Brain
Clustering
Clustering
What is MLA Format for the Humanities?
What is MLA Format for the Humanities?
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Discover the Kisan Call Centre: Your Gateway to Agricultural Assistance KISAN CALL CENTRE In order to harness the potential of ICT in Agriculture, Ministry of Agriculture & Farmers Welfare launched the scheme “Kisan Call Centres” (KCCs) on January 21, 2004. Main aim of the scheme is to answer farmers’ queries on a telephone call in their own language. These call centres are working in 21 different locations in the country covering all the States and UTs. A countrywide common eleven digit Toll Free Number 1800-180-1551 has been allotted for Kisan Call Centre. This number is accessible through mobile phones and landlines of all telecom networks including private service providers. Replies to the farmers’ queries are given in 22 local languages. Kisan Call Centre services are available from 6.00 AM to 10.00 PM on all seven days of the week at each KCC location. Kisan Call Centre agents known as Farm Tele Advisors (FTAs), who are graduate or above (i.e. PG or Doctorate) in Agriculture or allied sectors (Horticulture, Animal Husbandry, Fisheries, Poultry, Bee-Keeping, Sericulture, Aquaculture, Agricultural Engineering, Agricultural Marketing, Bio-Technology, Home Science, etc.) and possess excellent communication skills in respective local language. Queries which cannot be answered by FTAs are transferred to higher level experts. These experts are Subject Matter Specialists (SMSs) of State Departments of Agriculture (SDAs), ICAR Institutes, KVKs and State Agricultural Universities (SAUs). A Kisan Knowledge Management System (KKMS) has been developed to capture all the details of the caller and sending gist of answer given through SMS. KKMS has its independent website : http://dackkms.gov.in. The KCC, FTAs working at various KCC locations throughout the country have access to this website through their specific IDs and password provided to them. Welcome to the Kisan Call Centre - your one-stop destination for agricultural assistance and support. With dedicated team of experts and cutting-edge technology, we're here to revolutionize the way farmers access information and guidance. In this powerpoint, we delve into the world of the Kisan Call Centre, exploring how it functions, the services it offers, and the impact it has on farmers across the nation. From real-time advisory services to multilingual support, we'll uncover the key features that make the Kisan Call Centre an indispensable resource for farmers of all backgrounds. Join us as we showcase the achievements of the Kisan Call Centre, from its enhanced farmer outreach to its empowerment of women farmers. Discover how our feedback mechanism ensures continuous improvement, and learn about our collaborations with agricultural institutions to provide accurate and reliable information. Whether you're a seasoned farmer or just starting out, the Kisan Call Centre is here to support you every step of the way. Subscribe now to stay updated on the latest agricultural insights
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Krashi Coaching
SGK
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
QucHHunhnh
NEET questions bank for physics
Disha NEET Physics Guide for classes 11 and 12.pdf
Disha NEET Physics Guide for classes 11 and 12.pdf
chloefrazer622
Best handbook for neet
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
chloefrazer622
Software Engineering methodologies
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)
eniolaolutunde
Class 11th formulas physics
Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdf
AyushMahapatra5
As Odoo is a comprehensive business management software suite, the Calendar view is a powerful tool used to visualize and manage events, tasks, meetings, deadlines and other time-sensitive activities across various modules such as CRM, Project management, HR modules and more. In this slide, we can just go through the the steps of creating a calendar view for a module in Odoo 17.
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
Celine George
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
EduSkills OECD
exam for kinder
fourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writing
TeacherCyreneCayanan
The recently published educational policy document under the title ‘National Education Policy Reform’ (NEPF for short) has been the subject of much criticism. Various parties have expressed their grave concerns about this proposed NEPF on many platforms. This document attempts to cover some angles which the author deems less covered in other criticisms. This critique is by no means complete or exhaustive; rather, the author prefers that it be read in conjunction with other such criticisms.
A Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy Reform
Chameera Dedduwage
My CV as of the end of April 2024
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
agholdier
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Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
Maestría en Comunicación Digital Interactiva - UNR
This presentation was provided by William Mattingly of the Smithsonian Institution, during the fourth segment of the NISO training series "AI & Prompt Design." Session Four: Structured Data and Assistants, was held on April 25, 2024.
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
National Information Standards Organization (NISO)
test
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
ciinovamais
SGK
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
QucHHunhnh
social pharmacy
social pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajan
pragatimahajan3
In this webinar, nonprofits learned how to delve into the minds of funders, unveiling what they truly seek in qualified grant applicants, and tools for success. Learn more about the Grant Readiness Review service by Remy Consulting at TechSoup to help you gather, organize, and assess the strength of documents required for grant applications.
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
TechSoup
Kallidus experts, Lucinda Hensley and Justine Swain, share their insights about the do's and don'ts of accessible design.
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
dawncurless
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(20)
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
Disha NEET Physics Guide for classes 11 and 12.pdf
Disha NEET Physics Guide for classes 11 and 12.pdf
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
Software Engineering Methodologies (overview)
Software Engineering Methodologies (overview)
Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdf
Advanced Views - Calendar View in Odoo 17
Advanced Views - Calendar View in Odoo 17
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
fourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writing
A Critique of the Proposed National Education Policy Reform
A Critique of the Proposed National Education Policy Reform
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
social pharmacy d-pharm 1st year by Pragati K. Mahajan
social pharmacy d-pharm 1st year by Pragati K. Mahajan
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
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