write an eportfolio reflective introduction draft based on instructions given below
Please thoroughly read ePortfolio Prompt but you only need to work on section B only. I have uploaded below.
Basically the reflective introduction introduces me as a college-level writer, thinker, and communicator to a community of
my peers. Its fundamental purpose is to illustrate the role I have played in my learning over the
writing course. The reflective introduction is an analytically incisive,
multi-modal composition that delivers balanced arguments about your learning and supports them
with carefully selected pieces of evidence.
I have provided all pieces of evidences used in this courses, including weekly critical reading responses, Historical Conversation Project Draft and Advocacy Project Essay Final Draft you wrote for me before. You do not need to use all of them, but you need to carefully select the most meaningful evidences as artifacts to talk about my progress in this writing course. (Actually Historical Conversation Project Draft and Advocacy Project Essay Final Draft are very important artifacts. Just carefully selecting a couple of weekly critical reading responses is fine)
(VERY IMPORTANT!!!!!) Here are links of several sample reflective introductions to help you keep on the right track. PLEASE READ!!!!
In the reflective introduction, you need to talk about my achievement and effort I made in Writing 39C course. In order to help you better understand this, I posted the course description and course outcomes below. Please read it.
Writing 39C, Argument and Research, is the second of UCIâ€˜s two required writing courses that together fulfill the Lower Division Writing Requirement. Like WR 39B, 39C focuses on critical reading and rhetoric and teaches intellectual strategies for identifying, understanding, and using various genres and rhetorical situations for communicative purposes. 39C deepens understanding of rhetoric and communication by teaching how to conduct research and to evaluate and use various types of evidence. The reading, composing, and researching practices you will learn in this course and the various intellectual strategies you develop will help you to succeed in other courses, prepare you to engage in the university community and in your discipline, and deepen your perspective on current issues and the idea of social justice.
This section of WR 39C will use Global Woman as the foundation for classroom discussion and for research topics. This text will motivate analysis of current and pressing issues and present us with opportunities to study the rhetorical and argumentative strategies of an established intellectual political problem that challenges us to evaluate both our personal ethics and the broad values that define perspectives on social justice. As you read this material, you may agree or disagree with the authors and editors. Either way, your critical evaluation is expected, and class discussion will challenge you to deepen your arguments and claims through constructive feedback. Discussion will not direct you towards what to think, but rather will teach you how to communicate, how to deliver your arguments and arrange your evidence so that your thoughts are clear and persuasive. You will also practice anticipating expectations and possible reactions of various audiencesâ€”scholars, public intellectuals, peers and people in the UCI communityâ€”who are already discussing the same issues. Our hope is that you leave 39C feeling empowered and confident as a college-level researcher and impassioned by the issues youâ€™ve engaged.
Guiding Ideals & Outcomes
Rhetoric & Composition:
1. Recognize forms of rhetorical persuasion and understand the functions of generic forms, both academic and non-academic.
2. Craft substantive, motivated, and balanced arguments.
3. Plan, draft, and revise effectively; develop and skillfully employ a variety of revision strategies that attend to structure, arrangement, pacing, and transitions.
4. Read with understanding and engagement across genres, mediated forms, and discourses.
5. Write clear, correct, coherent prose.
6. Evaluate and improve reading, writing, and organizing processes.
7. Respond constructively to othersâ€™ writings and apply fair and rigorous criticism.
8. Attend to and control surface features and conventions including grammar, punctuation, syntax, and spelling.
Multimodal Composition & Communication:
1. Understand distinctive rhetorical properties and effects of delivering arguments in written forms, orally, and visually with attention to audience/community, discourse/genre/context, and occasions/warrants.
2. Arrange, display, and deliver arguments and evidence clearly and coherently.
3. Create substantive, polished, persuasive, richly textured, and deeply researched multi-modal compositions.
Research Methods and Ethics:
1. Comprehend the importance of Information Literacy, seen as both the act of researching and the skillful evaluation and use of evidence.
2. Understand the definition of Information Literacy as the ability to discern and critically evaluate source materials of different types, in different media, genres, and discourses.
3. Comprehend the communicative and rhetorical intentions of a source and use such understanding to determine a sourceâ€™s value as evidence.
4. Learn to locate sources using a variety of tools, methods, and databases.
5. Understand the purposes and methods of common citation systems.
6. Learn research ethics and avoid plagiarism.