Metacognitive Reflection Essay

 

Running head: METACOGNITIVE REFLECTION ESSAYMetacognitive Reflection Ea!A the "ua#te# co$e to the end% it i ti$e to #eflect on $! &#iting 'ill and loo' (ac' to ee if I have changed a a &#ite#) I have neve# #eall! thought of $! develo*$ent a a &#ite#)+ut the $o#e I a$ thin'ing a(out it no& I feel li'e I have acco$*lihed o$ething thi"ua#te#) Thi "ua#te#% I #eali,ed the i$*o#tance of doing the #eading and e*eciall! thei$*o#tance of &#iting a(out the #eading) The #eading that &e &e#e u**oed to do &e#eve#! hel*ful &ith $! o&n &#iting *#oce) Mot of the #eading &e#e a(out ho& to fo#$ ana#gu$ent% ho& to ue #heto#ic fo# ou# o&n advantage% and ho& to find evidence fo# ou# #eea#ch *a*e#) -ith hel* f#o$ $! cla$ate% $! teache#% and the cla $ate#ial I have (eco$e a (ette# &#ite# (! unde#tanding the #heto#ical anal!i and (! i$*#oving $! 'ill inc#eating thei and a#gu$ent) Fi#t of all% I have lea#ned the $eaning and *u#*oe of #heto#ic) Rheto#ic i (aicall! a&a! of *ea'ing o# &#iting effectivel!) Rheto#ic i a &a! of *e#uading the given audiencea(out &hat !ou a a &#ite# have &#itten) In the a#ticle that dicue #heto#ic% +o!d ./0112info#$ u a(out the *u#*oe and $eaning of #heto#ic) +o!d ./0112 a#ticulate% 3Chooing

how

 to e4*#e !ou# $eaning i eve#! (it a i$*o#tant a the $eage itelf% &hich i #eall!&hat #heto#ic i5 .*) 672) Eve#! ti$e &e &#ite o$ething% &e a#e deciding &hat &o#d to ueand &hat tone to eta(lih in o#de# to fo#$ ou# thought (aed u*on &hat i a**#o*#iate fo# ou# intended audience in that conte4t) Thi a#ticle hel*ed $e #eali,e to al&a! tailo# $!&#iting to&a#d $! ta#get audience) I (aicall! have to (e a(le to *e#uade the given audienceof &hat I have &#itten) I lea#ned to a' $!elf "uetion (efo#e and du#ing $! &#iting uch a8

Who is the audience? What am I writing about? How am I going to engage the audience?Where is my writing going?

 Thee "uetion hel* $e #eali,e &he#e e4actl! I a$ going &ith

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Gabrielle Gonzalez Writing 2 Spring 2015Professor De Piero June 3, 2015Metacognitive eflectionM! Writing 2 "ourne! #as been a prett! fun one $%& sa!' M! first i(pression )as t#at t#is )as not going to be an or&inar! )riting course' $ starte& t#e *uarter e+pecting to "ust )rite essa!san& get t#e G re*uire(ent out of t#e )a!- little &i& $ .no) t#at $ )oul& ta.e a)a! so (uc# (ore fro( t#is class' /ro( &a! 1 )e starte& learning about genres an& continue& t#e ball rolling until t#e en&' verall, Writing 2 #as been a great e+perience an& $%ve learne& a lot of useful ta.ea)a! concepts' #e first assign(ent )as P14 )#ere )e #a& to create a logger )#ic# $ #a& never use& before' $ t#oug#t t#is )as suc# a cool i&ea because $%ve never #a& a professor (a.e us post our )or. online to s#are )it# ot#ers' $ #a& fun (a.ing it an& a&&ing (! creativit! rat#er t#an #avingte&ious )or.' #e Ps )ere nice )ar(ups for eac# Writing Pro"ect' WP1 )as li.e t#e first "u(p in t#e pool, but b! t#e ti(e WP3 ca(e aroun& t#e )ater )as )ar( enoug# an& $ finall! got t#e #ang of it' f course, #o)ever, $ encountere& c#allenges )#en )riting t#e WPs an& continue to struggle )#en )or.ing out t#e .in.s for t#e final portfolio' Peer revie) sessions )ere reall! #elpful to (e because nearl! ever! ti(e so(eone caug#t a (ista.e t#at $ ot#er)ise )oul&n%t #ave notice&' $t%s also nice )#en so(eone tells (e t#at t#e! &on%t un&erstan& so(et#ing, li.e a sentence for e+a(ple' So(eti(es )#en a p#rase or paragrap# (a.es sense to (e it &oesn%t al)a!s (a.e sense to ot#er rea&ers' #is is so(et#ing t#at $ #ave learne& to ta.e into consi&eration )#enever $ )rite' $ also appreciate our sc#ool%s )riting &epart(ent for encouraging  re*uiring peer revie) sessions because t#e! are ver! valuable' $ #ave learne& t#at

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