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write a letter to the professor
Introduction:
Research from the field of Educational Psychology tells us that people are more effective
learners when they are able to think carefully about what they have learned and describe this
learning to themselves and/or others. This process?thinking about our thinking–is called
metacognition. In this assignment, you will use metacognition to help you retain the writing
knowledge and skills you have gained this semester.
Assignment:
The first page of your syllabus lists the skills that students are supposed to acquire by the end of
taking one semester of ENG 101. These skills are the same across sections of Composition and
guide the writing assignments and class activities that teachers assign. For your final assignment,
you will review these skills and determine which of them you have acquired or significantly
improved upon this semester. You will then select three (or more) of these skills1 and compose a
letter to the teacher in which you make a convincing case that you have grown in these areas this
semester.
Organization-
Introduction: Identify the skills you will be discussing.
Body: Discuss these skills one at a time. For each skill, first explain what you learned
and then back up your claims with specific examples drawn from your
coursework. In other words, you should refer to particular passages from your
writing assignments that illustrate your growth in the areas you have chosen
to discuss. Include the assignments from which these examples are drawn as
appendices to your letter, relevant passages highlighted.
Conclusion: Identify one or more writing skills you would like to continue to work on as you
move on to other general education courses, your major, or into your profession.
1 Multiple skills are embedded in each category listed below. For example, competency a (box one of the table) lists
five different skills you could discuss in your reflective letter.
Rhetorical Situation:
Audience: College Writing Teacher
Purpose: To reflect on your learning and demonstrate to the teacher what you have learned
Context: College Writing Course
The left-hand column of the table below lists the skills taught in ENG 101. These are the skills
you can select from as you compose your letter.
The right-hand column of the table provides examples of the kind of ?evidence? you might
supply in your reflective letter to substantiate your claims about what you have learned.
Students will be able to:
Course Competencies
Students will be able to:
?Evidence? you might use to demonstrate
that you have developed the skills taught in
ENG 101
(a) draw upon strategies for idea
generation, drafting, revision, design, and
editing;
● Examples of writing techniques (freewriting,
graphic organizers, outlines, etc.) that have
helped you come up with ideas and begin
writing
● Examples of significant revision on major
writing assignments
● Examples that show your mastery of MLA
format
● Examples of adapting formatting features based
on the genre you are writing in
● Examples of your ability to edit your work (fix
grammar, punctuation, citation, etc.)
(b) analyze and produce texts guided by
basic rhetorical concepts;
● Excerpts from writing assignments in which
you analyzed the audience, purpose, and context
of a text
● Excerpts from writing assignments in which
you analyzed the pathos, ethos, or logos of a
text
● Excerpts from writing assignments that show
that you can shape your writing for a particular
audience and purpose
● Excerpts from writing assignments that show
that you can effectively use the rhetorical
appeals (pathos, ethos, or logos)
(c) practice critical reading skills,
including the ability to identify genre
conventions and evaluate the claims,
evidence, and reasoning in a text;
● Examples from your writing in which you
provide a detailed description of a text?s genre
convention(s)
● Examples from your writing in which you
accurately summarize a writer?s perspective
on a topic and/or discuss whether an author?s
supporting evidence is sound
(d) demonstrate effective research
processes, including the ability to gather
academic and non-academic sources and
assess their quality and suitability for the
writing situation;
● Evidence that you can determine whether a
source is appropriate for you to use in a paper
and can gather sources that are relevant and
appropriate for the writing situation you are
tackling.
(e) integrate sources in their writing
to achieve specific aims, making
appropriate use of summary, paraphrase,
quotation, and citation conventions;
● Examples from your essays in which you
effectively summarize, paraphrase, or quote
from a source and smoothly integrate your
use of a source into the content of one of your
paragraphs
● Evidence that you understand MLA citation
(f) explain their writing choices, using
concrete examples to support their
claims;
(This is what you will be doing in this assignment!)
(g) employ syntax and usage appropriate
to academic disciplines and the
professional world.
● Excerpts from your writing that demonstrate
that you have learned new ?rules? of grammar,
syntax, and mechanics in this course and can
apply them in your work.
Here is the starting of syllabus-
Students will be able to
1.Draw upon strategies for idea generation, drafting, revision, design, and editing;;
2.Analyze and produce texts guided by basic rhetorical concepts;
3.Practice critical reading skills, including the ability to identify genre conventions and evaluate the claims, evidence, and reasoning in a text;
4.Demonstrate effective research processes, including the ability to gather academic and non-academic sources and assess their quality and suitability for the writing situation;
5.Integrate sources in their writing to achieve specific aims, making appropriate use of summary, paraphrase, quotation, and citation conventions;
6.Explain their writing choices, using concrete examples to support their claims;
7.Employ syntax and usage appropriate to academic disciplines and the professional world.
The goal of English 101 is to provide students with:
1.strategies for working in new writing situations
2.opportunities to apply these strategies in specific writing situations
3.information about and experience writing for academic writing situations
4.occasions to reflect on the development of their writing knowledge and skills.
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