WRA 150

I Project 5

Writing and Learning: Final Reflections and

Future Commitments

What is this project about?

In our time together you have explored your own learning, your culture, your future
and ways to re-think and reconsider these topics and genres of writing.
As has been stated time and time again, a goal of this class has been, not simply to
have you improve your academic writing ability, but to understand yourself as a
writer and a learner in varied contexts. This project allows you to consider what your
commitments to your own learning and writing are and how these commitments are
reflected in your work, or have grown over your time in this class.
Who is my audience?
I am your audience for this paper. Think of this as the ultimate meta-document.
Why am I writing this project?
Often in formal education (and often in informal education) we are rallied from one
task to the next without a moments pause. One of our first goals of the semester
was to look closely at learning we had done previously in our lives, this is a project
that wants you to think closely at the learning youve done this semester.
These moments of reflection are important. They help us better see learning as a
process, as continuous and within our control. It is important for us to look back at
what we have done, celebrate our growth and understand how it helps us to move
in new directions.
This project also asks you to look forward, how do you want what you have come to
know about learning and writing to carry forward in your life, both academic and
not?
As we discussed on day one, it is impossible for me to pour knowledge into your
head. Equally, it is impossible for me to know what is happening in your head,
beyond what you show me. This is an opportunity for you to tell me about the
learning that youve done over our time together and the priorities you have in your
learning going forward.
How should I write this project?
This project will take place in two parts.
The first part is a list of 5 learning or writing commitments. These will vary widely
depending on who you are, your orientation to learning and writing, and your
personal needs as a learner or writing. Learning/writing commitments could look
like any of the following (and many more):
I will create multiple drafts
I will seek our my instructors in office hours prior to major writing
assignments
I will not try to write papers with the TV on

I will approach my assignments from a place of curiosity and inquiry

I will take agency over my work, always figuring out how to make my learning
work for me.
I will work multimodally whenever possible
Working in terms of statements, or commitments like this can do a lot of things for
us. First, it asks us to think about what is really important to us, out of all the
possibilities. Secondly, it requires us to create a simple, declarative statement.
Third, making such statements can carry weight, especially when we return to
them.
I have provided you with an example from my own work. A version of a teaching
philosophy, a list of my ten classroom commitments is on D2L.
The second part of this assignment is to discuss these commitments. Using your
experiences from the class, citing particular moments of work, even citing your own
papers, try to answer the following questions
Why is this commitment important to you?
Is this a new commitment or one you are recommitting yourself to?
What moments in the semester point you to this commitment as necessary to
your learning and/or writing?
How do you plan on implementing this commitment in the future (in
academia or outside of it)?
Be thoughtful and thorough. I am looking to see that you have really thought about
this. This is real assignment that counts just as much as all of your other
assignments.
When and where is it due?
A peer response drafts by 12/4
Final Draft in D2L drop box by 10am 12/10
How will this project be evaluated?
The project will be evaluated as a portfolio of your work throughout the course of
the project.
Final Evaluation Draft : 50%
Peer Response: 25%
o This is an evaluation of the feedback you offer your peers throughout
the course of the project
Invention Materials / Early Drafts: 25%
o This will include the completion of proposals and drafts you submit for
peer review, but you should also feel free to include any other
invention materials you think would help me better understand your
process and final draft. This could include brainstorming or mapping,
throw away drafts, etc.
o This will mostly be evaluated based on what you do in class and for
peer response drafts, unless you upload other work.