20.306.

01:  Roggenbuck               Final  Draft  Due:  Thurs.,  Dec  9th  

 
 
Final  Scholarly  Reflection-­‐-­‐An  Analysis  of  a  Writing  Text  
 
We  now  identify  Peter  Elbow  with  expressivist  and  sometimes  process  pedagogy,  Patricia  Bizzell  with  Cultural  
Studies,  etc....    We  have  and  will  continue  to  consider  how  forms  of  composition  pedagogy  interact  and  
sometimes  conflict  with  each  other.    Most  scholar/teachers  do  not  absolutely  belong  to  a  particular  pedagogy;  
rather,  they  consider  and  revise  their  praxis  by  examining  the  ideas  and  practices  of  others.      Your  task,  then,  is  
to  consider  a  chosen  text  as  a  rhetorical  act  that  occurs  within  a  discourse  community  to  which  you  now  belong.    
As  a  member  of  this  community,  it  is  time  for  you  to  sound  in.      
 
Exposition  
First,  review  what  you  wrote  in  the  beginning  of  class.    In  less  than  a  page,  keeping  in  mind  your  rhetorical  
purpose  for  this  current  assignment,    try  to  explain  what  you  believed  to  be  true  about  writing,  about  how  you  
developed  as  a  writer,  and  about  how  writing  should  be  taught.  
 
Analysis  
Next,  offer  a  brief  (less  than  a  page)  summary  of  the  strategies  and  pedagogy  expressed  in  the  text  your  group  
chose  to  examine.    After  that,  based  on  our  selected  readings,  tell  us  how  the  text  does  or  does  not  conform  to  
particular  pedagogies,  as  well  as  how  scholars  supporting  or  promoting  various  forms  of  pedagogy  might  react  
to  it.    Engage  no  fewer  than  three  other  scholars  who  might  represent  particular  groups.    Choose  one  or  two  
with  whom  you  agree  and  one  or  two  with  whom  you  disagree.    Include  among  these  authors  one  who  might  
have  particularly  impacted  your  thinking  about  writing.      
 
Evaluation  
After  discussing  other  compositionists,  tell  us  how  you  evaluate  the  text.    From  your  experiences  as  a  writer  as  
well  as  from  what  you  have  considered  in  this  class,  what  does  it  offer  or  leave  out?    Had  you  encountered  this  
text  in  a  class,  how  might  you  be  stronger  or  weaker  as  a  writer?    What  is  the  single  most  important  thing  about  
writing  that  this  text  book  does  or  does  not  address  well?    
 
Reflection  
Finally,  setting  aside  the  text,  tell  us  where  you  are  now  in  your  thinking  about  writing  and  how  it  is  best  taught  
and  learned.    In  addition  to  what  we’ve  read,  consider  our  assignments  and  class  discussions.    What  still  holds  
true  from  the  beginning  of  the  semester?    What  has  changed  and  why?  
 
Write  8-­‐10  pages  (1”,  12  pt)  plus  a  Works  Cited  or  References  page.    Notice  that  the  order  of  the  above  steps  
does  lead  to  a  particular  structure  and  that  you  should  not  end  up  with  a  3-­‐part  body.    Notice  also,  that  it  only  
loosely  fits  the  They  Say/I  Say  model.    When  you  have  completed  the  steps  above  and  gone  through  
considerable  revision  as  part  of  the  process  (Sommers),  you  should  probably  rewrite  an  introduction  that  
prepares  us  somehow  for  what  is  to  come.    
 Rubric  for    20.306  Final  Scholarly  Reflection  
very   poorly  or  
    well  
well   somewhat  
not  at  all   Comments  
The  Assignment  
The  essay  "theorizes"  about  the  
1                  
writer's  experiences.      
2   The  essay  avoids  excessive  narrative.                  
The  essay  presents  and  explores  ideas  
3                  
in  compelling  ways.  
The  Rhetorical  Situation      
The  essay  accomplishes  its  stated      
1                  
purpose.  
2   The  essay  meets  readers'  needs.                  
The  tone  and  stance  of  the  essay  are      
3                  
reasonable  and  fair.  
The  Argument  
The  positions  and  reasons  are  clearly  
1                  
stated.      
Supporting  arguments  are  accurate,  
3                  
appropriate,  sufficient.  
Counterarguments  are  addressed,  
4                  
acknowledged,  refuted.      
The  essay  is  organized  and  presented  
5                  
logically.  
Transitions  help  readers  move  from  
6                      
idea  to  idea.  
Use  of  Source  Material  
1   Essay  avoids  plagiarism.                      
The  essay  includes  adequate  and  
2                  
appropriate  source  material.  
The  essay  accurately  represents  source  
3                  
material.      
In-­‐text  citations  (paraphrase  and  direct  
4                  
quotation)  are  effective.  
In-­‐text  citations  (paraphrase  &  direct  
5                      
quotation)  are  correctly  formatted.  
Language  and  Style  
Sentences  are  consistently  correctly  
1                  
phrased  and  punctuated.      
Language  is  precise,  the  wording  exact  
2                  
and  accurate.  
Mechanics,  Usage,  Grammar,  and  
3                  
Spelling  are  correct.      
very   poorly  or  
well   somewhat  
Letter  Grade:     well   not  at  all