ENG 110: Reflective Learner Analysis
Part 1. Academic essay. Your goal in this project is to recall and analyze your mindset and experiences as you think more deeply about your motivation and engagement as a learner. Narratives often rely on reflection, but this essay will be a variation of that form as you integrate the ideas of Dweck and Bain into your reflection. Your project will use narrative elements to convey your experience but also analysis of your mindset for learning as you relate key experiences.
You will use Carol Dweck’s concepts of fixed and/or growth mindset and Bain’s concepts of expert learners to identify your predominant learning style and mindset but also notable instances of times when you broke from your predominant style. Craft your essay to help the reader understand important factors that impacted your motivation (whether intrinsic or extrinsic) and the role of your mindset in learning a skill or mastering a topic. Focus on learning experiences that stood out in the moment but also to this day. Remember that learning and mastery do not only occur in academic settings. Make a thoughtful choice about the experiences you highlight and help the reader understand your choices.
Part 2. Audio recording. You will also script and create a digital audio representation of your reflective learner project with an application of Dweck’s and Bain’s concepts. The presentation should encapsulate your reflective learner analysis and highlight your experiences as well as Dweck’s and Bain’s concepts. Using “The Editor” as a model, you will reinvent your academic essay to an audio presentation that fits with the structures of auditory presentation. The content will be edited, but the purpose will be the same: to reflect on yourself as a learner.
Course Outcomes connection. Through this process, you will reflect on your experience as a learner, experiment with exercises to develop your writing process, compose multiple drafts, practice your peer review skills, begin developing your revision skills, and create a presentation. You will also integrate your ideas with others’ when you make multiple references to Bain, Dweck, and at least one more class source.
Class readings and Sources
- “The Power of Yet” TED Talk by Carol Dweck (Required source)
AND - “What Makes an Expert?” (chapter 2) of What the Best College Students Do by Ken Bain
- “The Editor” Podcast or article from Criminal series
- “In Praise of the F Word” by Mary Sherry in Newsweek (https://www.newsweek.com/praise-f-word-203860)
- Audio podcasts (linked on course site or from your own experience)
Other Resources
- Little Seagull for guidance on MLA format and other
- Tutorials or assistance at the DigiSpace
Due Dates and Expectations
- First draft (about 2 pages + 1 page Works Cited) due Thursday, September 26 (via Google Docs and one printed paper copy for class)
- Self review and peer review in class on September 26
- Final draft should be in MLA format (see Little Seagull for sample) and should be 1000-1200 words (about 4-5 pages), including a works cited page.
- Final draft due Thursday, October 3 (via Google Docs and one paper copy)
- Audio presentation (podcast) upload into ePortfolio due Tuesday, October 8
Process
You will begin by revisiting memories of mastering or experience a failure to master content or a skill. As you reflect on your journey as a learner,, consider your the outcomes of those successes and failures. Which were most impactful? How did mindset play a role? Were you using one of Bain’s learning styles?
Step 1. Freewriting or Brainstorming
These questions are meant to focus you on memorable learning experiences. You do not have to answer them in your essay, nor do you have to answer all in freewriting.
- When did you first feel successful at learning? When did you first feel unsuccessful?
- What was your proudest learning memory or most notable failure to learn in grade school, middle school, or high school?
- How did influential people (parents, teachers, siblings) shape your mindset and learning style?
Step 2. Organized Pre-writing
Complete Two of These Pre-Writing Strategies (15 minutes per activity)
- Timelines: On top of the timeline, outline some of your most memorable learning experiences in school (use + or – for positive or negative); on the bottom of the timeline, note some of your most memorable learning experiences in life (sports, co-curricular, travel, skills, hobbies). What motivated you to learn in these moments? How engaged were you in understanding, gaining, and applying knowledge?
- Webbing: in the center write the name of a person who impacted your learning positively (such as a parent, friend, teacher); in a spider-like fashion, build a web of memories, feelings, thoughts that connect to that person; how did this person motivate you or engage you? Why do you think this person had a strong impact?
- Cluster: in the center, list an area where you feel you have some expertise. Make bubbles off the side that include descriptions of high and low points in your learning. This can be a specific topic, like a tv show, a series of books, a “how to” process (to cook, knit, play or build something, win at a game, improve a skill, plan parties or fundraisers, be a good coach). How did you come to feel like an expert? Where you most or least motivated? When were you most or least engaged?
Review Little Seagull suggestions for elements of personal narrative, p. 58-60
Step 3. Drafting the Essay/Drafting
- Using your pre-writing activities, develop a first draft. Include an assessment of your primary learning style Bain and incorporate Dweck’s concepts of mindsets using text-to-self and text-to-text connections.
- Make conscious choices about the source material that you will quote, summarize, or paraphrase. Which examples from the sources connect to your experience? Explain.
- Make conscious choices about which of your experiences to explain. Focus on those that demonstrate your overall style of learning in a variety of situations. Where do you engage deeply? What situations are most motivating? Which are least motivating? What experiences highlighted your intrinsic and/or extrinsic motivation?
- Your draft should be about 2 pages PLUS your Works Cited page. Your first draft should include a Works Cited; otherwise, source information is plagiarized.
- Do not fall in love with your first draft! This is a first try; you should expect to make significant changes.
- Begin thinking of your presentation and the audio format. Your goal is to share your learning analysis with connection to Bain’s and Dweck’s arguments in a two- to four- minute recording. You may include text-to-text connections with additional sources but are not required to do so. What is most memorable about your learning? How will you use sounds and narration to capture the tone of your story? Will you tell it in interview style or included a narrator? How will you explain the control you have or have not taken in your learning? What examples highlight your overall mindset toward learning?
Step 4. Peer Review
- Peer review is an opportunity to gain feedback about your work. Revision without input is more challenging, so make the most of your peer reviews.
- Ultimately, you are the author. You do not need to make all suggested changes, but seriously consider the suggestions. Start with an expectation to follow all suggestions and then eliminate those where you have a definite reason for NOT making the change.
- Save all comments when you copy your first draft, and only edit your final draft.
Step 5. Revision
- Revision is an opportunity to make global changes. Adding a few sentences is not global; it is local change. Wording is local change. Fixing punctuation is local change. Be ready to revise the order of paragraphs or rewrite sections of the essay to clarify your meaning and add (or delete) detail to better help your reader understand your purpose for writing.
- At this stage, sketch your presentation. What image is most powerful in your narrative? How will you build your presentation around it? Dedicate 30-60 minutes developing your presentation (ex. writing your podcast, selecting music and thinking about how to write and edit for this format, creating a first draft of the presentation).
Step 6. Polishing
- On the day that your final draft is due, we will spend some time in class working on local issues. This may include some sentence structure work to address sentence issues. Polishing also includes proofreading. At this point in the writing process, you should be making local changes, such as wording or punctuation fixes.
- Revisit the draft of your presentation. Make a timeline and list of tasks that still need to be completed before submitting your presentation. Identify resources and schedule time to complete the presentation (either at DigiSpace or on your own).
Step 7. Final Draft Submission by Thursday, October 3 via Google Docs.
Audio Presentation link is due in your ePortfolio by Tuesday, October 8.
Appendix A: Using Google Docs for Drafting
As you revise, follow this process to keep comments and allow you to compare drafts.
- Save your first draft using this file naming format: YourLastName-Assignment-1D. Share it with me and peer reviewers.
- Before you revise, make a copy (including peer review comments) of your first draft and rename it using this format: YourLastName-Assignment-Final. Make all edits in this document. Share this document with me. You may resolve comments in this version.
To identify changes, open first draft and select “compare documents” from the Tools drop-down menu. Name this document YourLastName-Assignment-Comparison and share it with me.
