self-reflective essay

Basically it just talk about what do we learn in class, just use simple words. It only require 250-500 words. Follow the final exam assignment sheet and the syllabus. Also please do talk about how this class is helpful. My professor always teaches us step by step, he posts sample essays and videos to help us with the assignments.
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Final Exam Assignment Sheet
Overview
For this essay I would like you to reflect upon what you learned in this course and what
you still need to work on to become and even more effective and successful writing in the
courses (and years) ahead. This essay is a self-reflective so be sure to use first person and
examples from your work in the course.
Assignment
First, review the Course Goals and Learning Objectives from your course syllabus. After
you have read through these think about which goals and objectives stay in your mind the
most or seem the most important to your work in the course. Compose a few paragraphs
discussing the goals and objectives you think you excelled in and learned the most from.
Also, discuss at least one goal or objective you think you need more work or practice.
Make sure to mention work you did in the course related to your discussion here: be
specific. Compose between 250-500 words discussing the above items.
Finally, reflect on your work as a writer and researcher. Discuss in a couple pages the
relationship a writer has to research and that research has to a writer. Be sure to discuss
your own course work this semester and how the writing process and research process
worked together and apart for you. What have learned most about yourself as a writer and
researcher? What challenges do you anticipate you will face in upcoming courses and
how will you meet them? What challenges do using secondary sources and online
research present to you and how did you overcome them or adapt to them? How might
you use writing and research in your future classes and professional work? Compose
between 250-500 words discussing the above items.
Course Goals and Learning Objectives:
Goal: Upon completion of this course, students will be able to understand academic work as a
recursive process of inquiry, using writing and research to form new questions and pursue
existing enduring questions.
Learning Objectives: By the end of this course, students will be able to:
1. Craft questions that guide research, making their process manageable and likely to
yield insights;
2. Find, summarize, analyze, evaluate, and synthesize appropriate sources;
3. Integrate evidence in their own writing in a way that complicates (develops, refines,
extends, refutes, and deepens) their own ideas;
4. Produce research-based writing in formats appropriate to the context, purpose, genre,
and audience.
Goal: Upon completion of this course, students will be able to understand genre expectations for
some research-based writing contexts within the university.
Learning Objectives: By the end of this course, students will be able to:
1. Use an academic documentation style consistently and appropriately;
2. Articulate the rhetorical choices they have made as a writer and researcher,
illustrating their awareness of a writerâ??s relationship to the subject, context, purpose,
and audience;
3. Use a variety of media (print and digital) to address different audiences, as
appropriate;
4. Produce prose with few surface-level convention errors that distract readers from
attending to the meaning and purpose of the writing.
Goal: Upon completion of this course, students will better understand how to read and think
critically about different social and cultural perspectives in the texts they study.
Learning Objectives: By the end of the course, students will be able to:
1. Recognize bias in texts, information sources, or other research contexts;
2. Identify the social dynamics figuring in the choices and actions of others in texts;
3. Discuss how cultural traditions and subcultures may inform the meaning of a text.
WRI 102-C â??First Year Writing IIâ?
Catalog Description:
Further study of persuasive and expository writing through the study of literary form with emphasis placed on critical
reading and the revision of academic writing. Prerequisites: WRI-101 or ENG-099 with at least a B and ENG-P099 with a
P or WRI-H103
Course Overview:
In this course we will look at the value and practice of writing in a variety of ways. First off, using writing as a way to learn
about oneself and the world around us is key. Many assignments will ask students to explore their opinions, understanding,
and attitudes toward a variety of material. Students should expect to write, argue, and reflect on sources in print and online.
Students will also be pressed to make meaning between sources and synthesize an original point of view. Research and
writing will go hand in hand as we practice different kinds of academic writing. We will also pursue information literacy in
judging the quality of sources as well as the logic, style, and structure of material in academic arguments and various
writing genres.
Textbooks/Required Materials:
Hacker, Diana. A Pocket Manual of Style. 7th Ed. with 2016 MLA Update. Bedford, 2016.
Class readings are located on our Blackboard Course Website and available for download and printing out by the student.
Course Goals and Learning Objectives:
Please see the end of this document for specific Course Goals and Objectives. Read this material and revisit it often as your
Final Exam will have you reflecting and writing about your efforts to attain these goals and objectives.
Grading Criteria:
Multi-Source Essay
Annotated Bibliography
Research Proposal
Research Paper
Final Essay Exam
Journals
Participation
15pts.max
10pts.max
5pts.max
25pts.max
5pts.max
30pts.max
10pts.max
100pts.max.
93-100= A
90-92= A-
87-89= B
84-86= B
80-83= B-
77-79= C
73-76= C
70-72= C-
67-69= D
64-66= D
60-63= D-
59 or below= F
Multi-Source Essay:
During the first half of the semester we will look at â??The American Dreamâ? in many ways and discuss what it means,
where it came from, what you think of it today, and what you hope it may be tomorrow. We will read widely across
different academic disciplines to see America in different lights from different views. You will then be asked to compose a
substantial essay synthesizing ideas from readings, outside sources, and your experience that address the American Dream
today and tomorrow.
Annotated Bibliography:
Essentially this is a class on research and writing and using secondary sources and documenting these sources and assessing
their quality is a fundamental activity touching almost every assignment. The Annotated Bibliography will be an exercise in
both research and form. Students will assemble 10 sources related to an area they may want to utilize in their upcoming
Research Paper. We will use MLA Style and annotated entries as well as work on document design and other technical
aspects of academic writing. Students will compose a short reflective paper about the quality of sources selected as well.
Research Proposal:
The last half of the semester will revolve around composing a longer, researched essay arguing a position in multiple ways.
To this end, students will propose their topic and explain what they hope to learn as well as outline their approach and
strategy for drafting the Research Paper. Proposals may be brief in length but they must be very â??cleanâ? and economical
with language use and formatting. Students should expect to have their Research Proposals discussed in class and peer
groups as well as with the instructor during a writing conference.
Research Paper:
The longest paper of the semester, the Research Paper offers students and opportunity to explore a topic in depth and with
multiple sources. Topics must be thesis driven and argue a particular position. As you can imagine, there is a lot of ways to
go with this assignment so prewriting, rough drafts, research, and peer review, will all play an active process in
1
constructing this assignment. We will be focusing on the topic area of Media and Entertainment. Expect this essay to be
8pages/8sources and a copy of it forwarded to the Director of Composition for WRI program review. I will discuss this
assignment before Spring Break and provide assignment sheets and samples to study and critique.
Final Essay Exam:
The Final Exam will require students to reflect on their work in the course as well as their growth as writers and researchers
in and out of an academic context. Students will also reflect upon course goals and objectives and comment on ways they
will improve and practice writing in future courses and in lifelong learning contexts.
Journals:
During the entire semester students will be required to draft smaller, directed writing or responses to specific prompts
dealing with reading reactions, prewriting on topics, controversial issues arising from class discussion, or other
intellectually curious exercises. Journals are the lifeblood of the course and offer regular writing practice with specific
writing prompts and direction to improve critical thinking and interacting with reading material and online sources.
Keeping up with journal work is essential as many of these writing exercises prepare students for class discussion as well as
essay writing and revising. Journals are done using our Blackboard course website.
Participation:
Participation in class is essential to a positive learning experience. I measure class participation based on the following
criteria: arriving to class on time; paying attention during short lectures; attentive watching and listening to screenings of
films, songs, or other media; respectful listening when I or your peers are speaking; your ability to be fully engaged in your
learning without texting, checking your phone or email, or participating in other digital distractions; your ability to stay
awake, etc. If you are unable to meet the above criteria, I will take away participation points throughout the semester.
Keep in mind you start the semester with ALL your points, so donâ??t lose them! If you are distracting others in your lack of
participation, you will hear from me via email or in a short face-to-face conference before or after class.
See the Student Handbook Statement on Absences and Attendance here.
See University Cancellation and Delays Information here.
Scheduled Final Exam:
The Final Exam is scheduled for Tuesday, May 8th, from 8:00-10:30am in our usual classroom.
Unexpected Course Cancellation Plan
If I have to cancel class due to illness or other unexpected circumstance, I will notify you as soon as possible via email.
Please check your @suffolk.edu email regularly. In the event I do cancel a class I will email out class activities and
handouts or lessons to be covered that day. I may also assign short assignments and responses as well as post a mini-lecture
or activity on YouTube. If you have any questions please email me.
Expected Course Cancellation Plan
We will miss a few days this semester due to university closures/holidays. Please see our course calendar for class work to
be done that day. As you will see I expect you to keep working on current projects and essays and other course
writing/assignments. I will be available via email to give you feedback and will also email out sample materials on days we
do not meet due to these cancellations. Please keep up to date with this by frequently consulting the course calendar on
Blackboard. So please, again, check your @suffolk.edu email regularly.
Academic Resources and Student Support Services
The university provides a range of student services. To learn more, explore this webpage:
http://www.suffolk.edu/explore/54511.php
Common Suffolk University Syllabus Policies
In addition to those described on this syllabus, this course adheres to policies and procedures that apply to all Suffolk
courses with regard to disability accommodation, academic misconduct, academic grievance, attendance, and credit hour
compliance. A description of these policies can be found at the link http://www.suffolk.edu/academics/72770.php.
Credit Hour Compliance and Expected Student Work
This course follows the Federal Governmentâ??s Credit Hour definition. For more information regarding the definition, please
see the Suffolk University Syllabus webpage: http://www.suffolk.edu/syllabus. To complete this course, students will need
to dedicate, at a minimum, the following amount of time to the listed activities:
2
Below is an estimate of total time a student will typically spend completing this course:
Assignment/Activity
Engagement Estimate
Engagement Hours
Course Readings
198 pages x 9 minutes per page
30
Multi-Source Essay
1 x 18 hours prep/write/revise
18
Research Proposal
1 x 8 hours prep/write/revise
8
Annotated Bibliography
1 x 20 hours prep/write/revise
20
Research Paper
1 x 28 hours prep/write/revise
28
Final Exam
1 x 8 hours prep/review
8
Journals
15 x 2 hours prep/write
30
Class Attendance
15 weeks x 3 hours
45
Total 187
ã??
3
GOALS
Upon completion of this course,
students will be able to understand
academic work as a recursive
process of inquiry, using writing
and research to form new questions
and pursue existing enduring
questions.
OBJECTIVES
By the end of this course, students
will be able to:
1.
2.
3.
4.
Upon completion of this course,
students will be able to understand
genre expectations for some
research-based writing contexts
within the university.
Upon completion of this course,
students will better understand how
to read and think critically about
different social and cultural
perspectives in the texts they study.
Craft questions that guide
research, making their process
manageable and likely to yield
insights;
Find, summarize, analyze,
evaluate, and synthesize
appropriate sources;
Integrate evidence in their own
writing in a way that
complicates (develops, refines,
extends, refutes, and deepens)
their own ideas;
Produce research-based writing
in formats appropriate to the
context, purpose, genre, and
audience.
By the end of this course, students
will be able to:
Use an academic
documentation style
consistently and appropriately;
2. Articulate the rhetorical choices
they have made as a writer and
researcher, illustrating their
awareness of a writerâ??s
relationship to the subject,
context, purpose, and audience;
3. Use a variety of media (print
and digital) to address different
audiences, as appropriate;
4. Produce prose with few
surface-level convention errors
that distract readers from
attending to the meaning and
purpose of the writing.
By the end of the course, students
will be able to:
ASSESSMENTS
â?¢
â?¢
â?¢
â?¢
â?¢
proposal
peer review of proposal
critique
synthesis essays
journal responses to course
readings
â?¢
â?¢
bibliography
journal responses to online
source quality
formal essays requiring
secondary source use
peer writing workshops
journal responses to sources
and media
respond to peer reviews in
small groups
final exam
1.
1.
2.
3.
Recognize bias in texts,
information sources, or other
research contexts;
Identify the social dynamics
figuring in the choices and
actions of others in texts;
Discuss how cultural traditions
and subcultures may inform the
meaning of a text.
â?¢
â?¢
â?¢
â?¢
â?¢
â?¢
â?¢
â?¢
â?¢
â?¢
â?¢
bibliography
critique
peer review of essays
journal response to
bibliographic sources
discuss readings in small
groups
journals responding to course
readings
4
â??Friendsâ? TV Show and the Impact it Brings to the modern Society in Relation to Norms
and Culture of the Viewers
Zhiyin Hu
WRI-102
May 6th,2018
Introduction
Friends is a sitcom that was created by the Marta Kauffman and David Crane that
debuted in 1994 and featured ten episodes that were aired from September 1994 till May of
2004. The American TV show featured a cast of six launching their careers even further and
have since become household names and featured in a host of other TV Shows and Hollywood
films. The stellar cast comprised of Jennifer Aniston, Lisa Kudrow, Matt LeBlanc, Courtney
Cox, Mathew Perry, and David Schwimmer (IMDb). The sitcom was produced by
Bright/Kauffman/Crane Productions in collaboration with Warner Bros. Television and was
aired on NBC. The series reviews started quite low and progressed and became positive and
show was rated among the leading sitcoms, it is currently ranked as on all-time best TV shows
(Poniewozik).
The show is based on the six friends aged between 20 and 30 years of age who are drawn
together by the complexities of their lives, friendship, and a coffeehouse that end up being their
meeting spot. The six cast members Ross Geller, Rachel Green, Monica Geller, Phoebe Buffay,
Joey Tribbiani, and Chandler Bing, are a bunch of 20 something-year olds who stay and live off
one another in Manhattan (IMDb). Throughout the ten years that the show was aired, the friends
go through periods of family feuds, romantic relationships, fights, times of laughter and tears,
and plenty of surprises as they try to learn what makes up a friendship (IMDb). The overall
episodes depictions are the friendsâ?? romantic escapades and comedic daily lives and careers.
Rachel is looking for work in the fashion industry, Joey on the other and is practicing to be an
actor and auditions for several roles.
Friends became a huge success, and it had a great effect on discussions and direction of
analysis of its viewers and the society in general. The Friends show one that portrays much more
than mere ideas, they were people that the viewers can associate, identify with, and they
embodied what the audience dreamed that they could end up being which was sexy, beautiful,
and icons of the Generation X (Todd). Perhaps those are the reasons why the show has remained
a favorite for many more than two decades since it debuted. The report argues that Friends
continued popularity more than two decades since its launch is driven by its portrayal of the
society in a manner that the audience could relate with, it mirrors the realities of life, and the
audience can get a glimpse of their own lives through the lives of their television personalities.
Popularity and Impact of the Show
In American society, the influence of television is considered as a powerful cultural
forum. It plays a central and preeminent spot in the lives of most Americans, families gather
around the TV each evening, people end up arranging their schedules guided by their favorite
shows, and fans all over the country will thoroughly scrutinize every aspect of the TV shows and
discuss for hours on end about what happened and the previous nights episodes. In recent years
we have witnessed changes in how the content is made available, there are now more platforms
where viewers can get to view their favorite TV shows (Todd). They can stream live, and they
can watch them from any location using different mobile devices such as smartphones, tablets
among others. Phillips (2014) analysis of the effects of the smartphone on the revolutionizing the
society affirms the effect that the mobile devices have had on todayâ??s society. There are over 2.5
million applications that have been made available across both the Android and iOS
marketplaces and that point to the great impact that the smartphones and other mobile devices
are having on peopleâ??s lives (Phillips). Easy to carry and to occupy an increasingly smaller space
than books, the smartphones have become a handy gadget that individuals have grown
accustomed to and unable to go on with their daily routine without them (Phillips). Favorite TV
shows like Friends can now be streamed with greater simplicity now more than ever further
influencing the lives of its viewers. The shows guide and help shape the beliefs, values, and
attitudes of the viewers and resulted in entertainment being the natural way of representing all
experiences (Todd).
TV has provided a narrative which may be fictional or non-fictional and representing the
socio-cultural experiences of the viewers. The discussions range from what the characters were
dressed up in, the people they emulate, their lifestyle choices and so much more. It ends up
becoming a kind of real metaphorical world which reflects the very fabric and structure of
relationships and societal va …
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