MIDTERM Self-Assessment 2

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MEETING THE OBJECTIVES OF ENGLISH 1T (50 points)

Below are the Course Objectives for English 1T:

● Identify oneself as a part of larger academic discourse communities
o Demonstrate reading comprehension and construct meaning through summary
o Identify and synthesize inter-textual relationships among multiple works (published
and student texts)
o Find, evaluate, analyze, and interpret primary and secondary sources, incorporating
them into written essays using appropriate documentation format
o Comprehend writing prompts to understand context and purpose and meet
expectations of the assignment, including timed writing
o Collaborate with others during the reading and writing process, offering constructive
criticism and accepting the criticism of others
o Recognize differences and/or similarities in cultural value systems represented in
various texts and within readers
● Understand reading and writing as a means to think critically and to develop and
articulate own perspectives
o Identify contexts, purposes, and rhetorical decisions that shape reading and writing in
order to understand the nature of effective communication and discourse
o Read primarily non-fiction texts actively and effectively and think critically about
information acquired from readings, research, and other sources
o Recognize and employ critical thinking skills including comprehension, application,
analysis, evaluation, and synthesis
o Articulate (verbally and in writing) own perspective based on critical evaluation of
texts
● Understand reading and writing as an integrated processes for meaning-making and
communication
o Analyze college-level expository, narrative, and argumentative non-fiction prose for
use as source information and/or model for writing
o Read and write extended expository compositions, increasing in length and
complexity, that articulate a perspective in relation to and informed by whole texts
and class discussion
o Identify and formulate arguable theses
o Identify and formulate logical and systematic patterns of organization
o Recognize and develop topics and main ideas at the paragraph level
o Identify syntactical structures and apply to the editing of writing to achieve sentence
variety and maturity
o Use vocabulary strategies to identify and produce diction (including connotative
language) and tone appropriate to the content, audience, and purpose of the specific
writing task
o Identify grammatical patterns and apply to the proofreading of writing to the degree
that the nature and frequency of errors do not become distracting
● Reflect on own reading and writing processes as an avenue to achieving greater control of
these processes and increased effectiveness as a reader and writer
o Use strategies for generating, revising, editing, and proofreading their own work
o Evaluate own writing as an advanced critical reader at the essay, paragraph, and
sentence levels
● Understand and value of academic integrity and demonstrate ethical conduct
o Integrate appropriate text citations and MLA documentation

1.) Highlight in ​yellow​ the ​5​ ​specific objectives​ that you feel the strongest and/or
most improved. Using ​specific​ ​examples​ from your work in English 1T to
illustrate (these examples may be formal writing assignments, reading
strategies, in-class activities, etc.), reflect on the extent to which you are
meeting each of your highlighted goals for the course. What have you
personally learned with respect to these objectives, and what artifacts best
illustrate that learning?
o 1.) Comprehend writing prompts to understand context and purpose and meet
expectations of the assignment, including timed writing 2.) Collaborate with others
during the reading and writing process, offering constructive criticism and accepting
the criticism of others 3.) Read and write extended expository compositions,
increasing in length and complexity that articulate a perspective in relation to and
informed by whole texts and class discussion 4.) Evaluate own writing as an
advanced critical reader at the essay, paragraph, and sentence levels 5.) ​I​ntegrate
appropriate text citations and MLA documentation

▪ For #1, I used the “exam 2: what to expect and how to prepare” and
“reading for the conversation” on canvas which really helped me prepare
for the first and second timed writing we had. I feel that I am meeting the
goals for comprehending writing prompts which lead to me knowing what
to write about in in-class essays. I learned how to evaluate prompts and try
to articulate the main point in the readings to be able to write in-class 3-4
page in-class essays. Exam 1 and 2 can Illustrate this learning.
▪ For #2, the peer response guidelines on canvas and in-class activities on
peer responses. I feel that I have met the requirements for giving accurate
peer responses, which helped me evaluate my work, but also evaluate my
peers work accurately. I learned how to give relevant yet not-so-harsh
criticism, which hopefully helped my peer, and also learned how to take
criticism because I knew this criticism would benefit my writing and I.
Peer response worksheets played a big role in how I helped others and
how others helped me.
▪ For #3, I used the “reading writing process”, “sentence crafting”,
“introducing larger conversations”, and lecture: from questions to topic
sentences, which are all on canvas. Last quarter, I noticed we did 4-5 page
paragraphs, which was somewhat a struggle for me. But, now that we have
learned how to expand our paragraphs/ increase them in complexity and
length, I was able to do the 8 page essay, and even write the two in-class
timed essays, which I doubted myself in doing at the beginning of this
quarter. I remember last quarter when you mentioned and 8 page essay at
the end of the quarter, I was somewhat scared because I thought to myself
“what am I going to write about for 8 pages?”. I am looking forward to our
research project and am also somewhat scared but I know I can do it. My
in-class timed essays and this quarters 7-8 page essays can illustrate that
learning.
▪ For #4, I read a lot of my self reflections, annotations, sentence crafting,
strategic reading and used question stems to evaluate my writing. I was
able to do “peer responses” on my own writing which I couldn’t do at the
beginning of class. These “peer responses” for myself helped me criticize
and evaluate my writing to make it better. Question stems helped me
expand my paragraphs and sentences, as well as sentence crafting ad
 strategic reading. My reflections and comparing my essays from last
quarter to this quarter are examples of my progress in being able to
evaluate my writing.
▪ For #5, I was able to integrate text citations and MLA documentation with
the help of the “slide set: MLA format”, the video sets “MLA part 1,
document format”, “MLA part 2, works cited”, “MLA part 3 In-text
Citations” and the Lundsford book. I believe I have learned to do these
pretty well, even though I have to look up the formation sometimes. I have
almost completely developed the ability to use MLA format in my writing,
which is also something I knew nothing about when I started class. Some
examples of me being able to do these are any one of my completed
essays.

2.) Considering what you learned from today’s Research Workshop and your reading
homework in Lunsford (Chapters 18 and 19), in what specific ways has our work in
reading/writing thus far (in English 1S ​and​ 1T) prepared you to conduct academic
research? Work that we have done in class, for example how to increase the complexity
and length in our essays, has prepared me for the research project. Each of the examples
I listed above like annotations and self-reflections have great impact on the essays I have
written and contributed as to why I am able to now write lengthy essays. I am obviously a
little fearful of this tedious research project, but will probably enjoy it with the topic I
chose.