Final Reflection

Rhetorical Knowledge:

Rhetorical knowledge is the ability to identify and apply strategies across a range of texts

and writing situations. Using their own writing processes and approaches, writers compose with

intention, understanding how genre, audience, purpose, and context impact writing choices.

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The first section is from an annotated bibliography in which I was supposed to gain an annotate

knowledge from a source for research. In the section I showed the purpose of the article as seen

by the author to establish why the passage was written and get a general idea of its contents. The

second section was taken from my inquiry proposal where I was tasked with proposing my

inquiry question. In the section I explained why it was important, or the purpose, in my own

opinion to show the importance.

Critical reading:

Reading critically is the ability to analyze, synthesize, interpret, and evaluate ideas,

information, and texts. When writers think critically about the materials they use, they separate

assertion from evidence, evaluate sources and evidence, recognize, and assess underlying

assumptions, read across texts for connections and patterns, and identify and evaluate chains of

reasoning. These practices are foundational for advanced academic writing.

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 The first example above is a section of the intro to Rebecca Lagaress Thesis paper

written for her UWRT class in which I used it as an example to start my thesis. Our topics were

nothing alike, but I used hers as a general idea of how to start the thesis. I used the fact of how it

went back to the start of her topic where I did the same. The second example is the start of

Ditch the Labels research page in which I used for research in my thesis paper. As I read the

page I found information that was useful to my topic, but I had to check on the credibility of the

source. I checked on the credibility by reading into more depth about the program and how they

got their information. I ended up deciding they were credible and used the information in my

thesis.

Knowledge of Convention:

Conventions are the formal rules and informal guidelines that define genres, and in so

doing, shape readers and writers expectations of correctness or appropriateness. Most

obviously, conventions govern such things as mechanics, usage, spelling, and citation practices.

But they also influence content, style, organization, graphics, and document design.

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The first example above was take from an annotated bibliography and is the source cited.

The source is cited in MLA format, which was the format required. The citation also has a

hanging indent which is required when adding this format of citation. The second example is a

reflection from an annotated bibliography. This reflection is an example of when you can break
the rules of convention because the annotated bibliography is written formally without self-

opinion, whereas the reflection is all about the opinion of the writer. The example is also written

in red because were asked to change the font in some way to make it stand out from the rest of

the annotated bibliography. The third example is also from an annotated bibliography in which

there was a direct quote from the article. The quote is correctly written because it includes the

quotation marks and where it is from. The quote also has bullet point because it from a list of

other quotes.

Composing Process:

Writers use multiple strategies, or composing processes, to conceptualize, develop, and

finalize projects. Composing processes are seldom linear: a writer may research a topic before

drafting then conduct additional research while revising or after consulting a colleague.

Composing processes are also flexible: successful writers can adapt their composing processes to

different contexts and occasions.

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Critical Reflection:

Critical reflection is a writers ability to articulate what s/he is thinking and why. For

example, to explain the choices made in a composition, to contextualize a composition, to

address revisions made in response to reader feedback etc.

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The first example is from my thesis paper and is what I wrote after writing my first draft

of my paper. In the first reflection, I wrote mostly about how I felt going into the paper and what

I wanted others to look at when they reviewed it. The second example is also from my thesis

paper, but I wrote it after my paper was reviewed twice. In this reflection I wrote about what I

was told when my paper was being reviewed, which was fairly brief because my paper was

almost finalized at that point.