Project Reflection

Below you will find several questions that prompt you to reflect on the writing process you used to complete the most recent major project. As you reply
to the prompts you should relate your responses to at least one WPA outcome area (see below) and at least one of the “Habits of Mind” necessary for success
in college and life (see below). Support your responses with evidence from your work and writing process (i.e. examples, explanations).

Question 1: Given the WPA Outcomes above, what were your personal accomplishments when researching and composing the most recent writing
project? (~75 words)
I used rhetorical knowledge throughout this entire project. Rhetorical knowledge is the ability to analyze content and act on that to create and
comprehend texts. Project 1 I had to pick a mural and analyze it visually and put into words what was being conveyed. With the mural, not only did the
meaning influence the overall rhetoric, but all the aspects of how it was created did as well. Using all of the information collected, I had to create an
analysis that could be understood by people who do not have an understanding of the mural.

Question 2: Which “Habits of Mind” did you practice while developing your project? How so? (~75 words)
Curiosity, because no matter how much I knew about the mural I still asked more questions. On the surface, the mural was just a pretty woman with a
building and smoke. I then began to wonder why this was where it was, and why it was crafted the way it was. I was very curious about the history and
once I researched, I began to learn a crazy amount of information. I learned the significance on the location, the woman, and the artists behind the
mural. These murals are passed every day on the way to work, school, etc. Most people see a mural and just think its art and beautiful, but a lot of the
time they have a deeper meaning to them.

Question 3: Given the WPA Outcomes below, what were your greatest struggles while researching and composing the most recent writing project? (~75
words)
The WPA outcome I struggled the most with was processes. After analyzing the mural, it was very difficult to establish an analysis that made sense and
got to the point. I had researched so much information about my mural and it was a lot to cover without over doing it. I also didn’t have a strict draft or
way I wanted to format my analysis. I just wrote my information out and divided it into paragraphs. I could have maybe played with the structure a
little bit more throughout the project.

Question 4: Which of the “Habits of Mind” did you use to confront or overcome your struggles while developing your project? How so? (~75 words)
I overcame my struggles using metacognition throughout my analysis. I was very worried about the structure of my analysis and how I represented the
information throughout. I typed up my paper and then started to reflect on the overall project, and information I had found. I tried to write in a way of
 how I experienced the overall project. I think that by reflecting on the way I got to know the mural and information helped me sculpt an analysis that
people can understand and interpret.

Question 5: Given the “Habits of Mind” above, what might you do differently in order to be more successful while working on the next writing project?
(~75 words)
I would say I would work on persistence throughout the next project. This project seemed straight forward and at some points I didn’t really give it my
full attention. Once I had sufficient information, I stopped going more in depth and just wrote the analysis. I feel like I could have continued researching
and relating one area of evidence to another. I also felt like I had to take breaks from this project because an analysis was newer to me and I really
didn’t know if how I was crafting it was correct. I should have found ways to structure it or execute it better.

COURSE GOALS. The general course learning goals are taken from the WPA Outcomes Statement for First-Year Composition and the
Framework for Success in Postsecondary Writing

HABITS OF MIND. Refers to ways of approaching learning that are both intellectual and practical and that will support students' success
in a variety of fields and disciplines. The Framework identifies eight habits of mind essential for success in college writing. By the end of
first year composition, students should demonstrate:

● Curiosity - the desire to know more about the world

● Openness - the willingness to consider new ways of being and thinking in the world
● Engagement - a sense of investment and involvement in learning
● Creativity - using novel approaches for generating, investigating, and representing ideas
● Persistence - sustaining interest in and attention to short- and long-term projects
● Responsibility - taking ownership of one's actions and understand their consequences on self and others
● Flexibility - adapting to situations, expectations, or demands
● Metacognition - reflecting on one's own thinking and understanding one’s personal thought process

COURSE GOALS / WPA OUTCOMES: The habits above can be fostered through writing, reading, and critical thinking. These experiences
aim to develop the following practices necessary for student success in college and academic environments:
● Rhetorical knowledge – the ability to analyze and act on understandings of audiences, purposes, and contexts in creating and
comprehending texts;
● Critical thinking – the ability to analyze a situation or text and make thoughtful decisions based on that analysis, through writing,
reading, and research;
● Writing processes – multiple strategies to approach and undertake writing and research;
● Knowledge of conventions – the formal and informal guidelines that define what is considered to be correct and appropriate, or
incorrect and inappropriate, in a piece of writing; and
● Abilities to compose in multiple environments – from using traditional pen and paper to electronic technologies.