end of course reflection paper assignment example

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Andrew duffy.

• Literacy Narrative
• Image Analysis Essay
• Argument Research Essay
• Other Works About My Writing

Final Reflective Essay

At the beginning of the course, I was new to college writing. My writing skills were not bad, but they needed some fine tuning. A lot of the skills I have translated over easily from high school, but some did not. I was always good at getting information and laying down a foundation. Alongside that, I’ve always found writing easy once I have that base. Filling out the main ideas were simple. However, once I arrived in college it was apparent to myself that I needed more detail, and that it was something I lacked. It needed improving, but it was not a hard fix. Sometimes it is hard for me to understand why some writing needs more detail but others do not. This class has helped me fix that issue a bit, while also strengthening my proficiency in other areas. Throughout the semester, I have completed assignments that have increased my skills, and broadened my sense as a writer in different areas. By taking this class, I have been able to develop rhetorical knowledge, develop critical thinking, reading, and information literacy, develop effective strategies for drafting texts, and develop knowledge of conventions.

This class has helped me develop rhetorical knowledge by analyzing and composing multiple forms of writing to understand how genre conventions shape readers’ and writers’ practices and purposes. This means that I have been able to analyze different types of writing in order to understand how a genre affects how an author writes, and how the reader reads. One assignment that comes to mind that helped me achieve this outcome was our advertisement analysis assignments. In class, we spent time looking at different advertisements, and how they appealed to certain audiences. We all had to bring an advertisement to class, and analyze it ourselves, pointing out what techniques the ads were using, if they were effective or not, and who were they targeting. This assignment helps develop rhetoric as it allowed me to understand how the category of advertisement writing can differ from not only other genres, but other ads as well.

Rhetoric knowledge was also developed by practicing purposeful shifts in structure, content, diction, tone, formality, design, and/or medium in accordance with the rhetorical situation, which means to be able to change your writing to reflect the rhetorical situation at hand. This was not the result of one assignment, but many. During the course we were asked to write different essays that reflected different styles of writing. From storytelling and analyzation, to infographics and research assignments, I have been able to change how I write in order to meet the requirements. For example, in the literacy narrative, I had to write to convey a story. This means using traditional elements of a story, such as a beginning, middle, climax, and resolution, along with elements such as foreshadowing. This style of writing is different from an image analysis essay, where the purpose is mostly informative rather than anecdotal. In this case, elements such as facts, context, and comparison are common, and story like elements would not be appropriate here. I display that I have met this outcome by understanding how to write in those genres and how to keep it appropriate.

Another outcome this class has helped me meet is developing critical thinking, reading, and information literacy by composing and reading for inquiry, learning, critical thinking, and communicating. One such way I have met this outcome is by writing journals almost every class about different things. Every so often we had to write a journal about our thoughts about either our writing skills, how we defined different terms, and our reflections on our assignments. By completing these journals, I was able to look back on certain assignments, and learn how I was able to accomplish what I did. This style of writing is helpful because of its creative nature, and allows myself to become better as a writer.

Two more ways I was able to develop my critical thinking, reading, and information literacy skills was by using outside materials in their own writing through techniques such as interpretation, synthesis, response, critique, and design/redesign, and incorporating outside materials through quotations, paraphrase, and summary. By completing the image analysis essay, I was able to meet the outcome about using outside materials in your own writing. I used two advertisements in the essay, and analyzed how they were done, and who they targeted, in order to compare and contrast them at the end. I appropriately commented on their effectiveness, and how they could have improved. Speaking of using outside materials, my research essay demonstrated the outcome related to using paraphrase due to the nature of the assignment. By using outside sources, I was able to make my argument stronger, and I was able to improve as a writer because my skill to read and take information away improved.

The third outcome this class helped me to achieve was to develop effective strategies for drafting texts by working through multiple drafts of a project and recognizing the role of reflecting, revising, and editing in the process, engaging in the collaborative and social aspects of writing processes, such as learning to give and to act on productive feedback to works in progress, both by and with peers and in one-on-one instructor conferences, and critically reflecting on how they may further develop and apply writing skills in the future. The first outcome was reached simply through the rough drafts of each project. I usually had to brainstorm first, but afterwards, I was able to just write in order to get the information down. It had quite a few flaws to begin with, but during editing, most of them were ironed out easily. The second outcome was achieved through peer review. This was something I had always struggled with because I did not know how to do it. After learning, I saw how important it was. It allowed me to see mistakes my brain would have never saw, and let me see what my most common mistake were, which then allowed me to know what to avoid when writing. By reviewing other’s works, I was able to see common writing errors in general, and thus gave me information about what to avoid. The last outcome was achieved through peer review reflection. This is self-explanatory, but being able to reflect on the advice given is helpful. Mostly because it allows you to take a step back, and go over everything. You can see what you did well, and what you need to avoid in the future. This way, in future endeavors, the same mistakes will hopefully not be made.

The last outcome this class helped me to achieve was to develop knowledge of conventions by demonstrating competence in grammar, punctuation, and spelling, practicing genre conventions for structure, paragraphing, tone and mechanics, and understanding the concepts of intellectual property that motivate documentation conventions through application of recognized citation styles. The first two outcomes are rather similar, in the regard that most of the assignments help reach this outcome. Grammar will never change in writing, so it is important to get it write initially. The only assignment that really tested this was peer review. Being able to recognize sentences that do not make sense is helpful, and will help a writer catch confusing or contradicting statements. As for practicing genre conventions, almost every project helped display that. Writing paragraphs and formatting them correctly is easy, so there is not reason to drag on about this point. Lastly, the assignment that helped reach the outcome about citing intellectual property was the research assignment. It is important to cite your sources so that you do not plagiarize someone’s work, and jeopardize your own academic career. The research assignment helped because you had to find sources for you argument, and as a result, citations would follow.

During the course, I was faced with a few assignments where I had to write day by day, and not just in one day. Writing is not something to do, but rather a process that you have to follow in order to succeed. Many of the different assignments helped improve my skills in rhetoric, critical thinking, drafting, and conventions. While some did not improve much, others did exponentially. The work is not perfect, but for a beginner in college, it shows that I am willing to put in the time and effort to become more than just a beginner. As I progress through school, I hope to not only maintain these skills, but improve them also. Writing is not something that you leave behind after leaving school, so it is important that I take these skills not only with me for the next four years, but for the rest of my life. If I succeed in doing that, then I will always be prepared for any assignment that my field of interest throws at me.

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• End of Course Reflection

End of Course Reflection - Essay Example

• Subject: English
• Type: Essay
• Level: Undergraduate
• Pages: 1 (250 words)
• Downloads: 31
• Author: ilenebergnaum

Extract of sample "End of Course Reflection"

End Of Reflection When I commenced learning this course I had little knowledge concerning how technology and innovation have influenced the current world. However, I had so much expectation on the learning outcomes that I would gain as a result of pursuing the course. Interacting with my instructors and fellow colleagues has been awesome since I was able to create new links with people that have greatly influenced my life and knowledge wise (Williamson, 2014). The group discussions have been interesting even though seldom tasks would be difficult with strict deadlines; we managed to complete them in time an aspect that taught me the importance of punctuality and meeting work deadlines (Harvard and Hodkinson, 2004).

I also learnt time management skills from the assignment deadlines and now I believe I am a better person than I was to join the corporate world.Conversely, the course was well structured as it included all aspects of learning that allowed as students to captivate knowledge and skills to mold our psychology as we go out to the job market (Harvard and Hodkinson, 2004). Personally, I have been elevated by the course since most of the stuff that I previously did not have interest in are currently my new passion.

The course has modeled me in all aspects; educationally, socially and morally, thus I am in a better position to solve the current problems in the field and the world since the skills that I possess are enough to enable me come up with a formidable solutions to the current problems in the field. Finally, the course presented a challenge through its objectives, thus we as students had the obligation to satisfy the general goals of the course; I am glad that I have satisfactorily met a significant amount of the course responsibility and hope the knowledge will be of great importance in the practical field (Williamson, 2014).

ReferencesHarvard, G. R., & Hodkinson, P. (2004). Action and reflection in teacher education. Norwood, N.J: Ablex Pub. Corp.Williamson, M. (2014). A return to love: Reflections on the Principles of a course in miracles. S.l.: Harper One.

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End of Course Reflection Paper Assignment Description

Finite mathematics (math-m 118), indiana university bloomington, recommended for you, students also viewed.

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Course : Finite Mathematics (MATH-M 118)

University : indiana university bloomington.

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Student Learning Outcomes Course Reflection Essay Example

Course reflection: essay introduction.

The chosen course proved a positive experience for students due to the achievement of an appropriate study atmosphere and the establishment of beneficial student-teacher relationships. Attaining the study group’s confidence permitted instituting a functional feedback mechanism, which allowed those in attendance to demonstrate their grasp of the learned material and give recommendations on bettering the course based on personal experience. Consequently, Student Learning Outcomes were sufficiently achieved, leaving both learners and their lector satisfied with the pupils’ level of attained knowledge and competencies.

Despite the overall success of the course, there remain choice aspects of it that require additional work and improvement to receive even better results. Unpredictable external circumstances, such as weather conditions, resulted in the loss of class time and, therefore, leaving the last chapter uncovered. The acquirement procedure for the e-book access code was not perfected, with numerous pupils opting not to attain it, which made the use of the Marketing Lab troublesome. Additionally, revisiting the length of Exam 1 is necessary due to the difficulty that the majority of students experienced with its timely completion.

Resolving these issues, as well as other minor problems noted over the length of the course, requires addressing their origins. To make the Marketing Lab a more significant part of the learning process, more homework could be assigned from it, integrating questions from the textbook that were not covered in class. Additionally, this would effectively compel students to procure and use the e-book access code. The inclusion of more case studies in the course would also be a useful strategy, which may permit learners to achieve a more profound and hands-on understanding of course material.

Paying increased attention to the ongoing pupils’ assessment becomes crucial under these conditions, making journal entries a viable tactic when checking their comprehension of material after each chapter. Permitting students to include their possible questions in these entries would make working with learners easier through creating facilitated lines of communication. Therefore, considering all of these changes, revising the length of Exam 1 and re-assessing its weight in the overall course evaluation process becomes a necessary step. This change would contribute to the achievement of a balanced grading system that would adequately reflect the work done by students throughout their learning process.

The Effect of Professional Development on Education

The success of the course may be linked to the effort put into professional development, which permits perfecting the teaching process to achieve better learning outcomes. Attending Blackboard and Digital Measures training made gaining a mastery of teachers’ resources and integrating them to the best of their use possible within the classroom setting. Additionally, the ITCL Symposium helped achieve a better understanding of course material and how it could be taught, the presentation on product development having become part of the classroom lectures. The participation in coaching and symposiums, therefore, not only presented a chance for sufficient professional growth but also permitted apperceiving additional educational materials.

Implementing modern educational methods, which integrate the benefits of new technologies inside a traditional classroom setting, makes possible the attainment of previously unreachable goals through a combined teaching approach. In this aspect, Blackboard training may claim the most significant impact on the quality of provided schooling since it helped improve the continuity of the educational process through the demonstration of useful virtual teaching techniques.

The benefit of learning through Blackboard is evident due to the possibility of pacing the internet-based learning process, making the received training self-controlled, even if based around deadlines. During training, these aspects proved decisive as there was no need for extensive traveling, providing all the necessary information in one easily accessible place.

This advantage may be carried over successfully into the learning process, either providing the educator with an additional platform for student-teacher communication or presenting a chance for a changeover into entirely internet-based learning. For pupils, this transition could mean heightened educational autonomy when planning their time, which may be a crucial additional professional skill.

Evaluating Results and Setting Future Goals

Despite the positive impact of these provided chances for training, the brevity of the Faculty Annual Evaluation, which lasted one semester, poses significant issues to creating a continuous process of staff education. Additionally, the narrowness of the chosen courses’ topics, as well as their limitation to an in-house setting, poses a significant hindrance in achieving better professional results.

While a modernized approach to education, which focuses on the integration of technological advancements inside the classroom, may be beneficial to modern students’ understanding of the material, this attitude could be detrimental to traditional conceptions. However, as exercises and symposiums retain certain limitations, disputing the significant benefits that they provide to educators is not possible.

These current developments are a positive step towards achieving a better level of faculty performance, creating competent teachers that in turn can produce exceptional students. Advancing the already obtained results may be possible through continuing to provide employees with not only the possibility of professional growth but also presenting them with a broader variety of educational options and topics.

However, setting future goals for development based on the already achieved results becomes viable when considering the significant impact already imparted on the teaching staff. Therefore, setting goals for the coming year that pertain to expanding virtual education and developing online collaboration becomes appropriate and necessary for the continuation of staff growth. Taking additional steps to increase the provided variety of subjects, as well as the types of training offered, such as conferences and workshops, could present a chance to secure a steady reinforcement of teachers’ competencies. Since the already achieved results in educators’ training may be considered an accomplishment, this success should be supported and augmented.

Setting SMART Goals

It may be crucial to keep in mind that the process of education should equally benefit both students and teachers. To continue achieving excellent results and presenting pupils with the chance to learn from the best version of their educator it is necessary to keep giving adequate attention to self-improvement. Therefore, it becomes essential to outline specific SMART goals that are quantifiable and rely on accurate and measurable pre-determined goals that can be attained in a set time and may, therefore, be called realistic.

Predominantly, these SMART goals should be oriented towards developing professional competencies that may help teach management and marketing courses, as these subjects remain primarily taught courses. Attending two new specialized development courses, specifically tailored for those who teach marketing or management before the end of the next year could be a viable betterment option.

Another goal would be carrying out extra research on marketing tactics and management techniques before the start of the next semester and compiling the findings into ten cases for each course for students to solve. Personally forming these cases would permit creating not only a prerequisite for professional development through a study of modern practices but also provide learners with a unique and challenging educational experience.

Considering the assistance provided by technology, it may be necessary, as an educator, to continue integrating online resources into the education process. This aspiration makes mastering a new educational platform before the end of this semester essential objective, the success of which may be measured by the transfer of learning materials to the more modern program. Conducting at least two online examinations or assessments of pupils in the next semester is, therefore, an interdependent and reasonably achievable goal.

Additionally, it is necessary to integrate a virtual system of journal entries that would allow analyzing learners’ competencies as well as their acquired knowledge. Therefore, making journal entries a part of the next marketing and management courses could be an important SMART goal that may prove essential to stimulate students’ reflection regarding the courses’ goals. Incorporating modern technologies into the learning process should prove beneficial for learners who will seek employment in future job markets, which may have heightened expectations regarding the interdisciplinary skills of their staff.

These outlined short-term SMART goals are aimed at developing both professional and personal qualities in pupils and their educator alike. Consequently, the final goal should be related to receiving feedback from learners in both courses, which requires devising a communication from before the end of the current semester and making it accessible online. An omnipresent educational objective, therefore, is making sure that pupils feel confident and secure enough to communicate their possible grievances and suggestions.

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IvyPanda. (2020, December 9). Student Learning Outcomes. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/

"Student Learning Outcomes." IvyPanda , 9 Dec. 2020, ivypanda.com/essays/student-learning-outcomes-course-reflection/.

IvyPanda . (2020) 'Student Learning Outcomes'. 9 December.

IvyPanda . 2020. "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.

1. IvyPanda . "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.

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IvyPanda . "Student Learning Outcomes." December 9, 2020. https://ivypanda.com/essays/student-learning-outcomes-course-reflection/.

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DartWrite Digital Portfolio Project

Dartmouth's home for digital writing portfolios

Course Portfolio & Reflection (Assignment Example)

Nick Van Kley asks his writing 2/3 and 5 students to complete a holistic reflection on the term as their last meaningful engagement with the course. This reflections draw on and cite the material that students curate in their digital portfolio throughout the term. Here, the portfolio is an inward-looking space for reflection on learning.

Nick shares his portfolio assignment:

In this course, you will develop new strategies, explored new contexts, and created new knowledge. You will also re-used and adapt old knowledge and familiar strategies. All of this work will take place within multiple collaborative environments. You will work with your peers, with librarians, with RWIT tutors, and with me. And you will be encouraged to write about those experiences in informal reflective assignments throughout the term.

The end of the term affords you the chance to synthesize work and to gain a clearer perspective on your learning and your development as a writer. To this end, you'll assemble a course portfolio and reflect on that portfolio in writing.

You'll create a portfolio website early in the term, add to it it periodically during the term, and finalize it during finals period. 

Creating Your Portfolio

You will build your portfolio using WordPress, an open-source Content Management System (in other words, a system you can use to build your own website). In fact, you already have a site; Dartmouth's DartWrite project created one for you before you arrived on campus. To access it and explore, visit journeys.dartmouth.edu and login.

You can also find information about the DartWrite project, as well as guidance on using WordPress: https://writing-speech.dartmouth.edu/dartwrite.

Organizing Your Portfolio

Your portfolio will come pre-loaded with several sections; I'll ask you to interact with four of them. 

Homepage:  About Me.  Your homepage should be a short, informational page that explains who you are as a student/writer. It should also explain the purpose of your site. Include images or media if you choose, and ensure your homepage includes working menus that direct visitors to the rest of your site.

Pre-College: If you haven't already, please upload a piece of writing you created before you came to Dartmouth. I'd love to read it and have a brief conversation about it with you at the start of term. My colleagues and I believe that it's crucial you build on the skills and knowledge you developed before you arrived. And recording evidence of that is an important step in that process.

First Course . This section will include your Portfolio Reflection. Note: You should write this piece last. Find directions for writing it below. Under this menu item, you should also link to Projects 1, 2, and 3.

Second Course : You can leave this section alone this term. You'll have a chance to take it up in your First-Year Seminar.

Reflection:  You will use this page frequently this term during in-class reflection activities.

Drafting the Reflection - Writing Knowledge and Strategies

Review the feedback you received in this course; read what your peers said about your work and  the feedback you received from me on Projects 1 and 2 and on the early draft of Project 3. Take a moment to think about what they say about your learning this term.  Then, make a list of the writing knowledge and strategies your work in the term helped you create, revise, or formalize . This list might cover drafting processes that you plan to use in the future, definitions of written genres, theories of communication, or a host of other topics.

Then, choose a  piece of writing knowledge or a strategy from that list, and  examine the projects in your portfolio and the reflective posts you’ve completed during the term for evidence that you made use of it.

In a single area of the Portfolio website, record your list and, below that, write a ~900 word essay making the case that your chosen idea or strategy productively informed at least one piece of work in the course, citing evidence from the projects, feedback, or reflective posts. Think of these as your archive, the place you would find evidence to support claims about your learning process.

Sharing the Portfolio 

I'll ask you to upload your portfolio URL to this assignment page at any time before the end of the class. If you adopt password protection to make some parts of your site more private, please submit that password as a comment to this assignment once you've submitted your URL. [note that you have to be viewing your site rather than editing it to get a clean URL.]