Course Reflection Report

For this assignment, you will reflect in writing about your experience in this course and your development as a writer in response to the FYC Office’s call for reports (see CFR on second page). Your report should:

  • Indicate an understanding of your audience, the FYC Office, and the rhetorical situation presented;
  • Reflect on your experiences in this course and what you have learned as a writer;
  • Argue for what will/will not transfer from this course into your future writing situations.

Writers should indicate in their reflective reports the extent to which the ENGL1113 curriculum has impacted the writer’s understanding of writing transfer and has or has not prepared students to transfer new knowledge to future contexts of writing. In addition to this general consideration, the FYC Office particularly welcomes reports that explore the following:

  • What new aspects of writing did you learn about and (how) have they changed your writing?
  • Which unit assignments highlighted transferrable skills for you and how did they accomplish this?
  • What are future rhetorical situations that you imagine entering as a writer? How has this class prepared you to write in those contexts?
  • What recommendations might you suggest to improve or enhance the effectiveness of the curriculum in helping students develop transferrable writing skills?

The goal of FYC administrators is to understand the effectiveness of the curriculum. Therefore, respondents should not focus on individual teacher performance or classroom conditions. Reflective reports should concern themselves primarily with how course lessons and materials prepared or did not prepare students to transfer their learning to new contexts. Students should use their own drafting practices and written products as evidence for or illustrations of their reflections. Finally, those reports that incorporate writing studies research and values (whether derived from secondary or primary research) in support of their reflective conclusions will have the greatest impact on future curriculum development.   

Introduction

The course has a clear transition and link between writing and concepts of the discourse community. Students being members of a writing discourse community can learn about the discourse groups that they will join in the future. As Swales suggest that one can belong to different discourse groups at one time, the concept of transferring skills from one context to another is the most significant section of the curriculum. The essay will give a reflection of the course, explore the link between writing and discourse community and give a recommendation that can be used to enhance the objectivity of the course curriculum.

Writing and Discourse Community

The course has shown vividly that the acquisition of writing styles and transfer of skills to other contexts is ingrained in the concept of the discourse community.  For a writer who belongs to a particular discourse community, text production can only occur if the writer can outline the writing objectives in the perspective the discourse community’s interpretative concords. As it were, one cannot just create any content, it must fit the models of the talk group to which it is engaged. If one needs to end up being an individual of a particular discourse group, it entails more than taking part in the dialect. It necessitates comprehending ideas and desires set up inside of that discourse community. The course spells the importance of language in writing. For the purpose of differentiating writing discourse community with a speech community, Swales support it by contending that “the language utilized by discourse communities can be designated as a register and members join a discourse community through training or personal persuasion.” It is what the course has done, that is, through the transferring skill to other contexts. James Porter characterized the talk group as: “a nearby and provisional obliging framework, characterized by an assemblage of writings or all the more, for the most part, practices that are brought together by a typical core interest:” (Gee 12). Consequential contexts after completion of the course will appreciate the concepts presented by the topic of discourse community as it is helpful in identifying the Lexis of a particular group….

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