EASTERN ARIZONA COLLEGE Writing Reflective Essays

EASTERN ARIZONA COLLEGE Writing Reflective Essays

Course Design 2021-2022

Course Information Division Course Number Title Credits Developed by Lecture/Lab Ratio Transfer Status

Activity Course CIP Code Assessment Mode Semester Taught GE Category Separate Lab Awareness Course Intensive Writing Course Diversity and Inclusion Course

Communicative Arts ENG 217 Writing Reflective Essays 3 Rebecca Jarvis 3 Lecture/0 Lab

ASU

NAU

ENG 217, Literacy & ENG Departmental Critical Inquiry (L) Elective

UA

ENGL 201; Tier 2 Arts (ARTS)

No 23.1301 Portfolio Fall and Spring Options No No Yes Yes

Prerequisites

ENG 101 with a grade of "C" or higher and reading placement test score as established by District policy or ENG 091 with a grade of "C" or higher

Educational Value

This course covers the basic elements of writing reflective creative nonfiction. In addition, through analytic and critical thinking and writing, the course increases students' understanding of the impact of discourse on self and others.

This course fulfills the Intensive Writing (IW) requirement. Meets Global/International/Historical Awareness (GIH). Meets Diversity and Inclusion (DI) requirement.

As an Intensive Writing (IW) course, the instructional content of the course will include at least one formal writing assignment of not less than 1,500 words and a minimum of two additional writing assignments totaling 1,000 words or more. The instructor must provide students with feedback on selected writing assignments, addressing issues including but not limited to, development, style, grammar, sentence and organizational structure, use of sources, and logical consistency. The assignments must be designed to include feedback from peers or professionals, including the tutors of the EAC Library. These writing assignments will account for a minimum of 10% of the student's final grade.

EASTERN ARIZONA COLLEGE

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Equal Opportunity Employer and Educator

Writing Reflective Essays

Description

Writing, reading, and analyzing reflective creative nonfiction essays. Students generate a minimum of 2,500 words including revisions throughout the semester.

Supplies None

Competencies and Performance Standards

1. Identify and explain the major genres of reflective creative nonfiction.

Learning objectives

What you will learn as you master the competency:

a.

Participate in discussions throughout the semester which focus on characteristics of

genres of reflective creative nonfiction.

b.

Analyze the techniques used in published and original examples of each of these

genres.

c.

Write original reflective creative nonfiction writing in any combination of these genres or

related sub-genres.

Performance Standards

Competence will be demonstrated:

o

in discussions

o

in oral and written collaborative group work

o

in written quizzes and essays

Criteria - Performance will be satisfactory when:

o

learner generalizes about the genres in writing and class discussion

o

learner demonstrates understanding of the genres and relevant writing techniques in

original writing in any combination of these genres

2. Discover reflective creative nonfiction writers who become major influences on learners' development as a writer.

Learning objectives

What you will learn as you master the competency:

a.

Discover reflective creative nonfiction writers, both in writing and in other media, who

speak powerfully to learner, including representations of race, ethnicity, gender, sexual

orientation, religion, and socioeconomic status.

b.

Recognize differing reading experiences impacted by culture and relevant issues such

as race, ethnicity, gender, sexual orientation, religion, and socioeconomic status.

c.

Identify writing techniques and themes that make the reflective creative nonfiction writer

powerful to learner.

Performance Standards

Competence will be demonstrated:

o

in written assignments

o

in class discussion

o

in class presentations and small group work

Criteria - Performance will be satisfactory when:

o

learner discusses the reflective creative nonfiction writers who are powerful to her or him

EASTERN ARIZONA COLLEGE

- 2 -

Equal Opportunity Employer and Educator

Writing Reflective Essays

o

learner discusses culture and relevant issues such as race, ethnicity, gender, sexual

orientation, religion, and socioeconomic status

o

learner finds reflective creative nonfiction writers who influence her or his own writing

o

learner incorporates techniques learned from reflective creative nonfiction writers into

her or his own writing

3. Develop own ideas about the major debates in creative nonfiction, including but not limited to these questions:

What is reflective creative nonfiction?

What constitutes truth in reflective creative nonfiction?

Why write reflective creative nonfiction--what are its purposes?

Learning objectives

What you will learn as you master the competency:

a.

Identify how these debates play out in published and learner's own reflective creative

nonfiction writing.

b.

Summarize, paraphrase and quote from relevant essays about reflective creative

nonfiction, and from published and learners' own reflective creative nonfiction.

c.

Synthesize relevant ideas into learner's own coherent ideas.

d.

Cite and document other's work using MLA style guidelines.

Performance Standards

Competence will be demonstrated:

o

in class discussion and small group work

o

in in- and out-of-class written assignments

o

in in-class quizzes and tests

Criteria - Performance will be satisfactory when:

o

learner identifies how these debates play out in published and learner's own reflective

creative nonfiction writing

o

learner summarizes, paraphrases and quotes from relevant essays about creative,

reflective nonfiction, and from published and learners' own reflective creative nonfiction

writing

o

learner synthesizes relevant ideas into learner's own coherent ideas

o

learner cites and documents others' work using MLA style guidelines

4. Interpret thematic meaning (or discovery, surprise, truth or inner story, as it is variously called) in a work of reflective creative nonfiction.

Learning objectives

What you will learn as you master the competency:

a.

Articulate the themes/discovery/surprise/truth/inner stories of a piece of reflective

creative nonfiction.

b.

Identify connections between themes/discovery/surprise/truth/inner stories of one piece

of reflective creative nonfiction and several others.

c.

Relate themes/discovery/surprise/truth/inner stories to culture and relevant issues such

as race, ethnicity, gender, sexual orientation, religion, and socioeconomic status.

EASTERN ARIZONA COLLEGE

- 3 -

Equal Opportunity Employer and Educator

Writing Reflective Essays

Performance Standards

Competence will be demonstrated:

o

in class discussion and small group work

o

in short in- and out-of-class assignments

o

in written assignments

Criteria - Performance will be satisfactory when:

o

learner articulates the themes/discovery/surprise/truth/inner stories in reflective creative

nonfiction

o

learner relates the themes/discovery/surprise/truth/inner stories from one work of

reflective creative nonfiction to another

o

learner connects the themes/discovery/surprise/truth/inner stories to her or his and

others' diverse human experiences, including those of race, ethnicity, gender, sexual

orientation, religion and/or socioeconomic status

5. Through the lens of reflective creative nonfiction, explore the complex interplay between storytelling and the diverse cultural contexts of those stories, both within the United States and globally.

Learning objectives

What you will learn as you master the competency:

a.

Identify impacts of diverse cultural contexts such as race, ethnicity, gender, sexual

orientation, religion, and/or socioeconomic status on storylines of reflective creative

nonfiction.

b.

Compare diverse cultural contexts such as race, ethnicity, gender, sexual orientation,

religion, and/or socioeconomic status between several pieces of reflective creative

nonfiction.

c.

Participate in discussions connecting reflective creative nonfictions' diverse cultural

contexts such as race, ethnicity, gender, sexual orientation, religion and/or

socioeconomic status to learners' lives.

Performance Standards

Competence will be demonstrated:

o

in class discussion and small group work

o

in short in- and out-of-class assignments

o

in written assignments

Criteria - Performance will be satisfactory when:

o

learner discusses diverse cultural issues as depicted in reflective creative nonfiction

o

learner experiences a deeper understanding of self and others through vicariously living

stories that are mirrored in and/or foreign to her or his life and culture

6. Invent, draft, revise, and edit with an awareness of writer's craft as a recursive process.

Learning objectives

What you will learn as you master the competency:

a.

Identify steps in a typical writing process.

b.

Modify the steps in the writing process according to individual reading and writing styles.

c.

Use a variety of invention strategies in producing original drafts of reflective creative

nonfiction writing.

d.

Improve original drafts through revision and editing.

EASTERN ARIZONA COLLEGE

- 4 -

Equal Opportunity Employer and Educator

Writing Reflective Essays

Performance Standards

Competence will be demonstrated:

o

in short in- and out-of-class written assignments

o

in major writing assignments

Criteria - Performance will be satisfactory when:

o

learner revises and edits a piece of reflective creative nonfiction through multiple drafts

7. Weave the major elements of reflective creative nonfiction (details & description, scene, characterization, voice, point of view, theme/discovery/inner story/surprise, chronological and non-chronological structures, etc.) into reflective creative nonfiction, ranging from one extended piece to eight to ten shorter pieces.

Learning objectives

What you will learn as you master the competency:

a.

Define terms used to identify the major elements of reflective creative nonfiction writing.

b.

Identify and analyze the effectiveness of the elements of reflective creative nonfiction in

others' and your own writing.

c.

Use the elements of reflective creative nonfiction writing in short writing assignments.

d.

Use the elements of reflective creative nonfiction writing in your own original pieces.

Performance Standards

Competence will be demonstrated:

o

in class discussions

o

in short in- and out-of-class quizzes and written work

o

in original reflective creative nonfiction

Criteria - Performance will be satisfactory when:

o

learner defines, identifies and analyzes the effectiveness of the elements of reflective

creative nonfiction writing in others' and her or his own writing

o

learner uses the elements of reflective creative nonfiction writing in short writing

assignments

o

learner uses the elements of reflective creative nonfiction writing in original pieces

Types of Instruction Classroom presentation, including media Large and small group discussion and activities Writing workshops with peers and instructor Individual and small group presentations

Grading Information Grading Rationale

Students' writing (ranging from writing journal entries, responses to readings, short writing assignments, in-class essays, and longer creative and critical essays) will account for the majority of the course grade. At the instructor's discretion, participation in class discussions, small group work, presentations, and performance on quizzes and short writing exercises will have a minor impact on the grade. Since this is an intensive writing course, the single most important criterion of evaluation is the overall quality of a student's written expression.

EASTERN ARIZONA COLLEGE

- 5 -

Equal Opportunity Employer and Educator

Writing Reflective Essays

Grading Scale

A

90 - 100%

B

80 - 89%

C

70 - 79%

D

60 - 69%

F

59% and below

EASTERN ARIZONA COLLEGE

- 6 -

Equal Opportunity Employer and Educator

Writing Reflective Essays

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