Using the Critical List: Reflections
If you've been to the course listserv page, you know what a listserv is, how to join your section's listserv, why we have class listservs, and what to do if you run into problems using the listserv. If you've been to the discussion questions page, you know what they are for and how to do them. This page is meant to do similar work for the reflective essays. My goal is to make this page as useful to you as possible, so let me know if it can be improved. If anything is badly worded, unclear, or missing, please contact me with constructive criticisms. Thanks.
What They Are
Roughly every other week, no later than 7 pm Friday, you must post to your section's listserv a 500-1000-word reflective essay in which you thoughtfully respond to key issues raised by our readings, discussion questions, in-class discussions, and/or group pedagogical projects.
The reflective essays are your opportunity to thoughtfully respond to key issues raised by our readings, discussion questions, in-class discussions, and/or group pedagogical projects. I recommend using them primarily as a means to help you clarify your own thinking on issues that are puzzling, frustrating, confusing, or interesting you. Writing is not just a tool for communicating already-formed ideas; it is also a process by which you discover or invent or otherwise generate those ideas. By putting your thoughts into words, you figure out what you really believe--or at least test out provisional hypotheses. Hence, one key function of the reflective essays is to give you a chance to go beyond what's already been discussed in class or raised on the course listserv--to go more in-depth, to be more specific and organized, and to develop your ideas and analyses further than is typically possible when speaking off the cuff. The reflective essays, that is, give you an opportunity to look back on what we did that week and generate some (at least provisional) coherence out of what was likely to be a great deal of complex and difficult materials--to find, for yourself, some lens through which the key concepts and methodologies of the week come into clearer focus, some thread that runs throughout the labyrinth of our readings and discussions for the week, or some bridge from what we did that week to what we did in previous weeks or what you're doing in another course.
The reflective essays also give you a chance to practice writing for a specific audience: your peers in this class. By submitting them to the course listserv, you are adding a more public dimension to your "thinking through" a particular issue than would take place in a reading journal or assignment turned in to your instructor only. So frame your reflections in a way that will be interesting, enlightening, provocative, even entertaining for your classmates. Given that we're all (supposed to be) reading each other's discussion questions and reflective essays this semester, it's in your best interest to make that reading experience as fun as it can possibly be for others without sacrificing substance. If everyone does this, the listserv component of the class will be a positive supplement to our class discussions and food for more formal assignments, rather than a chore or drudgery. It's up to you to keep your audience in mind as you write your reflections!
Hence, like the discussion questions, the reflective essays are addressed to the two main goals of the course. By doing them regularly, you should develop (1) an awareness of your own acts of interpretation in reading and (2) an understanding of the strengths and weaknesses of different approaches to interpretation and criticism.
The reflective essays are finally an assessment tool. Your grade on them will be determined by the number of on-time essays you post to the course listserv. Since there are fourteen weeks when reflective essays are due in the semester, and since you are allowed nine missed weeks without penalty, 5 or more essays=A; 4=B; 3=C; 2=D; 1 or 0=E. The quality of your reflective essays--the extent to which they show your development along course goals 1 and 2--will be factored into your preparation/participation grade.
Here are some potentially useful strategies for generating reflective essays. I'll be adding to this list based on what people actually do with their essays on the listserv.
If you find it difficult to come up with reflective essays, it's probably a sign that you're not reading carefully enough or giving yourself enough processing/brainstorming time. Adjust your work schedule accordingly. If you don't, you'll find it very difficult to complete the pedagogical project or final critical/theoretical essay as successfully as you'd like. Or to put the point more positively: the more work you put right now into reflecting on what we've been reading and talking about, the better off you'll be when it comes time to prepare your pedagogy projects and write your final project.
ENGL 345: Critical Reading, Spring 2002
Created: 2/4/02 5:16 pm
Last modified: 2/25/02 9:26 pm