Your First Post For This Discussion Thread Is Due On Thursda
Your First Post For This Discussion Thread Is Due On Thursday Day 3 O
Your first post for this discussion thread is due on Thursday, Day 3 of this week. Your responses to your classmates are due on Monday, Day 7. For this discussion post, please choose one of the following options.
Option 1 : Reflection on the peer-review process.
Prepare : As you prepare to write your first discussion for this week, take a few moments to Read the comments you received from your classmates and instructor. Review the Grading Rubric for this discussion.
Reflect : Take time to reflect on the review process and the feedback you received. Write : Based on the feedback you received in Week Three during the peer-review process, as well as the feedback you received from your instructor and your classmates throughout the course, address the following in your post: Describe the main areas of your paper that you need to work on as well as areas that your reviewers felt you did well on. How will/did you remedy any areas of weakness in your paper? Did your reviewer feel you did a solid job addressing your purpose in the personal essay? Did you effectively reach your audience? Why, or why not?
Option 2 : My Ashford University Playbook. Please view the video Attaching Documents to Discussions for assistance attaching word documents in your discussion post. Click on “Downloading a Document” for help on using the “My Ashford University Course Playbook.” Review the handout, “My Ashford University Course Playbook.” Reflect on your strengths and weaknesses in writing and reading as you have experienced them in this course.
Write : Based on your experience taking our course, fill out the “My Ashford University Course Playbook” handout. Fill out the section of the document entitled “ENG121: English Composition 1.” Each portion of the table should be 100 to 200 words in length. Upload a copy of your playbook to the discussion forum.
Instructions for Both Options : Reflection posts must be 300 to 400 words in length and posted by Day 3. Please address only one of the options, and clearly title your post with the option you have chosen. You are not required to respond to your peers, but you may do so if you choose. If you have questions about how to participate in discussions, consult “About Discussions” under the Course Home menu. You are not required to support your claims with additional scholarly sources; however, should you decide to use additional sources, make sure you properly cite any references. Refer to the Ashford Writing Center’s Citation and Reference Guide for guidelines on citing sources in APA style.
Paper For Above instruction
The discussion prompt for this week offers students a choice between two reflective tasks aimed at deepening their engagement with the course material and their writing process. These options facilitate self-assessment and constructive reflection on peer feedback or personal strengths and weaknesses in writing and reading skills, providing an opportunity to develop critical insight and personal growth within the framework of an academic environment.
Option 1: Reflection on the Peer-Review Process
This option encourages students to analyze the feedback received during peer review and instructor evaluation, emphasizing the importance of constructive criticism in academic writing. Students should consider specific comments regarding content, organization, tone, and clarity, and discuss how they plan to address any identified weaknesses. Reflecting on whether the purpose of their personal essay was effectively communicated and whether their audience was appropriately engaged offers insights into their rhetorical awareness and writing strategy. For example, students might examine if their thesis was clear or if their tone matched the intended readership, sharing their plans to revise accordingly. This process promotes metacognition, helping students recognize their growth areas and strategies for improvement through editing and revision.
Option 2: My Ashford University Playbook
In this option, students are guided to reflect on their personal learning journey throughout the course. By completing the “My Ashford University Course Playbook” handout, they assess their reading and writing strengths and weaknesses, framing these reflections within the context of their experiences in ENG121. Filling out the sections with 100-200 words allows for focused introspection on skills such as critical reading, thesis development, argumentation, grammar, and time management. Uploading this document fosters self-awareness and demonstrates accountability for their learning process. This task encourages students to identify specific strategies that have helped them improve and areas where they still seek growth, laying a foundation for ongoing academic development.
Conclusion
Both options serve as valuable platforms for self-assessment, promoting academic maturity and reflective practice. Whether analyzing peer feedback or evaluating personal skills, students are encouraged to critically consider their progress and set goals for future improvement. Effective reflection promotes not only academic success but also the development of essential skills such as critical thinking, self-awareness, and strategic revision, which are vital for success in college-level writing and beyond.
References
- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
- Ashford Writing Center. (n.d.). Citation and Reference Guide. Retrieved from https://academicguides.waldorf.edu/c.php?g=273107&p=1827094
- Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research (3rd ed.). University of Chicago Press.
- Graff, G., & Birkenstein, C. (2018). They say / I say: The moves that matter in academic writing (4th ed.). W. W. Norton & Company.
- Lunsford, A. A., & Ruszkiewicz, J. J. (2016). Everything’s an argument (7th ed.). Bedford/St. Martin’s.
- Rust, F. (2015). Self-reflection and learning strategies in higher education. Journal of College Student Development, 56(4), 367–378.
- Smith, S. (2019). Developing critical reading skills for academic success. Journal of Educational Strategies, 12(3), 45–59.
- Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). University of Michigan Press.
- Williams, J. M. (2014). Style: Ten Lessons in clarity and grace (11th ed.). Longman.
- Yancey, K. B. (1998). Reflection in the writing classroom. College Composition and Communication, 50(4), 556–574.