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Assignment Overview
Assignment Overview
Re-write one of your reflections to serve as a “mentor” or guide for writing future reflections. The mentor text teaches a writer the craft of writing (in this case, how to write a "message-driven" reflection) by way of example and explanation. Select one of your reflections to revise and to serve as a prototype or mentor text (one that guides how you will prepare all of the other reflections for the ePortfolio). Then, identify the writing principles that are exhibited in the text, providing callouts (explanatory notes) to describe these principles. Use the peer review checklist (below) to guide how you revise the text and use the list below to guide which writing principles your text and callouts should address. Formatting options include a table with columns, using "shapes" for the callouts, the comment tool in Word (saved as PDF), an infographic (e.g., Piktochart or Venngage), or other format that suits the assignment's purpose.
Guiding question
What would your reader learn from examining your written product and your callouts about how to address a similar assignment?
Guiding question
What would your reader learn from examining your written product and your callouts about how to address a similar assignment?
Submission Instructions
Submission Instructions
Please submit your mentor text to turnitin.com by the deadline. You will receive feedback from the instructor regarding suggestions for improving your work.
Sample mentor text
Source: Michael Markel, Technical Communication, 10th ed. (Boston: Bedford/St. Martin's, 2012), 475.
Resources
Resources
Mentor text peer review worksheet
Mentor text rubric
All resources included in the Bush School Writing Reflection tab (including drop-down menu items).
Sample mentor texts
Sample mentor texts
Lifelong learning essay early, mid, and late draft with instructor comments
Student samples
Assignment Writing Goals
Assignment Writing Goals
The student will know how to ....
Create a distinguishable structure: an Introduction, Body, and Conclusion for the essay.
Present a BLUF that includes the themes or "takeaways" that are more fully developed in the body.
Develop the essay around clear themes or "takeaways," supported by relevant and compelling evidence and a clear title.
Develop the context for each high-impact experience so that it is clear to an outside reader.
Use a style that fits the audience and context, including paragraphs that flow (i.e., use clear topic sentences, transitions, and cohesive devices that facilitate coherence).
Communicate using a high-impact style. New
Use the levels of edit to revise your reflection. New
Apply a design that facilitates reading and reinforces the themes, including page design (typography, white space, and accessing aids).
Incorporate a graphic(s) that facilitates the reader's understanding and enhances the message.
Identify guiding principles at work in the essay.
Use callouts to identify the principles, briefly explaining why or how the principle has been applied. New
Callouts
Callouts
Guidelines
They are easy to see.
They accurately identify the writing principles at work. The text "called out" is a good example of the writing principle at work.
They are informative, not descriptive. They don't simply name the principle at work; they define how the principle is at work in the example.
Required callouts
Include at least one example (with callout) of these writing principles at work in your own writing.
Title
Structure (e.g., 3-part: intro, body, conclusion)
Design (e.g., headlines)
BLUF (exec summary)
BLUF (topic sentence)
Themes/takeaways (i.e., that align with the topic)
Evidence (examples, explanations, supporting details)
High-impact style
Graphics
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