1. What do you think might be gained from reflecting on a completed piece of writing?

What might reflection help you understand about your rhetorical decisions or your writing
process?
Reflective writing involves an exploration and explanation of an event. It may feel particularly
difficult and more challenging than other forms of academic writing as it involves thinking and
writing about anxieties and errors as well as successes in our interactions with an individual or
when carrying out a practical task.
Reflection thinking is the process or any activity that asked us to think about our own thinking.
Thinking about what people have said, what we have read, what we ourselves etc. Reflective
writing leads to learn from a particular practical experience. That will make connection between
theory and practical aspects.
Reflecting on a completed piece of writing provides opportunities for critical thinking. Also it
supports to reflect on mistakes and to avoid repeating them. Reflective writing supports to
identify that what we are going to do with our document in the future and it is an opportunity to
gain self-knowledge. Reflective writing is a way to achieve clarity and better understanding of
what we have learnt. And reflect deeply on a few significant aspects and learning points as well
as improve ability to express our ideas and help to explore a range of perspectives.
2. In what ways do you think reflective writing differs from other types of writing?
Reflective writing, is a highly personal type of writing in which the writer analyzes and shares
his/her thoughts on a personal encounter with a text, an idea, or a real or imagined personal
experience. And this writing is used for assessments such as journals, portfolios, narratives,
blogs, online discussion forms, etc.
Reflective writing often combines other rhetorical modes such as narration, description, and
analysis. In the process of writing a reflection, a writer seeks to make meaning of an experience
by revisiting it, often noting the emotions connected with it, the lessons learned, and the
implications for his/her life.
Reflective writing is differ from mainly academic writing because reflective writing is personal
account and academic is impersonal. As well as reflective is can be consider as the personal view
of a person and academic is views of others .Reflective writing is written by using first person
and academic is written by using third person. Reflective writing is contemplates and academic
is argues and justifies and also reflective is for finding solutions for problems and academic is
included compares and contrasts.

3. What are some ways that you might reflect on the writing you do for this course? Where and
how would you do this reflection?
When doing reflection for writing in this course, we use several ways to reflection. Describing
the situation, reporting what we have done/ what happened, and the feelings. And also
evaluation, analyzing, developing conclusions and planning actions are some of these reflection
ways while writing on this course.
4. Which of the WPA Outcomes does reflective writing seem to relate most directly to and how?
There are four primary WPA outcomes. They are
1) Rhetorical knowledge
2) Critical thinking, reading, and composing
3) Processes
4) Knowledge of conventions
Rhetorical knowledge is defined as the ability to analyze contexts and audiences and then to act
on that analysis when comprehending and creating texts. Rhetorical knowledge is often a new
concept for students, even though they have likely been using it their entire lives. This is one of
the outcomes that reflective writing seems to relate most directly.
Rhetorical knowledge is the major outcome that student can be developed. Students will have
knowledge of how to aim on a purpose that will allow them to respond to the needs created by
different audiences and rhetorical situations. Students will transfer the skills necessary for
writing a paper to other rhetorical situations beyond written prose, but the research on students
ability to transfer skills between educational contexts is grim.
For example, many composition instructors use image and video analysis of advertisements as an
assignment to make students aware of the rhetoric presented and the attempt to persuade implicit
in that rhetoric. Additionally, instructors often have students read a piece of argumentative
writing and attend to the ways the author constructs his or her argument. In a shift to emphasize
more academic forms of composition, students become aware of the moves of academic writing
in order to enter into academic conversation. Learning how to incorporate academic prose into
their writing (and how to respond to it) is a central tenet of English composition. In either case,
rhetorical knowledge is central to students learning how to read and respond to texts that appeal
to a wide range of audiences.
Critical thinking, reading, and composing is defined as the ability to analyze, synthesize,
interpret, and evaluate ideas, information, situations, and texts. While rhetorical knowledge
attends to the construction of texts for a variety of contexts and audiences, critical thinking
attends to the inner logic of texts. In here, critical thinking accompanies a students
understanding, analysis, and evaluation of a wide variety of texts. As with rhetorical knowledge,