Writing A Reflection Paragraph 1p6r1i

Writing a Reflection Paragraph

Q. What is reflexive writing? A. Thinking about what you have learned and then writing about it. • Reporting about an experience. • Relating to the experience – what did you learn that was new or different? Do you still have questions? • Planning how to use the new knowledge gained from this experience in similar experiences in the future.

Reflexive writing includes Situation

Action Plan

Learning

Task

Result

• Situation Describe the situation. Name the class and the topic that you have been studying.

• Task Explain (retell) the specific task or assignment that you were given to do.

• Result After doing the task, what were your results?

• Learning What did you learn from doing this task? What was easy? What was difficult? Did you get the desired results? Why or why not? Do you have any questions that need answered? What are they?

• Action Plan Where and how might you use what you have learned from this situation or task?

• Situation In English class, we have been working on punctuation, specifically the use of commas.

• Task I had to punctuate a friendly letter.

• Result I thought that I had done a good job of finding all the places that needed commas. When I compared my paper to my partner’s paper, I saw four places where I had not inserted a comma correctly.

• Learning These errors were due to my not ing the rule ing commas with non-essential appositives. Once I used those commas correctly, the sentences in the letter made better sense.

• Action Plan If I want to have clear sentences, I should not wait for English class to use commas correctly.

This week in English class, we have been working on punctuation specifically the use of commas. For our last assignment, I had to punctuate a friendly letter. I thought that I had done a good job of finding all the places that needed commas. However, when I compared my paper to my partner’s paper, I saw four places where I had not inserted a comma correctly. These errors were due to my not ing the rule ing commas with non-essential appositives. Once I used those commas correctly, the sentences in the letter made better sense. In conclusion, if I

want to have clear sentences, I should not wait for English class to use commas correctly.

MATH 6 • Situation MATH 6 TOPIC: Rates

• Task Explain the different parts of the assignment – Calculating Calories from Fat. • Result From Study Link 8.5, discuss your results on page 297 (3 & 4).

• Learning What did you learn from doing this task? What was easy? What was difficult? Did you get the desired results? Why or why not? Do you have any questions that need answered? What are they?

• Action Plan Where and how might you use what you have learned from this situation or task?

PRE-ALGEBRA • Situation Class: Pre-algebra. Topic: Using slope.

• Task Specific task or assignment – How do you find the slope of a line?

• Result How successful were you in doing the review problems # 13, 15, and 17?

• Learning What did you learn from doing these problems? What was easy? What was difficult? Did you get the desired results? Why or why not? Do you have any questions that need answered? What are they?

• Action Plan Where and how might you use what you have learned from this situation or task? (suggestion - look at page 382-382)

Paragraph Check • Topic sentence introduces class and topic. • Body sentences (4-6). Be sure you have specific detail/examples. Use transitions. Use a variety of sentence starters. • Concluding sentence. Begins with a transition and relates to topic sentence. Makes a sandwich. • Check sentence structure – no run-ons. • Use commas correctly. • Add illustrations, charts, etc.