end semester reflection essay

End of Course Reflection Paper Assignment     Write a two- to three-page reflection paper. Discuss what you have learned during the class and how it will assist you in achieving further academic and work related goals. Include your strategies for capitalizing on your strengths and overcoming your weaknesses in order to become a successful distance learner. E-mail your paper as an attachment to the instructor. Name your file with your Lastname-ReflectionPaper.doc. Ex: Smith-ReflectionPaper.doc. Put the following in the subject area of your e-mail: pf282-LU3-Reflection Paper. Three Sample Student Reflection Papers Sample Student Reflection Paper 1 (enjoyed online learning) How Distance Learning Has Changed My Life This course has helped me overcome my fear of technology. I was unsure of myself at first, but I quickly became used to using e-mail, bulletin boards, and chat rooms. I have learned how to do Internet research. I had never used the Internet for research before. I always went to the library and looked everything up in the card file. The search engines on the Internet are faster than looking things up manually. The search engines even let the researcher search for articles containing key words that are related to the subject being researched. Just a few years ago, a person would have had to scan an article or book themselves to see if it related to their topic. I have noticed that not all search engines are created equal. Yahoo and Lycos are my favorites. To get a broad range of information on a topic, it is best to use more than one search engine. From taking this class, I have learned that my preferred learning style is visual. I learn best from reading the material and seeing charts and graphics. If I am unsure on the spelling of a word, I write it down several different ways and choose the one that looks right. I am happy this is my learning style, because.
It is very common for students to be assigned a reflective essay towards the end of a semester. This is because it is designed to help students look closely at their own academic progress and examine how they have developed over the course of the semester. It is a great way to encourage students to analyse their strengths and weaknesses. These types of assignments are a staple in courses which require students to build up a portfolio of written work. Reflective essays are also considered to be an excellent way for students to improve on their critical thinking skills. Let’s take a closer look at how to write a reflective essay. What is a Reflective Essay? A reflective essay is usually a fairly short paper where you are expected to look back on an experience and describe what sort of impact it has had on you and your life. It is common when students are asked to examine their academic progress. However, depending on the class you may be asked to write about a life experience rather than your academic life. A reflective essay gives you the opportunity to look at your strengths and weaknesses both before and after the event you are focusing on and also to look to the future. How to Structure a Reflective Essay If you are used to writing academic essays, then you may find it a little overwhelming the first time you have to write a reflective essay. This is because the tone is so drastically different from what you are probably used to. A reflective essay can be compared to writing in a journal. You will have to write about your thoughts and feelings using descriptive language that you may not usually use. It is because of this that the resulting paper can end up being very personal. In fact, whereas most academic papers are written in third person, you will be encouraged to use the first person when writing a reflective essay. Once you get used to this change in tone you.
Though this semester was a tough one for me, I have not only learned a lot about myself, and the program, but also to explore new things, and not to let others stop me from being me, or a sickness hold me back from my studies, and in the end a professor's might become one of my most reliable resources, and a friend. When looking back over the last couple of months, I took a look in the mirror, and thought, Is this who I really am? I tried to answer this question honestly, but I struggled. How is it possible not to know who you really are? I thought harder, Am I happy, and is this who God wanted me to be? The answer was yes. I have learned that it does not matter what other people think about me. Why do I care if someone thinks I'm ugly, or attractive? No one should. Luckily I found someone who sees my beauty, even when I do not see it myself. I have learned, since I am an introvert when it comes to meeting new people and opening up, that I have no reason not to be confident in myself. I have also learned that I have a fear of libraries, do not like chemistry, loves to procrastinate until the day an assignment is due, math is not my strongest subject, and I cannot miss a class, or I am behind and so confused. Also, sleep is the cure for our sickness, it is just hard to find time for it when you have practice twice a day and classes in between, and don’t forget the homework. I came into the University with my head screwed on tight, however, as the semester came to a close, I began to question things. My goal was to maintain A's and B's, but that was a struggle. Being sick for three weeks was against my will, but that did however make reaching my goals tough. I also had the goal to become a Division 1 athlete, and I walked on to the University of Alabama's Woman's Crew team, and to success, I was asked to join the varsity team. Although I did meet my goal, the question.
Reflection– Communication Skills II May 1999 Student—Susan Throughout the semester, the variety of presentations I gave and assignments I wrote spurred the development of my communication skills, providing me with a greater confidence in my abilities. My writing, speaking, and research abilities greatly improved with increased practice, effort, and knowledge gained during the course. With each writing assignment, I learned new techniques and skills, which improved my abilities to develop my ideas thoroughly, to write clearly, and to organize my papers effectively. At the beginning of the semester, while I knew the meaning of the MAP* acronym, I mostly used it in speaking, rather than in writing. Because of this, my writing appeared less clear, less organized, and less focused on one topic, so my papers did not flow as smoothly from one paragraph to the next. Secondly, I was unfamiliar with the specific techniques used when writing a research paper. For instance, other classes did not require me to incorporate a visual into my writing or express my credibility as a writer. Assessing the quality of my writing this semester, I notice vast improvements in several of these areas. By focusing on my MAP decisions in the preliminary stages of writing, I know ahead of time my audience and my message. As a result, my papers are clear, and I remain on topic. Using transitions more effectively also helps my writing flow better. In my critical analysis essay, these transitions and improved organization made the essay easy to follow from one topic to the next. Preliminary work, such as MAP decisions and prewriting, also enabled me to express my thoughts more clearly and learn how to develop my ideas. In my papers on Einstein's Dreams, I used stories from the book and incorporated my ideas about them in a clear manner. By the end of the semester, I also learned how to incorporate.
A lot of faculty go a little crazy at the end of the semester. Sure, everyone understands the pressures students are under, but non-academic-types might be surprised by the extent to which faculty are swamped and otherwise stressed out this time of year. Everything is due and then there’s all that grading.  I was at a department XMas function last night, and there was many a weary colleague taking a break from the final climb up Grading-Grading and More Grady-Grading Mountain. Actually, it surprises me how much grading and work so many of my colleagues seem to leave until the bitter end of the term. The writing classes I teach don’t have finals and I learned a long time ago to assign essays so that students get my feedback (and have a sense of their grade) long before the very end and to save finals week for revisions.  That’s pretty much what happened in my Writing for the World Wide Web class this term: I finished all the grading for that last night and they have until Tuesday to revise things if they want. Tangent/reflection on the semester 1: Overall, the class turned out pretty good and in some interesting ways. This is the first time I’ve taught WWWW in person and not online in several years, and I have to say it’s as strange of a shift for me to go from online back to a face to face class as it was when I made the shift in this class to the online space a few years ago. That was one struggle. The other was the last couple times I’ve taught the class it was in the 7.5 week summer format. The short semester can make the whole experience feel overwhelming for students and for me, but when I took the 7.5 week class and expanded it to the regular 15 week semester, it felt positively airy and even underwhelming. I was also a lot less of a “hard ass” in this class for some reason, and I can’t really say why. Part of it was because it was a small and chummy group, a.
(See Portfolio Evaluation questions) Rosa's Final Evaluation 1. The two other essays that I included in my portfolio are My Family Story and the Illustrative Essay. I chose My Family Story because in it, I learn how to use desription. I brought a past event to the present in a vivid way. Also, it was a funny story to share. The second one that I chose was the Illustrative Essay, this was my first essay where I used the essay form: introduction, body and conclusion. I had to be a clear purpose and a specif audience. In both essays I used the useful tool of description to show the story or stories. In the illustrative essay I wrote in an organized manner. I could relate the stories with the topic sentence, so I had good organizations on them. 2. Writing for an audience with a specific purpose made me improve my writing. For example, in the illustrative essay my purpose was to make parents be aware of the dangerous situations that could occur when children are unattended. The stories that I wrote like examples were related, however based on the purpose I change the way that I said the stories. So, I learned to manage my writing in order to get the purpose and the audience that I want to target. Peer response help me a lot. I as a beginer author, sometimes I didn't get the exactly idea or purpose that you wanted, so through peer response I had the effect that my essay produced and then I could compare if that was the effect that I wanted. As readers you look for certain characteristiscs that the writing has to have. In On Writing Most of us said I like the writings that catch my attention and are interesting. Well, if you say that of one book, it's because you are part of the audience that the author focused his writing and he is getting the effect that he wanted. There here is the importance of have an specific audience with a clear purpose. 3. I did a lot of revision.