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End of Course Reflection Paper Assignment

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
    (loved online learning)

    How Distance Learning Has Switched My Life

    This course has helped me overcome my fear of technology. I was unassured of myself at very first, but I quickly became used to using e-mail, bulletin boards, and talk 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 swifter than looking things up by hand. 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 eyeing charts and graphics. If I am hesitant on the spelling of a word, I write it down several different ways and choose the one that looks right. I am blessed this is my learning style, because on-line classes are almost exclusively visual.

    From the temperament sorter, I learned I was a guardian sj. I have always been goal-oriented and have usually known what I want out of life. I also want to fit in with a group. I feel that I have accomplished this with this class. We all want to improve our lives, and hopefully our paychecks. Guardians, besides wanting to fit in, are always searching for security. I am a bit insecure, but am attempting to become more self-confident.

    Another aspect of my temperament is that I am an “ISFJ.” That means I am introverted, sensing, feeling, and judging. The article stated that ISFJ’s are “characterized above all by their desire to serve others, their need to be needed.” That is exactly like me. I never thought of myself as that way, but I am. I also seem to be taken advantage of a lot. I think that is because I want people to like me so much that I will give in in order to feel like I am accepted and desired. People can lightly take advantage of someone like me. This skill of myself will help me in the future. I will think twice before providing too much of myself. I will question the other person’s motivation.

    I can relate to the fact that ISFJ’s are often “harried and awkward in supervisory roles.” I was a retail store manager for three pitiful years. I spent most of my time attempting to get my employees to work. I never seemed to have enough time to get my own work done. I wasn’t rock hard enough to be a boss. I did fine when it came down to doing my own work. I just couldn’t motivate my employees. The part about traditional careers for ISFJ’s included training, which I found interesting. I have considered training at some point in my career. It might be a good choice for me.

    This course has helped me to know myself better. It has trained me abilities I will take with me to my future courses. I will know how to collect research, contact people through e-mail, and will be able to order books on-line. I have already used my research abilities to help myself with my accounting class. I went to Yahoo and searched for accounting tutorials. There were several tutorials that were very helpful in my studies. In future courses, if I have questions, the Web has a vast amount of resources I can tap into.

    This class will help me in my work-related goals as well. I have visited monster.com and set up an account. After I graduate, I will post my resume on-line and will hopefully get a job suggest or an interview. I may be able to find my wish job without leaving my house. That is amazing to me.

    Now that I have this class (almost) behind me, I am considering injecting the master’s degree program. I have found that I like on-line learning, and I know that I can achieve my goals if I work hard enough.

    My strengths in the distance learning format is my capability to set goals and be disciplined enough to reach those goals by the deadline. I kept a petite notebook and wrote down each day what I needed to do in each class. I also attempted to break down longer tasks into smaller lumps. I attempted to do something every day to reach the objective. This class compelled me to become organized. Being able to organize will help me in everything I do in college and at work.

    One of my weaknesses is my shyness. I have partially overcome this weakness because of the on-line format. I did not feel as self-conscious, because nobody would see me, and would not judge me because of my looks. I could be myself. This has helped me become more certain. I have found it lighter to speak up in my traditional classes and to speak with my classmates. I will be able to use this newfound confidence to do better in college and in finding a better job.

    Another weakness I have is being afraid to ask for help. As this course progressed, however, I overcame that timidness. I realized that in the working world, everyone helps each other out if a co-worker has a problem. Also, working in teams is significant in many jobs. The team project helped me to learn how to be a part of a team. That skill will help me immensely if I get a job at a bank or investment stiff, which is my aim.

    I have liked this class because it opened my eyes to who I truly am as a person. I have learned about my preferred learning style, which is visual. I have become more certain and goal-oriented. My organizational abilities have improved greatly. I am looking forward to the rest of my college practice, and to the working world beyond.

    Sample Student Reflection Paper Two
    (had difficulty with online learning)

    In the following paper I will discuss what I have learned during this introductory class to online learning. I will also touch on how I have attempted to overcome my weaknesses with online learning.

    The largest thing I have learned from this class is that I don’t think I would be a fine online learner. I am a more one-on-one person who likes to see people and talk with people. I like to see facial expressions from people when talking with them and this proved to be a very difficult course for me. Originally going into this I thought I would love it and this might prove to be a way for me to accomplish my master’s degree. I took this course for two reasons; one because I was required to by my employer because of our latest agreement with Franklin and two, because I truly wished to know what online learning is about. I am glad I took the course but I don’t know that I could take another one. It would have to be something I thought about for a long time before making that decision.

    Even tho’ I did have a lot of difficulty with this course I did love the talk room. I had never been in one before and it was joy but could be a little frustrating. I was always attempting to type quickly to react to one person and someone would usually get in before me and put a totally different thought up that might make our talk look a little confusing. But I liked it, and I think it is a superb asset to online learning. I also think the bulletin board is a good contraption to use for an online course. It was nice to post a message and have someone react.

    I think my strength in this course was that I am very comfy with the computer and had no fears with learning fresh things. My difficulties were not watching others and not having that one-on-one contact. Ways I attempted to overcome that were emailing others in the class and getting to know them better. I also attempted to react to things on the bulletin board. As far as being a visual or kinesthetic learner I printed all correspondence off of the computer and filed it into certain files. I then would review everything and make notes.

    I think this class was for the most part organized. I took a Web-based class at XXXXX my senior year and it was very unorganized. In that class my instructor infrequently put things on the bulletin board for us and we infrequently had any assignments and I feel it was a waste of my money. However, in this class the assignments were all posted and listed in superb detail which I truly loved. Plus I think we all used the bulletin board well and that helped me feel like I was not alone in this class. I think Internet learning will become more of the norm as time moves on and possibly I will learn to adapt to it better.

    Sample Student Reflection Paper Three
    (learned technology and about self)

    I have learned about technology through the Advance Online Learning Strategy class, PF282-G4CC, but I have also learned about what defines a learning community and how to successfully participate in one.

    Through the various assignments, I have mastered the use of technology as never before. I have learned to communicate through e-mail to my instructor and classmates. I have learned to use the online library to access various research articles. I have learned how to use the Internet and to use various search engines as vehicles for research, and how to evaluate the quality of the material I had gathered. In addition, I learned to create my own Web page and post it on the Internet. The class Bulletin Board was also a fresh learning practice for me, as was participating in the Talk Room. Both of these modes of communication enabled me to see how a person can indeed get to know someone without ever meeting face to face. Something I once doubted. What was particularly interesting for me was the Electronic Editing assignment. It was there that I learned how one must understand the original purpose of a document before one can edit it. Otherwise, the meaning can become somewhat altered from the original intent. These different forms of technical communication permitted me to participate by interacting with my class and instructor&#151in what I now define as a learning community.

    Prior to this class, I had never thought of education as a learning community. I had heard of the term before, but not in the same context as I have come to understand it in these last few weeks. I now believe that learning should be a voluntary act, and that instructing should be a response to that act&#151not a cargo, not a one-person showcase. Most likely the most significant aspect of this distance online class has been learning about what defines a learning community and how it differs from a traditional classroom. Not only does this environment place the impetus to learn on the student, it also offers students the plasticity they need to participate in their own education at their own rhythm. Many times across this past semester I had work-related problems and could not participate every day at a certain time. I participated, but when it was convenient for me to do so. In other words, to borrow a fresh term, I learned that learning can be both asynchronous and synchronous. Some of the time my learning took place on my own and then at other times with the class. In fact, I noticed that all of the elements that are crucial in accomplishing work-related goals are also present in this learning environment. For example, collaboration was necessary at certain times during this distance learning class, just as it is in the workplace. I couldn’t always “do it alone,” just as I cannot always do it alone on my job.

    As I reflect upon on my strengths and weaknesses as related to this course, I think that the old telling about how my “greatest weakness became my greatest strength” applies here. One of the problems I very first encountered in this class was not being able to get an instantaneous response when I was having difficulty with something. In a traditional classroom the teacher is always physically present, so if there is an instant need he or she is usually instantaneously accessible in one way or another (in class or during office hours). This problem, however, turned around as I little by little learned to dig deeper and investigate further for my own answers. I also learned to rely on my learning community (classmates), too. In the beginning of the semester there was an adjustment period, but as the semester progressed and as I began to work with the system, I learned to be less dependent on the instructor and more dependent on me. I think this was a good learning practice. Sometimes teachers response far too many questions lightly when they need to let the student search for their own response. As a distance-learning student, I found that it was significant to work independently to find solutions to problems. This is where my critical thinking abilities came in handy. I don’t mean to disregard the need for the learning community, but being an independent learner enables a student to be a better member of that learning community. So, to summarize, my greatest weakness&#151the inability to access information instantly&#151became my greatest strength&#151my capability to become an independent learner and achiever.

    In closing, I would like to add that I have indeed loved the practice of this class. It has been good for me to learn first-hand what this distance learning is all about. Thank you for your help and patience.

    End of Course Reflection Paper Assignment

    Write a two- to three-page reflection paper.

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    How to Write a Thesis Statement

    How to Write a Thesis Statement

    Begin with a question — then make the reaction your thesis. Regardless of how complicated the subject is, almost any thesis can be constructed by answering a question. [1]

    • Question: “What are the benefits of using computers in a fourth-grade classroom?”
    • Thesis: “Computers permit fourth graders an early advantage in technological and scientific education.”
  • Question: “Why is the Mississippi Sea so significant in Mark Twain’s Huckleberry Finn? ?”
  • Thesis: “The sea comes to symbolize both division and progress, as it separates our characters and country while still providing the best chance for Huck and Jim to get to know one another.”
  • Question: “Why do people seem to get angry at vegans, feminists, and other “morally righteous” subgroups?”
  • Thesis: “Through careful sociological investigate, we’ve found that people naturally assume that “morally righteous” people look down on them as “inferior,” causing anger and conflict where there generally is none.”
  • Tailor your thesis to the type of paper you’re writing. Not all essays persuade, and not all essays train. The goals of your paper will help you find the best thesis.

  • Analytical: Cracks down something to better examine and understand it.
  • Ex. “This dynamic inbetween different generations sparks much of the play’s strain, as age becomes a motive for the violence and unrest that rocks King Lear.”
  • Expository: Instructs or illuminates a point.
  • Ex. “The explosion of 1800’s philosophies like Positivism, Marxism, and Darwinism undermined and refuted Christianity to instead concentrate on the real, tangible world.”
  • Argumentative: Makes a claim, or backs up an opinion, to switch other peoples’ minds.
  • Ex. “Without the stable palm and specific decisions of Barack Obama, America would never have recovered from the crevice it entered in the early 2000’s.” [Two]
  • Take a specific stance to make your thesis more powerful. You should address a single issue in excellent detail so that your points can be fully supported in the assets of the paper. [Three] Consider the following examples:

  • “While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.” [Four]
  • “The primary problem of the American steel industry is the lack of funds to renovate outdated plants and equipment.” [Trio]
  • “Hemingway’s stories helped create a fresh prose style by employing extensive dialogue, shorter sentences, and strong Anglo-Saxon words.” [Three]
  • Make the argument you’ve never seen before. The best theses find a novel, titillating way to treatment the topic. They’re fresh and dynamic, which makes your essay fresh and dynamic.

  • “After the third and fourth time you see him hammer himself, one eventually realizes that Huck Finn is literature’s very first full-blown sadomasochist.”
  • “The advent of internet technology has rendered copy write laws irrelevant — everyone can and should get writing, movies, art, and music for free.”
  • “Tho’ they have served admirably for the past two centuries, latest research shows that America needs to ditch the two-party system, and quickly.”
  • Ensure your thesis is provable. Do not come up with your thesis and then look it up later. The thesis is the end point of your research, not the beginning. You need to use a thesis you can actually back up with evidence.

  • Good Theses Examples:
  • “By possessing up to the unlikely contradictions, embracing them and questioning them, Blake forges his own faith, and is stronger for it. Ultimately, the only way for his poems to have faith is to temporarily lose it.”
  • “According to its well-documented beliefs and philosophies, an existential society with no notion of either past or future cannot help but become stagnant.”
  • “By reading “Ode to a Nightingale” through a modern deconstructionist lens, we can see how Keats viewed poetry as shifting and subjective, not some rigid form.”
  • Bad Theses Examples:
  • “The wrong people won the American Revolution.” While striking and unique, who is “right” and who is “wrong” is exceptionally hard to prove, and very subjective.
  • “The theory of genetic inheritance is the trussing theory of every human interaction.” Too complicated and overzealous. The scope of “every human interaction” is just too big
  • “Paul Harding’s novel Tinkers is ultimately a sob for help from a clearly depressed author.” Unless you interviewed Harding extensively, or had a lot of real-life sources, you have no way of proving what is fact and what is fiction.”
  • Method Two of Three:
    Getting it Right Edit

    State your thesis statement correctly. A thesis statement conveys to the reader the points and/or arguments you wish to make in a paper. [1] It serves as a road map by telling the reader the direction of your argument or analysis and how you will interpret the importance of the subject. [Four] In the most ordinary of terms, a thesis statement answers the question, “What is this paper about?” Additionally, a thesis statement

  • is an assertion, not a fact or observation. [Three] Facts are used within the paper to support your thesis.
  • takes a stand, meaning it announces your position towards a particular topic. [Three]
  • is the main idea and explains what you intend to discuss. [Three]
  • answers a specific question and explains how you plan to support your argument.
  • is debatable. Someone should be able to argue an alternate position. or conversely, support your claims.
  • Get the sound right. You want your thesis statement to be identifiable as a thesis statement. You do this by taking a very particular tone and using specific kinds of phrasing and words. Use words like “because” and language which is hard and definitive.

  • Example thesis statements with good statement language include:
  • “Because of William the Conqueror’s campaign into England, that nation developed the strength and culture it would need to eventually build the British Empire.”
  • “Hemingway significantly switched literature by normalizing simplistic writing and frank tone.”
  • Know where to place a thesis statement. Because of the role thesis statements play, they emerge at the beginning of the paper, usually at the end of the very first paragraph [Five] or somewhere in the introduction. Albeit most people look for the thesis at the end of the very first paragraph, its location can depend on a number of factors such as how lengthy of an introduction you need before you can introduce your thesis or the length of your paper. [6]

    Limit a thesis statement to one or two sentences in length. [1] Thesis statements are clear and to-the-point, which helps the reader identify the topic and direction of the paper. as well as your position towards the subject.

    Pick a topic that interests you. This must be the very first step in writing your paper and your thesis statement because all direction of the paper will depend on what topic you are writing about. Unluckily, you must disregard this step if the topic is determined for you.

    Explore your topic. The aim of this step is to find a particular narrow subject in your topic which you can make an argument about. For example, take the topic of computers. There are many aspects of computers that can be expanded on such as hardware, software, and programming. However, vague topics like these do not make good theses. But something more narrow, such as the effects of Steve Jobs on the modern computer industry, permits for a much clearer concentrate.

    Know the type, purpose, and audience of the paper. These are usually assigned by the instructor, but even if you get to choose them, you must understand that these will affect your thesis statement considerably. If you are writing a persuasive paper, your purpose will be to prove something to a specific group. If you are writing a descriptive paper, your purpose will be to describe something to a specific group. Each of these must be voiced in your thesis somehow.

    Go after a rigid structure. Knowing the basic formulas will not only keep your thesis within the acceptable length but it will also help you see how your entire argument should be organized. Your thesis should contain two parts:

  • A clear topic or subject matter
  • A brief summary of what you will say
  • Another way of looking at a thesis is as a formula, or a pattern, that conveniently holds your ideas: [7]
  • [Something] [does something] because [reason(s)].
  • Because [reason(s)], [something] [does something].
  • Albeit [opposing evidence], [reasons] demonstrate [Something] [does something].
  • The last example includes a counter-argument, which complicates the thesis but strengthens the argument. In fact, you should always be aware of all counter-arguments against your thesis. [8] Doing so will refine your thesis, and also force you to consider arguments you have to refute in your paper.
  • Write down your thesis. [8] Writing down a preliminary thesis will get you on the right track and force you to think about it, develop your ideas further, and clarify the content of the paper. You will be able to think about your thesis logically. clearly, and concisely.

  • There are two schools of thought on thesis timing. Some people say you should not write the paper without a thesis in mind and written down, even if you have to alter it slightly by the end. The other school of thought says that you most likely won’t know where you’re going until you get there, so don’t write the thesis until you know what it should be. Do whatever seems best to you.
  • Analyze your thesis statement once you think you have a final, or working, version. The point is to make sure you avoid making any mistakes that can weaken your thesis. To get a better idea of what to do and what to avoid, consider the following pointers:

  • Never framework your thesis as a question. [8] The job of a thesis is to reaction a question, not ask one.
  • A thesis is not a list. [8] If you’re attempting to response a specific question, too many variables will send your paper off-focus. Keep it concise and brief.
  • Never mention a fresh topic that you do not intend to discuss in the paper.
  • Do not write in the very first person. Using sentences such as, “I will display. ” is generally frowned upon by scholars.
  • Do not be combative. The point of your paper is to persuade someone of your position, not turn them off, and the best way to achieve that is to make them want to listen to you. Express an open-minded tone, finding common ground inbetween different views.
  • Realize that your thesis does not have to be absolute. Consider it a “working thesis” that’s subject to switch. As you write your paper you may find that your opinion switches or that your direction has veered slightly. So make sure to continuously re-read your thesis, comparing it to your paper and making the suitable switches so the two match. Once your paper is finished, go back to your thesis and determine if it needs another revision.

    How to Write a Thesis Statement

    Commence with a question — then make the response your thesis. Regardless of how complicated the subject is, almost any thesis can be constructed by answering a question. [1]

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