Joey Abely

Conference Two Report & Reflection

Feedback Report

Report the goals for improvement you had set for yourself after Conference Two.

Summarize the feedback you received during your conference, paying attention both to feedback about new learning and improvement (or lack thereof) on habits, skills and techniques you needed to work on after Conference One.

You received feedback on your writing process, your reading process, your current abilities to integrate your own ideas with those of others, and your engagement as a learner in the course so far. This section should report the most important pieces of feedback you received in all of these areas. Review your notes from the conference, the rubrics you received, any notes or comments on your paper and the conference recording you made to refresh your memory.

Be sure to include both positive feedback about what you’re doing well and constructive critical feedback indicating process or skills you’ll need to work on.

Feel free to use subheadings to organize this section of your reflection, but don’t feel obligated to. Please don’t write in bullet points.

Writing process:

• Ditch old writing habits
• Don’t be afraid to try new habits learned in class
• Keep practicing new habits
• Ditch the 5-paragraph response
• Write more informally
• Get all the words onto the paper so the revision piece comes easier
• Use commas more effectively (ex: hhhhhh, hhhhhh, hhhh)

Reading process:

• Make more in depth annotations
• Read more carefully / in between the lines
• Make more connections during reading (text to: text, self, world)

Integrate your own ideas with those of others:

• Make more attempts
• Keep trying so the attempts are evident
• When integrating ideas with others really go in depth
• Get all the words out so when you come back you can take out the unnecessary pieces

Engagement as a learner:

• Keep being engaged
• Tries hard at every assignment
• Stay more on task
• Less in class blurt outs
• Only meaningful contributions to class matter

Analyze/Reflect

For the things you’re doing well, explain what you’re doing well and why it’s working. For things you need to work on, try to figure out and explain the obstacles to your growth and what you need to overcome them.

To help you figure out why things are going well or what’s limiting your growth, consider this: Learning to write well takes special knowledge about writing (for example, about process, techniques, goals) and about the topics you’re writing about, engaged persistent effort, frequent and varied practice, mentoring and feedback from someone who knows how to do it, learning from failure, and a commitment to learn anchored in an understanding of the value of writing in your own life.

To help you assess the value of what you’re learning in this class for your own life as a student, aspiring professional, citizen, and real human being, explain where else in your life you might be able to apply what you’re learning about reading, writing, and integrating your ideas with others, even if you have to adapt those skills to the different circumstances: You can use these skills being learned right now in English 120 in any circumstance in life; whether you’re at a new job working with integrating your ideas with your employees or writing up a lab report for your physics teacher these skills that are being taught are evident in everyday life. We also use these skills of annotations in our mind while reading articles online or on snapchat and we don’t even realize we are doing it.

Action Plan/Adjustments

Feedback and reflection are only useful if you take actions based on them. What is your plan to act on the feedback you received in your conference? How can you build on your successes, learn from your failures, and make adjustments for the next arc of the course?

You’re free to explain your plan in any way you see fit. But your plan should be a SMART one and action-based. Proposed actions should be Specific, Measurable, Attainable in a reasonable amount of Time, and Relevant to the feedback you received.

This is not a SMART goal: I plan to do more margin notes when reading.

This is: I intend to make at least two annotations on every page of my reading starting with this week’s readings, with the further goals of making text-to-text connections and challenging the claims of other writers. 

To get started thinking about your plan, you might consider asking yourself the following three questions:

1. What should you continue to do?

First, I am going to continue to do all the assignments and complete them on time. I am also going to keep putting my best effort first. I will also continue to work diligently in peer groups in class.

1. What should you stop doing?

I am going to stop blurting out. I am also going to stop worrying about the length of the assignment and get all of my words onto the page so that the revision part is easier.

1. What should you start doing?

I am going to start putting all of my words onto the page while writing my rough drafts. I am also going to start annotating more efficiently and effectively.

 

My goal: 

I intend to write all of my thoughts onto the page while writing my future essays so that the revision part will be easier, and I will be able to pay attention to it more rather than worrying about adding more core details.