Week 15 — Readings & Resources

Your primary reading is Chapter 15 (in this module). Everything below is the optional, go-deeper layer — pick what helps, skip the rest.

How to use this page

This page has 11 items (5 readings and 6 videos). Allow 63–77 minutes for everything. Each group points back to the matching chapter section and class-session segment, so use the full menu when you want more practice, or take the quick path below.

Every video here has captions: turn them on with the CC button in the player. The chapter covers the same ideas in text.

Pick-one quick path (18–20 min total)

• Writing Practice: The Reflective Essay — Study Hall
• Reflective writing for your eportfolio — Ruth Benander
• Metacognition and Learning Strategies: Reflect on Your Study Skills and Use What Works for You! — Academic Coaching Program

① What am I doing when I look back? Metacognition and reflection

Chapter 15, Section “Name what you are doing when you look back” · Session 1, Segment 1, “Metacognition and the two-part test” · Remember: reflection is thinking about your own choices, written down so a reader can check it.

• What is metacognition? (Exploring the Metacognition Cycle) — John Spencer — a short animated explainer of metacognition as a cycle of noticing and adjusting your own thinking. Watch it before the chapter's basketball example and see whether the cycle fits it. (video, 2 min) (captions: creator)
• What is Metacognition? — BrainFacts.org — a brief explainer from a neuroscience outreach site on what it means to be aware of your own thinking. Afterward, name one writing choice you made this term that you noticed while making it. (video, 4 min) (captions: automatic)
• Metacognition and Learning Strategies: Reflect on Your Study Skills and Use What Works for You! — Academic Coaching Program — a short page that defines metacognition and gives a set of questions for looking back at how you study. Use it while working through the Week-15 module overview, and turn one question toward your writing. (reading, 2–4 min)
• Reflective tasks — HELPS — explains that good reflective writing both describes and analyzes, then lays out two step-by-step models with a worked example about a group project. Check its example against the chapter's two-part test: does each sentence name a move and point to where it shows? (reading, 6–9 min)
• What? So What? Now What? — Strong With Shelley — a quick walk through a three-question reflection model applied to a hard situation. Try the three questions on one revision you made, then check your answer against the chapter's two-part test. (video, 2 min) (captions: automatic)

② How do I choose and present my work? The portfolio and the cover letter

Chapter 15, Section “Curate, do not collect” · Session 1, Segment 2, “The portfolio and the cover letter” · Remember: a portfolio is a few chosen pieces, each with a reason, introduced by a letter that points to evidence.

• First Year Writing Portfolio — Center for Writing-based Learning — a writing tutor's guide to building a first-year writing portfolio, from choosing between a best-work and a process portfolio to writing the cover letter and the reflection. This builds on Week 13's work with revising globally and editing locally: the guide asks for real revision of the pieces, not a surface edit. (reading, 8–11 min)
• Writing Practice: The Reflective Essay — Study Hall — a writing-course episode on reflection as a chance to look back at your work and choices and say what you learned. As you watch, list which of the cover letter's four jobs each tip serves. (video, 11 min) (captions: creator)
• Reflective writing for your eportfolio — Ruth Benander — a short overview of the different kinds of reflective writing a portfolio can include. Pick the kind that fits your cover letter and note which piece of your own it would point to. (video, 5 min) (captions: automatic)

③ Where will my skills go next? Naming the transfer

Chapter 15, Section “Name where your skills will travel” · Session 2, Segment 3, “Transfer and the machine” · Remember: a skill travels best when you can name it and name the new place you will use it.

• What Is ‘Transfer of Learning’ and How Does It Help Students? — Education Week — a short explainer, aimed at teachers, on what it takes for learning to stick once a class is over. Listen for the moves that match the chapter's rule: name the skill, then name the place. (video, 4 min) (captions: creator)
• Critical Transitions: Writing and the Question of Transfer – Research Highlights (Part 2) — Center for Engaged Learning — a research summary for readers who want to go further, reporting what a group of writing researchers found about how writing knowledge carries into new settings and why reflection helps. Read the findings on metacognition and skip the sections on assessment. (reading, 9–12 min)

Optional one-stop reference (free online reference)

• Critical Reflection — Online Writing Lab (OWL) — a reference page on reflection that makes an argument from evidence instead of only retelling an experience; use its drafting advice for your cover letter this week, and skip the parts on community partnerships. (reading, 10–13 min)

Heads-up (links rot): these point to outside sites that occasionally move or rename pages. If a link ever fails, tell your instructor and use the reference above in the meantime.

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