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Reflective letter should be at least 300 words and incorporate references to the texts you discussed and analyzed in Researching Rhetorically 1 and/or 2.

The rhetorical situation of this assignment:

· Genre: A letter. Since this is a letter to your classmates, you can assume that you are all roughly familiar with the course material. This means that if you reference a text such as the Stanford University study, we discussed in Week 1, you can reference it by name and assume we know what you’re talking about. However, if you reference a text that only you personally have engaged with, remember to provide context!

· Audience: Your classmates, plain and simple. Think about what sort of language you’d expect from them!

· Purpose: For this assignment, your task is to explain to your classmates what you have learned about information literacy and about researching rhetorically and responsibly. Be sure to bring in specific examples from the analyses you’ve done so far for Project 1.

· You should offer at least four specific observations related to information literacy and/or researching rhetorically and responsibly in the 21st century. To help you come up with your observations, I’ve provided some guiding questions for you. Don’t try to answer all these questions; rather, select the ones that 1) you can make specific observations about and 2) you can support with details from the research you conducted for Researching Rhetorically 1 and/or Researching Rhetorically 2. Use the Guiding Questions for Researching Rhetorically 3 Page to guide you.

· Support your observations with specific, detailed references to the research and analyses you conducted in Researching Rhetorically 1 and/or Researching Rhetorically 2. In other words, how has what you learned in Researching Rhetorically 1 and/or 2 shaped and impacted your ideas about information literacy and researching rhetorically and responsibly in the 21st century?

For example, in your letter you might decide to discuss the importance of fact-checking sources. In this part of your letter, you could explain to your peers one of the sources your fact-checked in Researching Rhetorically 2 and what information or insight you gained about your research topic as a result of this fact-checking process.

Guiding Questions for Researching Rhetorically 3

· What does it mean to be information literate and why is this an important skill in the 21st century?

· What is a new idea or concept that you understand now about information literacy and/or research in the 21st century that you did not understand prior to starting ENC 1102?

· What is the importance of considering audience, purpose, and/or genre when analyzing sources? As a researcher, how does this help you more fully understand and/or analyze the effectiveness and reliability of a source?

· What have you learned about fact-checking sources, facts, information, and/or claims? What are some real-world consequences of effective and/or ineffective fact-checking?

· What have you learned about the ways in which social media impacts how we research information, share information, and/or learn information?

· How does social media help and/or hinder our information literacy skills?

· What is something you have learned about the way that research takes place today in our rapidly changing, global, digital world? How does this change and/or complicate your previous notions of research?

· What does it mean to be a responsible researcher? Conversely, what does it mean to be an irresponsible researcher, and how does this connect to the topic you’ve been researching?

· My topic is how does technology impacts generation gap.


As I reflect on unit 1, I am very excited and happy to have learned a lot about information literacy and researching rhetorically and responsibly. In this letter I will be sharing with you guys the concepts that I have found most impactful to my learning in this unit. 

After Unit 1, I now understand the importance of having a good dose of healthy skepticism when it comes to what one reads or sees. Whether it be on social media or during research, you can never go wrong with asking questions about the source of the information. Look at who is publishing the information and ask yourself if they have the relevant qualifications to be making such claims. For my research topic, called the origins and validity of the Myers Briggs Type Indicator Personality Test (MBTI), I almost chose one source until I researched who published it. The person did not have any qualifications to my knowledge about the topic. 

Another observation I have made is the importance of GAP – genre, audience, and purpose. This idea of GAP has kept me rooted, meaning it has guided my focus as to what I am researching. Without this foundation, I would be directionless because I would not fully comprehend the purposes and goals of my work. 

Fact checking, an important aspect of information literacy, is another important concept that I have found useful for my research topic. Just recently on one of those assignments, where we had to turn in a social media post from somebody on the related topic, I fact checked what he said. He said that the MBTI does not claim to make predictions of the future. And he was right, I checked the official MBTI website and they explained that their test results are descriptive not predictive. 

Lastly, I have learned the significance of visual rhetoric. This week we had an assignment involving Silver from Ted Talk, who talked about what he believes is one of the main causes of racism: a lack of interaction between different ethnicities. He used charts and images to help explain his analysis. Likewise, the visual rhetoric you find while researching may help you to better comprehend the topics you are researching. Therefore, I recommend that you pay attention to the pictures, charts, and graphs. 

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