{"id":13,"date":"2015-12-15T21:25:14","date_gmt":"2015-12-16T02:25:14","guid":{"rendered":"http:\/\/blog.richmond.edu\/utopias10\/?page_id=13"},"modified":"2015-12-15T21:39:09","modified_gmt":"2015-12-16T02:39:09","slug":"final-reflection-paper","status":"publish","type":"page","link":"https:\/\/blog.richmond.edu\/utopias10\/final-reflection-paper\/","title":{"rendered":"Final Reflection Paper"},"content":{"rendered":"

Kyle Sheehan<\/span><\/p>\n

FYS 100 – Section 50 Social Utopias<\/p>\n

Dr. Watts<\/p>\n

December 10, 2015<\/p>\n

Final Portfolio – Self Evaluation<\/p>\n

 <\/p>\n

Throughout the semester, the FYS course goals have pushed me to be a better <\/span><\/p>\n

writer, reader and speaker. Social Utopias, like all other FYS courses at the University of <\/span><\/p>\n

Richmond, focuses on improving three key elements: writing, speaking and thinking, <\/span><\/p>\n

putting specific emphasis on improving argumentative writing, critical reading and <\/span><\/p>\n

thinking, and oral communication. Specifically with regards to argumentative writing, I <\/span><\/p>\n

have noticed a drastic change in both the quality and clarity of my thesis sentences. <\/span><\/p>\n

Throughout the course, we learned the importance of constantly relating the body <\/span><\/p>\n

paragraphs back to the thesis, thereby maintaining clarity throughout the paper and <\/span><\/p>\n

staying on point. I also learned how to use opposing arguments in order to strengthen <\/span><\/p>\n

my original claim which is key to any argumentative writing. Regarding my reading and <\/span><\/p>\n

thinking, a notable change is my strengthened ability to critically analyze text and <\/span><\/p>\n

evaluate evidence. Throughout our FYS course, I learned the importance of analyzing <\/span><\/p>\n

text on a paragraph by paragraph basis and using the exact wording of a text when <\/span><\/p>\n

evaluating it. Furthermore, I learned how to concisely and clearly synthesize information <\/span><\/p>\n

from different types of sources in order to formulate a strong argument. The final major <\/span><\/p>\n

advancement I have made, due to the FYS course goals, is in my oral communication. <\/span><\/p>\n

Through our class discussions and presentations, I discovered the value of openly <\/span><\/p>\n

discussing interpretations or ideas about the text and learned to express my opinion and <\/span><\/p>\n

thought in a clear and concise manner. This open dialogue allowed for a deeper <\/span><\/p>\n

understanding of the text by contesting or supporting each other’s ideas and giving <\/span><\/p>\n

evidence as to why.<\/span><\/p>\n

 <\/p>\n

One main component of argumentative writing is a strong thesis, which is <\/span><\/p>\n

generally located in the first paragraph of the document. The FYS course goals taught <\/span><\/p>\n

me the importance of a clear, succinct, and definitive thesis that either directly answers <\/span><\/p>\n

or relates back to the topic or question being asked. In a few of my earlier writings, my <\/span><\/p>\n

thesis did not directly answer the question being asked, but rather gave a general <\/span><\/p>\n

response (Essay 1, paragraph one). In some other writings, it was difficult to even find <\/span><\/p>\n

where my thesis was (Response Paper 1, paragraph one). Through FYS and feedback <\/span><\/p>\n

from Dr. Watts, I have learned how important a strong thesis really is. The effect of this <\/span><\/p>\n

instruction became very noticeable in my writings toward the end of the semester. My <\/span><\/p>\n

thesis became easy to find, was clear, and directly answered the question at hand <\/span><\/p>\n

(Response paper 8, paragraph one and Final Report, paragraph one). While meeting <\/span><\/p>\n

with our class writing consultant, Yasmine, to review my first essay, she explained how <\/span><\/p>\n

my paper lacked direction. Many of my paragraphs seemed out of place or filled with <\/span><\/p>\n

unnecessary information (Essay 1 rough draft). Yasmine pointed out that the best way<\/span><\/p>\n

to avoid this <\/span>problem is to make sure each paragraph relates back to the thesis. I used <\/span><\/p>\n

this advice when editing my <\/span>essay and the resulting paper represented an obvious<\/span><\/p>\n

improvement. As the semester progressed, my writings became more succinct and<\/span><\/p>\n

to <\/span>the point (Final Report).<\/span><\/p>\n

 <\/p>\n

Another important aspect of argumentative writing is the use of <\/span><\/p>\n

counter-arguments to strengthen a claim. We learned, through <\/span>Lessons in Clarity and <\/span><\/i><\/p>\n

Grace <\/span><\/i>as well as through socratic dialogue from <\/span>The Republic,<\/span><\/i> the effectiveness of <\/span><\/p>\n

using opposing arguments. In order for an argument to be as strong as it possibly could <\/span><\/p>\n

be, all other opposing arguments need to be dismissed. The use and dismissal of these <\/span><\/p>\n

counter-arguments creates a stronger central claim and allows for less arguments to be <\/span><\/p>\n

made against said claim. While my early writings from this semester contained very few <\/span><\/p>\n

counter-arguments, they became quite numerous in my more recent papers (Essay 2, <\/span><\/p>\n

Page 3 paragraph 1 and Page 4 paragraph 1).<\/span><\/p>\n

 <\/p>\n

In any and all reading, it is necessary to not only read, but understand the text. <\/span><\/p>\n

That is why one of the three course goals of FYS includes critical reading and thinking. <\/span><\/p>\n

FYS has taught me that the most effective way to understand the text, is to analyze it <\/span><\/p>\n

paragraph by paragraph. We did an exercise in class in which we read a paragraph, <\/span><\/p>\n

underlined the key words, and then summarized it using all the underlined key words. <\/span><\/p>\n

After the exercise, I felt that I had a much better understanding of what the paragraph <\/span><\/p>\n

was looking to convey compared to when I had simply just read it. This exercise also <\/span><\/p>\n

highlighted the importance of using the exact wording within the text. By using the exact <\/span><\/p>\n

words, there is less room for interpretation and more hard evidence to support your <\/span><\/p>\n

claim. In some of my earlier response papers, the \u201cevidence\u201d supplied was more <\/span><\/p>\n

interpretation than actual text-based substantiation (Response Paper 5, paragraph 2). <\/span><\/p>\n

However in one of my more recent writings, almost all the evidence provided was <\/span><\/p>\n

directly taken from the words in the articles (Final Report). This provided a lot less room <\/span><\/p>\n

for error while analyzing the text and created a much more concrete foundation for my <\/span><\/p>\n

claim.<\/span><\/p>\n

 <\/p>\n

Throughout the semester, the course focused on two different types of sources <\/span><\/p>\n

when doing research. The first were exhibit sources, such as first-person accounts, that <\/span><\/p>\n

provided evidence and information that can help support your claim. The second were <\/span><\/p>\n

argument sources, from a scholar, that provided either supporting arguments for or <\/span><\/p>\n

counter arguments against your claim. Both types of sources have obvious advantages <\/span><\/p>\n

in strengthening an original claim, therefor combining the two together must be even <\/span><\/p>\n

more advantageous. \u00a0In one of our more recent research assignments, we were <\/span><\/p>\n

challenged to find six sources of varying types, and to synthesize their ideas into one <\/span><\/p>\n

succinct report of our findings (Final Report). The exhibit sources provided first hand <\/span><\/p>\n

evidence for me to base my claim on, whereas the argument source gave further <\/span><\/p>\n

evidence to support this claim (Response Paper 7 and Final Report). <\/span><\/p>\n

 <\/p>\n

The final goal of the FYS course is to improve one\u2019s oral communication skills. <\/span><\/p>\n

This course taught me how to more clearly and effectively communicate my thoughts <\/span><\/p>\n

and opinions. When in class earlier this semester, I often found myself struggling to <\/span><\/p>\n

articulate and express my opinion as concisely as possible. However, through my first <\/span><\/p>\n

presentation and more importantly our first group presentation, I became more <\/span><\/p>\n

comfortable speaking to the class (Presentation 1, October 8, 2015). For our most <\/span><\/p>\n

recent presentation, the criteria included: \u201cShowed a logical organization of ideas and <\/span><\/p>\n

these ideas were delivered with clarity\u201d. When preparing my presentation, I focused on <\/span><\/p>\n

this piece of criteria the most, making sure that it was direct, easy to follow, and <\/span><\/p>\n

answered the question provided as succinctly as possible. First, I introduced the <\/span><\/p>\n

question, answered the question with five specific points, and presented a powerpoint <\/span><\/p>\n

slide for each answer with evidence to support it (Presentation 2, December 1, 2015). <\/span><\/p>\n

After receiving feedback from my fellow classmates, I felt confident that I had <\/span><\/p>\n

accomplished my goal of satisfying this piece of criteria. <\/span><\/p>\n

 <\/p>\n

Another major part of oral communication comes with simple human-human <\/span><\/p>\n

interaction such as conversation and dialogue. The FYS seminar style or conversational <\/span><\/p>\n

way of conducting class was entirely new to me. Before this course, I had never been<\/span><\/p>\n

in a class that sat in a circle, let alone encouraged open dialect between the students. <\/span><\/p>\n

Social Utopias is not a sit quietly and take notes type of class. It is through this class <\/span><\/p>\n

however, that I learned how important open dialect can be. One standout class involved <\/span><\/p>\n

an exercise with three pieces of paper that differed in both color and meaning. If an individual<\/span><\/p>\n

were to hold up a white piece of paper, they were allowed to deepen conversation by providing <\/span><\/p>\n

either a counter-argument or supporting claim. If someone were to hold up a green piece<\/span><\/p>\n

of paper, they <\/span>w<\/span>ould start a new topic for discussion. This exercise led to one of our mos<\/span>t<\/span><\/p>\n

involved and in-depth class <\/span>conversations. The real kicker was that it was initiated and facilitated<\/span><\/p>\n

fully by the students. The classroom <\/span>was filled with respectful disagreements which were<\/span><\/p>\n

then either countered or supported by further <\/span>evidence provided by a classmate. After the<\/span><\/p>\n

exercise, I felt I had a much better understanding of the text <\/span>than I had prior to the discussion<\/span><\/p>\n

taking place. Many of my initial interpretations were argued against, <\/span>which forced me to search<\/span><\/p>\n

the text for evidence to support my claim, and if the evidence wasn\u2019t there, the <\/span>claim <\/span>became<\/span><\/p>\n

null. I recognized a similar dialogue during our weekly small-group meetings with the <\/span><\/p>\n

Tranibors. Often we were initially a little confused or not certain about the previous night\u2019s<\/span><\/p>\n

reading. <\/span>However after the meetings, I always felt much more confident in my old or <\/span><\/p>\n

now edited interpretation of <\/span>the text.<\/span><\/p>\n

 <\/p>\n

This FYS course has noticeably achieved most of, if not all of, its stated goals. I<\/p>\n

have, throughout the semester, improved in all three areas in which the FYS course <\/span><\/p>\n

goals sought to improve.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Kyle Sheehan FYS 100 – Section 50 Social Utopias Dr. Watts December 10, 2015 Final Portfolio – Self Evaluation   Throughout the semester, the FYS course goals have pushed me to be a better writer, reader and speaker. Social Utopias, like all other FYS courses at the University of Richmond, focuses on improving three key […]<\/p>\n","protected":false},"author":2402,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-13","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.richmond.edu\/utopias10\/wp-json\/wp\/v2\/pages\/13","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.richmond.edu\/utopias10\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.richmond.edu\/utopias10\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.richmond.edu\/utopias10\/wp-json\/wp\/v2\/users\/2402"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.richmond.edu\/utopias10\/wp-json\/wp\/v2\/comments?post=13"}],"version-history":[{"count":0,"href":"https:\/\/blog.richmond.edu\/utopias10\/wp-json\/wp\/v2\/pages\/13\/revisions"}],"wp:attachment":[{"href":"https:\/\/blog.richmond.edu\/utopias10\/wp-json\/wp\/v2\/media?parent=13"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}