Moment 1: I have learned to analyze the arguments given to me more in writing and speaking, especially as regards their ethos, pathos and logos, their communication methods, and intended audience.
Moment 2: I realized that I don't like giving mandatory status reports via blogs that aren't blogs. They are essentially papers posted on a blog, not blog posts. The simple nominal difference is just annoying, and I don't like being required to post this sort of thing. If I want someone to know about an insight I've had, I can tell them personally. If someone wants to know about an insight I've had, they can ask.
Moment 3: Assigned reflection does not necessarily facilitate reflection. In some cases, mine included, it impedes it. On my own time and resolve, I can get many good things out of it, but when demanded from me, as here, all I come up with is terse and underworded. The assignments don't go well, they get dragged out, it never helps to require it.
I agree with you so much about the assigned reflection. If I am forced to write a reflection, it really doesn't help me because I am simply trying to get it over with as fast as possible while still writing something the teacher will like, not what I really think. I tend to reflect while I am writing, and slowly revise my paper that way. If I have to do a reflection after I am finished writing, it doesn't really help me, as I simply skim through the piece for grammatical mistakes. I don't really sit there and reread my paper. Its a lot less natural to reflect for me after I write than while I am writing.
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