24: Reflexivity and Ethos by Viggy Alexandersson
- Page ID
- 289129
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)This module emphasizes the importance of reflexivity and ethos in research writing within social justice contexts, highlighting self-reflection to reduce bias and uphold ethical standards. It notes that researchers' credibility is crucial for impactful writing.
Student Learning Outcomes (SLOs) Present in This Module:
1. Engage in a recursive process of prewriting, drafting, revising, editing, and proofreading
- The chapter explicitly frames reflexivity as a prewriting strategy and includes activities (e.g., creating lexicon entries, revising them through the "Sheer" step) that require students to draft and revise their thinking and writing.
2. Engage in a reflective process of evaluating their own drafts and those of others
- Reflection is the central theme: students answer a series of self-reflective questions about their identity, assumptions, and connection to the research topic. The classroom activity includes peer sharing and feedback, which encourages evaluating both their own and others' responses.
3. Employ a voice, style, and tone appropriate to the topic selected and the rhetorical situation
- Students are asked to consider how to establish ethos—credibility and trust—through their writing, which involves making deliberate choices about voice and tone in relation to the audience and subject.
4. Direct an argument or explanation to the designated audience
- The activities prompt students to consider which audiences they hope to reach or avoid, and how their identity and position affect their communication with those audiences.
5. Establish a clear framework of essay and paragraph organization appropriate to the writing task and the thesis
- The assignment rubric evaluates organization and the use of transitions, requiring students to structure their introduction section clearly and logically.
8. Incorporate reasoning and explanations appropriate to the thesis and its supporting claims
- The assignment requires students to articulate and develop their position on a social justice issue with clear reasoning and explanation.
9. Revise work to enhance coherence and clarity while communicating with relevant discourse communities
- The "Sheer" step in the classroom activity explicitly instructs students to revise their lexicon entries for clarity and accuracy after peer feedback.
- 24.1: Reflexivity and Ethos (Reading/Media)
- This page discusses the importance of reflexivity and ethos in research writing classes, highlighting the need for internal reflection before embarking on external research to avoid bias. It emphasizes that understanding one's relationship to the research and audience is vital for ethical research practices. Establishing credibility is essential for impactful social justice writing, with strong reflexivity and ethos being key attributes of skilled writers in this genre.
- 24.2: Reflexivity and Ethos (Classroom Activity)
- This page details a process for grasping reflexivity and ethos in research writing. Participants start by defining key terms, then reflect on their personal identities and biases related to research. They analyze a case study and conclude by proposing further reflexivity questions through an exit ticket.
- 24.3: Reflexivity and Ethos (Assignment)
- This page outlines the requirements for the introduction of a social justice research essay, emphasizing the need to clearly state the chosen issue and present a well-developed personal position. Evaluation criteria include clarity of topic, strength of position, organization, writing quality, and adherence to guidelines like word count and MLA formatting, with a rubric assessing submissions based on completeness and quality.