Empoword

Appendix C: Metacognition 483 nonfiction writing found in books and news articles. I’ve noticed how providing example stories or posing questions can keep readers engaged while meaningfully introducing sources in the text, rather than as a parenthetical aside, improves the flow of writing and helps statements land with more authority. As for narrative writing, I found the Global Revision Exercise for the first essay particularly interesting. To take a piece of writing and intentionally force a different voice or perspective on it showed how I can take improve a boring part of my paper by using a unique voice or style. This could be useful for expanding on reflective sections to evoke a particular feeling in the reader, or in conjunction with the Image Building Exercise to pull the reader into a specific moment. This class was a requirement for me from which I didn’t expect to gain much. English classes I have taken in the past focused on formulaic writing and grammar or vague literary analysis, and I expected more of the same. Ultimately, I was pleasantly surprised by the techniques covered which are immediately applicable in other classes and more concrete analysis of rhetoric which made the vague ideas touched on before reach a more tangible clarity. Appendix C Endnotes Complete citations are included at the end of the book. 141 “Glaciers of Glacier Bay National Park.” National Park Service , U.S. Department of the Interior, 12 March 2018, https://www.nps.gov/glba/learn/kidsyouth/glaciers-of-glacier- bay-national-park.htm. 142 Ibid. 143 Essay by an anonymous student author, 2017. Reproduced with permission from the student author. 144 Essay by Benjamin Duncan, Portland State University, 2017. Reproduced with permission from the student author.