Reclaiming the Sky: Reflections on Unique Times
Project Overview
The rationale of this Real World Learning Object (RWLO) is to engage developmental
writing students in the process of reflecting on one’s post-September 11, 2001, world.
This reflection will allow learners to enrich their own sense of humanity by developing
empathy for those who experienced loss on September 11,2001.Many who suffered a loss
have learned that the best way to move on after a loss is by doing for others. This doing
takes many forms. Writers share their unique perspectives on flying in a radically
changed social and political world. Students not only learn about flying in a post 9/11
world, but they will discover and write about the experiences of others who went through
the aviation experience of 9/11. In this way, learners use aviation concerns to learn how
to live with unique challenges in this new, nervous world of ours. Student writers will
learn from the examples of aviation heroes how to also move forward in their own lives
by doing for others.
Students will be able to read others’ written observations contained on a website
associated with a trademarked, non-profit program Reclaiming the Sky. This program
offers support and a forum to assist aviation employees in their recovery from the tragic
events of September 11,2001. Once students have visited and experienced the website,
learners will then extrapolate their insights into student generated compositional
reflections. This RWLO is especially recommended for students who are taking entrylevel/freshmen English Composition developmental writing courses. Instructors can use
this RWLO in a cross disciplinary setting. For example, history classes can utilize this
RWLO to enhance students’ composition skills. This RWLO is well suited for sociology,
philosophy, and cultural studies classes where writing is an essential, mandated course
component.
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Student Learning Objectives
For this RWLO, the student will be able to:

Identify the use of rhetorical modes of expression appropriate to
college/university level composition courses.

Write a descriptive expository essay using primary sources on the posted essays,
letters, and articles.

Conduct research into pre and post September 11, 2001, political and cultural
environments.

These objectives are transferable to all writing dependent classes where college
level composition skills are requisite for academic success. This RWLO is
applicable as a composition assignment for history, sociology, ethics, and
psychology classes.
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Procedure
Time: Each assignment covers at least one class session (approximately 1 hour).The
lesson can also be extended to cover multiple class sessions where appropriate.
Materials:
 Computer with Internet access, in-class with computer projection machine.
 Refer to related site that contain background information regarding September 11,
2006.
 Access www.reclaimingthesky.com
 This links to the foundation that contains multiple compositions that are updated
regularly.
 Reflections Note Taking Chart (available on page ten )
 http://mrbraiman.home.att.net/lit.htm (This is the link to literary devices)
Prerequisites:
 Discussion of post-modern political and social perspectives in the United States
and the world. Review world historical events leading up to September 11, 2001,
and its aftermath.
 Research basic concepts and historical background that influenced one’s new
world.
 Understand how to transfer their insights into student compositions.
Implementation: This RWLO can be implemented during a class lesson or as an extra
mural homework assignment.
Steps: (For in-class use with projection machine or computer screen projector)
1. Access link in class at www.reclaimingthesky.com . Walk students through the
website and explain how one posts essay and comments to the site.
2. Distribute Reflection Note Taking Handout.
3. Read selected essays, interviews, and reactions/responses.
4. Explain some essential background information to place essays/reflections in
context. Encourage students to take active note taking using the note-taking guide.
5. After note-taking and review, students will generate a college-level essay
reflecting upon flying post-September 11, 2001, (but not exclusive to that
barbarous event). Students also react to the creativity that inspired at least three
respondents’ essays/reflections.
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6. Post composition/essays to www.reclaimingthesky.com . Also, add comments to
posted works for interactive internet dialogues with authors.
Content Material
Student Directions: (Students, complete this in a computer-lab or at home)
1. Students access the link to the current and archived writings available at:
www.reclaimingthesky.com.
2. Utilize one’s reflection Note-taking Handout. Stress the necessity to take notes.
3. Access three respondents’ postings.
4. During next class session, receive additional instructions regarding the rhetorical
reflection assignment. Reference the links listed below for proper MLA format.
5. Post essays and comments to www.reclaimingthesky.com.
Referenced URLs:



www.reclaimingthesky.com This links to posting site.
http://mrbraiman.home.att.net/lit.htm (This is the link to literary devices).
http://webster.commnet.edu/mla/index.shtml (This is a link to writing Modern
Language Association (MLA) style papers).
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Assessment
*Grading Criteria for Rhetorical Reflection on Reclaiming the Sky assignment:
ENC instructors follow a rubric similar to the one below. Instructors in other disciplines
may use a modified version of this rubric. Be sure to discuss the grading standards with
your instructor.
A An A paper is extraordinary work that more than fulfills the requirements of the
assignment. This essay tackles the topic in an innovative way, with a clear sense of
audience and purpose, an insightful thesis, and an appropriate and effective organization.
The structure is carefully planned; each section of the essay develops the thesis with
logical arguments and specific, conclusive evidence which has been interpreted and
clearly related to the writer's point. The style is energetic and precise: the sentence
structure is varied and the words are carefully chosen. How the writer says things is as
excellent as what the writer says. There is evidence of careful editing since the essay
contains few grammatical and/or mechanical errors and, if necessary, is correctly
documented using MLA format.
B A B paper is clearly above-average and more than meets the requirements of the
assignment. Like the "A" paper, it has a clear thesis and organizational strategy; and each
paragraph provides unified, coherent, and developed support for its thesis and
subordinate assertions. If necessary, it properly documents sources. While the essay takes
some "risks," attempts complex strategies of development, and pays attention to
audience, it falls short of the "A" essay in one or more of the following ways: the thesis
may not be as interesting or insightful; there may be weaknesses in organizational
strategy or its execution; the support may not be uniformly conclusive and convincing;
and the style may not be as energetic or the diction as thoughtful. The essay shows strong
evidence of editing since there are relatively few grammatical and/or mechanical errors.
C A C paper is average work that solidly meets the requirements of the assignment. The
essay has a thesis and organizational plan which demonstrate thought on the writer's part,
a generally clear style, and adequate documentation, if required. Paragraphs contribute
unified and coherent support, but the writer may have difficulty with any of the
following: the thesis may be too general; the evidence may be predictable, may not be
thoroughly interpreted, or may not be clearly related to the writer's point; the paragraphs
may be uneven in development and transition. Even in the "C" essay, there should be
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relatively few grammatical or mechanical errors--not enough to interfere with readability;
the student has done some editing, even though it may be superficial.
D A D paper is below average work that demonstrates a serious attempt to fulfill the
assignment and shows some promise but does not fully meet the requirements of the
assignment. The essay may have one or several of the following weaknesses. It may have
a general or implied thesis; but the idea may be too broad, vague, or obvious. The
organizational plan may be inappropriate or inconsistently carried out. Evidence may be
too general, missing, not interpreted, irrelevant to the thesis, or inappropriately repetitive.
Documentation may be incomplete or inaccurate. The style may be compromised by
repetitive or flawed sentence patterns and/or inappropriate diction and confusing syntax.
Grammatical and mechanical errors may interfere with readability and indicate a lessthan-adequate attempt at editing or an unfamiliarity with some aspects of Standard
Written English.
F An F paper is substantially below average for the assignment. It exhibits one or
several of the following. It may be off-topic. It may be an attempt to meet the
requirements of the assignment, but it may have no apparent thesis or a self-contradictory
one, or the essay's point is so general or obvious as to suggest little thinking-through of
the topic. It may display little or no apparent sense of organization; it may lack
development; evidence may be inappropriate and/or off-topic or may consist of
generalizations, faulty assumptions, or errors of fact. This essay may fail to handle
borrowed material responsibly and/or to document appropriately. The style suggests
serious difficulties with fluency which may be revealed in short, simple sentences and
ineffective diction. Grammatical/mechanical errors may interfere with reader
comprehension or indicate problems with basic literacy or a lack of understanding of
Standard English usage.
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How Things Link to Course Competencies
This RWLO is applicable to the following courses: ENC 0021 (Remedial Writing 3) and
ENC 1101 (Freshmen English Composition 1).Additionally, this RWLO is useful as a
reflective essay assignment or extended research paper in history, sociology, ethics, and
psychology. Specifically, this RWLO meets the following compositional competencies:

Demonstrated skills in composing multi-paragraph essays with a thesis statement,
supporting details and examples, appropriate use of language, unity in writing,
and logical conclusions.

Understanding/familiarity of basic writing process (which includes prewriting,
drafting, revising/editing, and final drafting).

Demonstrated knowledge of conventional rules of grammar and syntax.

Demonstrated knowledge of literary devices and other figurative language terms.
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Supplementary Resources

http://mrbraiman.home.att.net/lit.htm (a website that provides definitions of all
literary devices).

http://webster.commnet.edu/grammar/index.htm (a website that provides a
comprehensive review of diction and syntax).

http://www.wanttoknow.info/9-11cover-up10pg

http://www.september11news.com/

http://americanhistory.about.com/library/fastfacts/blffterrorism1.htm

Additional URLs may be added to offer students a wider range of historical
perspectives regarding political, social ,and historical background material.
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Recommendations
Recommendations for Integration:

Implement this RWLO as either an entry-level freshmen English Composition
assignment or as an advanced project for ENC 1101, ENC 1102, and cross
disciplinary courses.

Instructors must familiarize themselves with the essential, historical factors that
influenced and created the social and political environment that led to September
11, 2001.

This RWLO may work better in a computer lab or in a class with power projector
capabilities for universal student view.
Back-up:

If technology is temporarily unavailable, instructors can supplement the class
assignment with pre-prepared background handouts. (Note: This is only a
temporary fix).
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Reclaiming the Sky Note-taking Chart
Essay/Reflection
Three Key Insights
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