Before reading any further, the layout of this website is as follows: Letter of Introduction, Source-Based Essay, Outline for Inquiry-Based Essay, Inquiry-Based Essay, and Composition in Two Genres. Each tab contains a different writing assignment that I completed in the Fall 2021 semester. The assignments are displayed chronologically in order of completion. By reading each one, the progression of my writing process will become apparent. As you navigate and read through the material on this site, pay attention to use of genre, rhetorical concepts, and my personalized writing theory.
The first Course Learning Outcome is “Explore and analyze, in writing and reading, a variety of genres and rhetorical situations.” In class, we discussed how genre and rhetorical situations coincide. I learned that selecting the right genre determines how effective the presentation of information is. I discovered that certain genres are appropriate to use in certain rhetorical situations whereas others are not. This applies to my Composition in Two Genres assignment. I identified two genres that would best display my information to a particular audience. Evidence of my successful attainment of this course outcome can be found in the fifth tab of this page titled “Composition in Two Genres”.
The second Course Learning Outcome is “Develop strategies for reading, drafting, collaborating, revising, and editing.” Through completion of class assignments, I developed my own personal theory of writing which promoted use of this course learning outcome. My theory of writing is as follows:
I write best on a full stomach and in a comfortable environment (on my couch or at the table). I make sure to sit upright to avoid back pain. I wear glasses instead of contacts, since contacts become dry the longer I stare at a screen. I put on a random Netflix show to serve as moderate background noise. Several days before the due date, I try to write mainly everything in one go. If I get too stressed or distracted, I take a break and prioritize my mental health over finishing the assignment. To prevent me from procrastinating, I make a to-do list and try to eliminate all distractions.
Before writing, I scribble a messy and brief outline on a piece of paper. Then, I type everything directly onto the computer. I find this easier and faster than writing by hand. Every few sentences I stop and mentally read what I wrote so far. I don’t read aloud until the very end. I highlight insufficient sentences in red ink and ask a friend to reword them. Then, I ask for constructive criticism. I take their feedback into consideration and make additional adjustments. I do not use the Writing Center as a resource because booking meetings with them is time consuming and stressful.
Once my writing is completed, I contact the professor and ask for their feedback. I find their opinion to be especially helpful, given that they are the one who is grading the assignment. I request that they provide a grading rubric and compare it to my essay. This shows me exactly what I need to fix and/or add in order to get a perfect score. I write best whenever I’m in the mood to write. I cannot force myself to be in the mood. If it comes, I write, and if it goes, I stop. I listen to my body and my mind.
Evidence of my successful attainment of this course outcome can be found in the third tab of this page titled “Outline for Inquiry-Based Research Essay”.
My theory of writing has developed over the semester to incorporate methods learned in class. I use what I learn and apply it to my own writing style and process. For example, through participation in in-class peer review sessions, I have begun seeking additional peer review outside of class. A specific learning moment that demonstrates the development of my theory of writing occurred during the production of my source-based essay. When I initially submitted the assignment, I accidentally omitted two major requirements. I received a bad grade but was able to fix it through a re-writing of the essay. My professor told me what was missing and suggested I consult with another student. I learned that if I had consulted with my classmate in the first place, I would have known to include those two major requirements. Following that experience, I made peer review a regular part of my theory of writing. I consulted with classmates prior to submitting every assignment I was given after that.
The third Course Learning Outcome is “Recognize and practice key rhetorical terms and strategies when engaged in writing situations.” Before taking this course, I had no prior knowledge of rhetorical principles or how to effectively use them in rhetorical situations. I learned a variety of different rhetorical principles (author, audience, tone, purpose, genre, and medium) and studied how to appropriately use each one. In class, we read and examined several pieces of writing. After reading each one, we were instructed to identify and analyze the author’s use of rhetorical principles. This prepared us to use rhetorical principles in our own writing. This applies to my source-based essay, in which I performed a rhetorical analysis of four different types of sources. Evidence of my successful attainment of this course outcome can be found in the second tab of this page titled “Source-Based Essay”.
While my writing process has progressed drastically over the semester, there are areas that still need improvement. My past experiences with the Writing Center have not been positive. I do not find enlisting their help to be worthwhile. I rather ask my professor for feedback, since their responses are usually faster and more precise. However, I should utilize the school’s resources and get a second opinion. Going the extra mile to receive additional support can help my grade. I should be more patient and take the extra step to improve my writing process.
