Throughout this semester, I have come to understand writing academically isn’t as bad as I thought it was. Looking at the course learning objectives has helped me see that I can actually write good material, when given the chance. I learned how ideas develop, why rhetoric matters, and how my own stance  shapes whatI write. While I have not mastered every goal, I can say for sure that composing was my strength after the semester.

One of the most important shifts in my thinking came from the objective that asks to “Compose as a process: Experience writing as a creative way of thinking and generating knowledge and as a process involving multiple drafts, review of your work by members of your discourse community, revision, and editing, reinforced by reflecting on your writing process in metacognitive ways.” Earlier in my life, I treated drafting as something to rush through so I could get to the actual final version. I hated drafting, they were my least favorite part of English classes. However, this course forced me to slow down and sit with my ideas. The use of peer review and actual feedback from my professor made it clear that I did have good ideas, when given the chance to be challenged. Revising no longer feels like correcting mistakes and messups, but now I see it as re-organizing ideas, gathering evidence, and understanding purpose. The research assignment really let me shine as a writer and I’m glad I was allowed to write about what I chose.

My writing also developed through the objective that emphasizes rhetorical awareness, “Compose with an awareness of how intersectional identity, social conventions, and rhetorical situations shape writing.” This goal pushed me to consider why I was arguing it in a particular way, and for what exactly. I became more aware of evidence and bias.  I began to deliberately think about audience and genre which  helped me move away from typical academic language. Another area of growth came from the objective to “Read and analyze texts critically.” Over the semester, I learned to slow down my reading and pay closer attention to how texts are composed. Instead of treating sources as one time use packets of information, I began to notice strategies like tone, structure, and audience appeals. Analyzing different genres expanded my understanding of argument beyond traditional essays. While I am still working on my writing with these observations, my analytical reading has become more deliberate and skeptical.

The objective that focuses on research, “Identify and engage with credible sources and multiple perspectives in your writing”, challenged me to see research as something that could be fun. I became careful about selecting sources that were credible and relevant to my piece, and I worked to import them into my writing. Synthesizing multiple perspectives was hard at first, and I was convinced I couldn’t do it, but with effort and feedback, I gained more confidence. I understand that the struggle is a part of writing scholarly.

Overall, this course has helped me move from seeing writing as a task to seeing it as a real fun thing.  It  involves reflection, responsibility, and rhetoric. I have not fully achieved every learning objective, but I now understand what they ask of me and how they connect to one another. More importantly, I leave this semester with strategies I can carry into future courses.