I learned how to compose, read for inquiry, critical thinking and learning in a manner that would to apply various rhetorical contexts during in class tasks such as peer reviewing rough drafts. As well as writing multiple rough drafts and brainstorming throughout the entirety of the rough draft period as well.
To illustrate, in my essay, “Developing Emphasis and Strength: An Analysis” I wrote multiple drafts. Each one explored different ideas and positions on what the writer Mary Madden lacked. Through writing the drafts, slowly a common theme seemed to be shared among them and I focused my discourse paper on those topics. This critical thinking process was heightened when I paired it with brainstorming before, during and even after I had finished the paper. Mrs. Telles supported this process for me. In our one-on-one meetings as she viewed my STEPS, she mentioned how she liked my questioning in order to get to my thesis and present it to my audience. In a similar way, I questioned myself throughout the essay writing and if an idea came up that I could improve the way I was communicating my stance on a topic to my audience, then I would go back to the drawing board and find a way to include it.
While the beginning was difficult, I managed to create a form of introducing certain sources into my writing because of the STEPS paperwork process.
While filling it out, I learned how to compose and integrate the writer’s ideas into my own work by properly. This came by separating my own thoughts from theirs and analyzing how they could how to minimize their voice while maintaining its integrity; my paper then became cohesive and not too overpowered by outside voices. I also learned how to interpret the text objectively. I did this by identifying what ideas were presented clearly and its context, then presenting it to my audience.
For clarity, when critiquing the authors writing, like I did in my exploratory essay, one strategy I used was analysis.
I had to deduce, “okay, what is the purpose of presenting this data? What is the main question and what is their answer?” This would lead me to their thesis, and I would understand how it would be implemented in my writing appropriately. This way when I entered the critiquing process of the engagement essay, I was able to understand, “this is what they achieved, and this is what they missed in their writing goals.”