Reflection
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At the beginning of the semester, I had low expectations for ENC2135 because I just thought it was going to be another English class. All juniors in my high school were required to take a class called "Writing and Rhetoric" during the fall semester. It turned out to be an extremely valuable prerequisite to AP English Language and Composition, which many students took in the following semester. I learned a lot about rhetoric, audience, and the three modes: ethos, logos, and pathos. As a result, I felt extremely prepared for ENC2135 because it seemed like an extension of my previous coursework.
What I didn't expect, however, was the depth of analysis, thought, and research required in ENC2135. In addition, I was exposed to new concepts such as discourse communities, huge selections of genres, and annotated bibliographies. Although these aspects were intimidating at first, through constant revision and use, I was able to produce satisfying results and was very proud of the finished products.
Working on Project 1 expanded my research abilities greatly; I was to synthesize information from many different sources on an important current topic or problem in my specific field of study: healthcare. I decided to go with anesthesiology and its overall effects on the brain. For the first time this semester I was exposed to the FSU Libraries Database, and drew a lot of valuable sources from it, such as how to utilize keywords to refine my search results. The annotated bibliography sub-assignment for Project 1 was definitely another learning curve; I had done a much smaller version in a research class in high school, but this one was far more extensive.
Project 2 worked off of the same topic as Project 1, but this time I was asked to conduct a rhetorical analysis of two genres concerning my topic. I was far more familiar with these concepts, as they are what I had previously learned about in high school. Drawing upon skills that I had under my belt and applying a few newer concepts that ENC2135 had taught me proved to make this project a little less time consuming. Anything concerning rhetorical analysis encourages critical thinking, but I was especially pleased with the components of each genre that I was able to derive.
Our last project was definitely my favorite. Partially because it didn't involve as much writing as the other two, but also because I was able to flesh out a lot of creativity. I realized that the broader topic I had chosen at the beginning of the semester (anesthesia's effects on the brain) didn't really have much to argue about, but I eventually came around to discuss the possible dangers involving anesthesia in pediatrics. The three genres that I chose to create for this persuasive campaign were: a parent educational pamphlet, a professional newsletter, and an advocacy letter. Project 3 built off on Project 2, but it had an emphasis not only on choosing different genres based on the rhetorical context and situation. One thing I learned was that genre and audience go hand-in-hand; a good writer will consider both at the same time in order to convey their message effectively.
In conclusion, ENC2135 has given me the opportunity to develop skills in research and analysis. I feel improved as a writer compared to the beginning of the semester and I am confident that these skills will propel me to success and allow me to present the best version of myself.
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