Reading Results

In English 20/20M, I learned to read actively, properly annotate texts, and evaluate source credibility. This page highlights the ways my reading growth contributed to achieving the course learning outcomes and the assignments that helped me toachieve them. 

Outcome 1: Demonstrate awareness of how disciplinary values influence how a writer approaches a topic, identifies audiences, develops a persona, and articulates a purpose for writing. 

While annotating “Unteaching the Five-Paragraph Essay,” I recognized how Marie Foley evaluates and criticizes traditional formulaic essay structures and how they often don’t reflect real-world academic writing. By analyzing her tone, audience, and purpose, I saw how educators frame arguments to challenge pre-existing norms within their disciplines. This awareness further influenced my writing, especially in my Opinion Essay. I crafted arguments for a particular audience and purpose beyond the five-paragraph essay. 

Outcome 2: Understanding Text Production in Disciplines.

Both Foley’s and Lamott’s essays offered insight into how academic and creative literature is developed and organized. Foley structures her argument by presenting a problem and academic teaching while also offering alternatives. Lamontt uses a personal narrative approach to demystify the writing process. While annotating these texts, I learned the importance of writing in different forms depending on various disciplinary expectations and rhetorical purposes. 

Outcome 3: Synthesizing and Analyzing Sources.

By reading and annotating these essays as well as other various scholarly articles for my annotated bibliography, I practiced comparing rhetorical strategies and source credibility. Lamott and Foley both advocate for flexibility in writing processes. I composed their ideas about writing as an ongoing process into my further reflections and revisions throughout the course. 

Outcome 4: Using Conventions in Various Disciplines.

Through reading and annotating “Shitty First Drafts,” I noticed how Lamott uses humor, personal narrative, and a conversational approach to engage her audience. Recognizing these genre conventions allowed me to adjust my own writing style depending on the assignment given, whether it was drafting a personal reflection or annotated bibliography. 

Outcome 5: Communicating with Clarity and Fluency.

Foley’s critiques on the rigid essay formats and Lamott’s encouragement of messy first drafts allowed me to become more confident in my work. Their reading reassured me that writing is a process of revision, and through annotations and discussion, I further improved my ability to express my ideas clearly while maintaining a consistent flow in essays. For example, my Opinion Essay. 

Outcome 6: Control of Written Language.

Reading and annotating the various essays throughout the course helped me to notice sentence structures, transitions, and rhetorical moves writers use to maintain coherence and engagement between their writing and their audience. I applied my observations in revising my assignments, focusing on clear topic sentences, effective introductions and conclusions, and focused paragraphs.