Throughout ENC2135, I learned a lot about writing, researching, and how different types of writing work in different situations. Before this class, I mostly thought writing was just about explaining my ideas or answering a prompt. Now, I understand that writing depends on genre, audience, and purpose, and these factors change how a piece should be structured and communicated. Working on my major project helped me grow as a writer and taught me skills I can use in future classes, especially in the medical field.
One of the most important things I learned was genre and genre theory. I used to think genres were just labels, like “essay” or “story,” but now I understand that genres have specific conventions and expectations. For example, a research proposal has a completely different goal and structure than a reflection or a personal narrative. In Project 2, I had to write a research proposal and an annotated bibliography. These genres required me to be clear, organized, and informative. I had to explain why my topic mattered, what research already exists, and what questions I wanted to explore. Understanding genre helped me shape my writing so it fit what an academic audience expects when reading research-focused work.
The composing process also became much more meaningful to me during this course. I learned that writing is not something you do in one draft. Instead, it involves planning, drafting, revising, and editing. When I wrote my first draft of my research proposal, it lacked detail and didn’t explain my research questions deeply enough. After revising, I added more evidence, fixed unclear sentences, and reorganized paragraphs to improve the flow. This process helped me realize that good writing takes time and multiple attempts. It also helped me see the value of slowing down and re-reading my own work instead of rushing to finish.
Another major concept I learned was rhetorical analysis and the rhetorical situation. The rhetorical situation includes the writer, the audience, the purpose, and the context. Understanding these elements helped me make better choices in my writing. For example, my topic (acne medications and their long-term effects) requires a professional and informative tone because the audience is academic and expects reliable research. Knowing this, I focused on using evidence from medical studies, avoided overly casual language, and organized my ideas in a logical way. Understanding the rhetorical situation helped me write more effectively because I knew what my audience needed from me.
I also learned a lot about researching secondary sources, including both scholarly and non-scholarly sources. At first, I struggled to tell the difference between strong academic evidence and general online information. Through the annotated bibliography, I practiced finding peer-reviewed articles, evaluating their credibility, and summarizing their findings clearly. I also learned how to compare sources and identify patterns in the research, such as which treatments seem effective, which have risks, and where research is still lacking. This skill is extremely important for my major and future career because the medical field depends on analyzing scientific studies and making decisions based on evidence.
Overall, ENC2135 helped me improve my writing, critical thinking, and research abilities. I learned how to recognize different genres, follow their conventions, analyze rhetorical situations, and use credible sources to support my ideas. I also learned the importance of drafting and revision, which made my final project much stronger than my first draft. These skills will help me not only in future English classes, but also in my Interdisciplinary Medical Sciences courses and eventually in healthcare, where communication and research are essential. I feel more confident now in my ability to write clearly, find reliable information, and adjust my writing to fit different audiences and purposes.