Composition (EN) - ENGL-1010

Intro to Writing - ENGL-1010

This course engages with rhetorical concepts, and gives practice with close, critical reading and writing. Students develop analytical and rhetorical habits of mind necessary for successful reading and writing in academic, civic, and personal contexts in and beyond college. Student learn to think about texts as purpose-driven, audience-centered, and socially, culturally, and historically situated.

Overall Course Reflection

Over the course of this semester I feel I have experienced my fair share of successes and struggles, and they have culminated in an overall sense of growth that I am proud of. Looking back on the unit reflections from each section of the semester, I can see that I was actively engaged in several literate practices and processes, always attempting to utilize writing as a resource. Whether through; constant reading, summarizing, analyzing, or trying to practice the skills this course has highlighted, I can see a change in the way that I approach writing and reading as a whole. The very way that I engage with english, has evolved throughout the semester as a result of the hard work that I have put into each of these key assignments.

To touch more upon some of my successes throughout the semester, I find the flash narrative a natural place to start. That was easily my favorite assignment of the course because it gave me the opportunity to write in a more creative capacity. I feel the flash narrative is where my strengths prior to this course were able to really shine through. I have always had a love of English, something I stated in my very first unit reflection. The flash narrative assignment gave me a chance to flex my literary muscle in a way that I hadn’t in some time. Before I started this course, I hadn’t written anything substantial for some time, and I credit this class to helping me break through that dry spell. I was able to craft something with strong, sensory detail, and apply my newfound understanding of rhetoric in a way that I had not previously been mindful of. I was more intentional in my writing and the feelings that I wanted to evoke in my reader, and with that, I feel I was able to create something I am really satisfied with. I even went on to submit this piece to SLCC’s Folio and Anthology, and to my surprise and delight, they were happy with it as well and decided to include the piece.

I also found success in writing about topics that I felt passionate about. For instance, choosing an article for the rhetorical analysis that talked about the current black lives matter movement, and then choosing the over-arching topic of homelessness for my research project, allowed me to find greater joy in the assignments. I think my interest in the subject matter allowed me to enjoy the process of gathering information and crafting a more developed, organized, approach for each. The act of choosing those topics allowed me to enjoy a sustained engagement with each assignment as the course progressed. I found information that genuinely excited me, making it easier to acknowledge writing as a resource and then use that resource as a tool to incite action. I think this is exhibited best in the final portion of the viewpoint synthesis, where I was able to express my personal opinion in regard to the combination of the homeless crisis and COVID pandemic and how we as individuals can offer help. I hope that you can sense my passion, and the subsequent amount of time and effort I put into each assignment.

My greatest struggles throughout the semester became more evident to me the further we progressed. It seems that the initial drafting process is where I feel the most resistance. I think this stems from a deep-rooted fear of mediocrity. I mentioned in my first reflection how, “I have had such an intense anxiety about writing something bad, that it has kept me from writing at all.” I already mentioned how I felt the flash narrative served as a break-through moment for me. I think a big part of that had to do with reading the first chapter of Anne Lammott’s book, Bird by Bird. I think that Lammott’s relaxed, down-to-earth, take on writing is something that I kept thinking back on throughout the semester. Trying to let go of that perfectionism, and give myself room to make mistakes in the first draft has allowed me to overcome this writer’s anxiety, to some extent. This is a struggle I met with every new writing endeavor throughout the year and I think that is where the key concepts of sustained choices, and literate practices have really helped me. Improving your writing is a constant effort, and I am glad that I started the semester with this vital lesson so I could continue to practice it as time went on.

 feel my greatest overall growth was accomplished through the process of peer reviews. There is something about reflecting on what could improve other’s writing, that allows you to also understand how to strengthen your own. I often found myself realizing that suggestions I made for someone else could be applied to my own work. I also thought that the way context was introduced as a key concept through the modules was especially impactful. Understanding the context of the assignment and who you are writing for, allows you to make conscious choices that can help elicit your desired response from that audience. Here you can see rhetoric in action through the understanding of context, which is something I hadn’t considered before taking this class. I really feel that thinking through the context of the assignment and your audience is something that has allowed me to further overcome the anxiety I have surrounding writing. It makes me feel like my writing is more purposeful. It gives my words more direction, which allows them to flow more easily. And then, once the writing is out, I can apply further literate practices through reviewing and editing. I feel like peer review, probably more than anything else in this course, has taught me how to be a better reader and writer.