My Reflective Essay

College Writing I: My Reflective Essay

During my College Writing I experience, I have learned much about writing as a tool for self expression. I have been exposed to the various principles and ethics of writing, and have a new-found interest in the written word. Moreover, I believe that I may have discovered within myself the ability to write on a serious level. My high school writing career was filled with wordy personal essays, poems and imaginative stories. However, as I have undertaken new, more challenging and purpose-driven writing assignments, I have discovered that I may have some ability to progress to the next level. In the past, I had always considered myself to be a good writer; but, I now realize that I had never really been tested.

My first “novel” discovery of College Writing, was the idea of blogging my thoughts. I learned that peer feedback is a great way to not only improve my writing, but also to expand my horizons and to progress in my appreciation for the opinions of others. It was thrilling when others found some meaningful idea in my blog. It was humbling to read negative responses to some of my writings. I soon realized that my moods were sometimes affecting my writing – a point that others were quick to recognize. Reading and digesting the thoughts of others enabled me to be more tolerant, even in matters that I might protest to the death.

One of the toughest challenges of College Writing I was the interview paper. The interview paper required a personal involvement – going far beyond the effortless internet search. It enabled me to grow in my ability to express my views to a diverse audience. The interview itself made it necessary for me to evaluate all the sources in my field work site. I was forced to reconsider my negative preconceptions and I realized that I myself had quite a narrow-minded view of skateboarders. The assignment entrusted me with the responsibility to objectively present the opinion of my interviewee while interpreting his words from my own perspective. I had to learn how to integrate secondary sources such as news articles into my writing while proving their relevance to the point of view of my interviewee: an actual skater. I was required to find interesting ways of reporting the facts, not merely writing a rambling, clichéd account of my research.

I greatly enjoyed the photo essay assignment because it enabled me to create a visual account of the realities of my subculture. It did not employ the standard conventions of writing; nevertheless, it was a compelling way to validate the storyline behind my subculture. Having been to so many concerts, regrettably, I had not taken a single picture. Though temporarily frustrated, I quickly discovered that I could express myself through the photos of others. In realizing the similarity of our experiences, it only confirmed to me the reality of the rock and roll subculture. It made evident the ability of a subculture to unite people of immeasurable diversity. I did not enjoy the photo essay merely because it required little writing; rather, I liked it because it allowed me to break free of the rigid rules that typically govern writing assignments. It enabled me to present visual evidence in support of the thoughts and opinions that I struggled to express in writing. Ultimately, the photo essay was a wonderful way for me to employ my creativity and to validate my written work.

The Multi-Genre Research Project was by far the most challenging of all the assignments. Although I did not have to pay as much attention to academic standards within the genres themselves, I was forced to expand my thinking and to generate new ideas to accommodate the deviations from the standard research paper format. The news article was probably the most difficult because I had to think like a professional journalist. Also quite challenging was becoming the character in the stream-of-consciousness genre. This project helped to strengthen my perspectives on gun-control because it empowered me to begin to think for myself rather than to blindly embrace my father’s opinions. I have discovered that I do very much agree with my father, but it is because the MGRP has led me to my own conclusions. This was literally the first time that a writing assignment has ever had such a profound impact on my point of view regarding such an important and controversial topic. In my comics I was able to use a fascinating methodology to prove my point; I was intrigued with the non-prescriptive, open-ended nature of the genre. I had to present both sides of the gun-control argument and it really permitted me to formulate a strong opinion on the debate.

College Writing I compelled me to address my grammar, endure constructive criticism, and consider diverse audiences of opposing views. With assignments like explorations and interviews, I had to explore fitting contexts, maintain formal procedures, and integrate my own schemes into my work – all the while considering my purpose. With assignments like the photo-essay and the MGRP, I had to go above and beyond customary writing standards, learn to use new programs and tools, and stretch my creativity. The course taught me the importance of communication with my professor. In high school I received an assignment and turned it in when it was finished; there was little feedback from peers or teachers, and little revision was required. In retrospect, I am pleased that that I did not have an easier Writing I class or a professor that expected only a minimal effort. I know now that no matter how arduous the task may seem, with the proper instruction, a resolute purpose, and strong motivation, I can complete any writing assignment. My experience in College Writing I was long, challenging and sometimes exhausting; however, such is the pathway to becoming an accomplished writer.