Reflection on Open Letter

Milosevic, Peter. "Writing A Letter" 2012
Public Domain

In blog post below, I answer five questions from the Student's Guide (Pg. 253-256) regarding the open letter draft. This post will also be the last post for this class... which is sad but relieving.

•  Did you demonstrate an ability to think about your writing and yourself as a writer

This is an odd question for me, especially when this course usually asks the "ability" of other writers or my peers. I think that my draft was an experiment were I made a generalized summery of my experiences in the 109H course and gave a few points of "growth". From there I used my peers comments and information from prior posts to revise my draft. When I was creating the final draft, I had to avoid my habitual writing qualities, such as pointing out information I had taken out of the class but not clarifying the effects this information had on my writing process. I was sure to elaborate on all the point I brought up. 

• Did you provide analysis of your experiences, writing assignments, or concepts you have learned?

For most of the letter, I analyzed how I was introduced to new writing processes and how I implemented the new information into my writing style. I spent a good portion of the draft discussing how I adjusted my approach to introductions and conclusions. This was probably due to the clashing of information that learned in high school and in the 109H course. I felt that I learned more detailed and meaningful information in the 109H course rather than the A.P classwork, so I really had to elaborate on the "why" factor.

• Did you provide concrete examples from your own writing (either quotes from your writing or rich descriptions of your writing process)?

I mostly quoted from my previous blog posts and used a few sentences from the Student's Guide. I usually compared my previous understanding on certain topics- genre, blogs, social media- with the content we learned in class. It was mostly an indication of how misinformed I was prior to entering the class, which I would then indicate growth by quoting/referring to my blog posts or projects.

• Did you explain why you made certain choices and whether those choices were effective?

I mostly indicated where I have grown as a writer. That in term would lead into the "choices" made in my writing process; such as, avoiding certain vocabulary terms, adding a more meaningful conclusion to my projects- rather than restating the thesis- and avoiding blanket writing which ignores the audience. Once I abandoned my old writing techniques, I believe created more effective rhetorical pieces that understands the target audiences and uses a series of rhetorical strategies to persuade/dissuade that audience.

• Did you use specific terms and concepts relating to writing and the writing process?

I mostly focused on genres and rhetorical techniques. I found that the projects involving the analysis of these two subjects advanced me as a writer. Though they may seem broad, I made sure to refer to the rhetorical analysis project and the QRG to explain how theses topics effected my work. The QRG introduced me to a new writing style, while the rhetorical analysis project made me research my audience before critiquing my author of choice.  

Draft of Open Letter

Marie-Lan Ngyunen. "Fencing Final" 2013
Public Domain

Below is the link to my Draft to my Open Letter final. I was able to introduce the subject and thesis pretty well so it should be rather easy to follow and assume to the overall point of the letter. I also introduced it in a more formal tone. Since this is a semi-formal letter, I avoided using "dear" and overly sentimental vocabulary. However, I was able to find a happy median between being too formal or too relaxed. I think the mood of the letter fits the project description.

I didn't use the more structure techniques found in essays in this letter, so avoided using transitions, repeating the thesis, or even presenting a definitive thesis in the introduction. I felt that having an obvious thesis statement or conclusion wouldn't necessarily fit with the genre of this project.

Here is the Link!

I also commented on Kyle's letter and Jayni's letter. 

Reflecting More on My Writing Process

Unknown. "Celebration" July 4, 2009
Public Domain 

1. What were the biggest challenges you faced this semester, overall?

I think the most challenging part of this year was preparing for midterms and trying to juggle the studying involved. I found it rather difficult fitting in any serious studying into my schedule without sacrificing focus to the 109H blog post requirements. I was able to finish all of the posts on time, however I wish I was able to spend more time o the coarse readings and brainstorming the topics of the three projects.  

2. What did you learn this semester about your own time management, writing and editorial skills?

I found that time management was essential in regards to the completion of the posts and creating quality projects. As for my writing and editorial skills, I found that the skills I used in my high school advanced literature and language classes were somewhat useful in this class setting. I had a decent understanding about rhetorical analysis and essay writing, so I applied those skills throughout the semester. Basically, the class gave me more in depth content and information about those previous skills.

3. What do you know about the concept of 'genre'? Explain how understanding this concept is central to being a more effective writer.

A genre is basically the framework or structure of a certain writing piece. And with a genre a reader can expect the different forms of writing conventions that may be employed by the author. These conventions act as a means to effectively introduce the argument or purpose of the essay, article, or blog post. The genre also acts as a window in to the audience type and their opinions/beliefs. From this, reader can better understand why an author employs certain rhetorical techniques in their writing. Understanding genre allows readers to understand purpose and strategy in writing, thus making them less susceptible to fallacious argumentation or less credible claims/evidence. 

4. What skills from this course might you use and/or develop further in the next few years of college coursework?  

I will most likely develop the skill of argumentation and rhetorical analysis, as these skills are essential to my discipline. Furthermore, I plan to advance my writing ability long after this coarse with more writing related classes throughout my freshmen and sophomore years. Also reading articles and highlighting rhetorical strategies within will keep this skill fresh in my brain.

5. What was your most effective moment from this semester in 109H?

I think my most effective moment in this coarse was my QRG presentation and the collection of data to support the claims made in the post. I had to use a variety of source work in order to fin d the most effective data necessary to support my thesis. The sources included library database citations as well as a number of credible online sources. I found that the search for these sources was the most important and time consuming aspect of the project, but the end result was ideal and had substantial evidence to support the main thesis.

6. What was your least effective moment from this semester in 109H? 

I think my least effective moment in this semester was the time management. I always finished my work on time, however I felt that at times I would be overwhelmed by the work or finish an entire section in one day. Had I created a more effective schedule at the beginning of the year, I may have had a better handling of the section work. But, I don't think a calendar would have helped, as my other classes were the main reason I strayed from my planned routine.        

Revisiting My Writing Process

The post below reflects upon one of my first posts from Module I. Compared to my writing capabilities from August, I believe I have grown as a writer and have a better understanding of the process necessary to create quality argumentative/analytical pieces.

Antonio Litterio. "Fountain Pen" 2001
Public Domain

Looking back on the Calendar and Writing Process blog posts, I found that I have become more of a analytical and rhetorical writer, but still have not mastered the time management aspect of this coarse. My original plan for the Calendar post was to use my schedule to my advantage, using the spare time I had between classes to work more on the quality of my blog posts or create a strategy for completing the three projects. However, my schedule began cluttered with personal chores, work, or the occasional test that needed more time out of the planned schedule. What I believe was the source of these issues was the fact that I created a coarse schedule that was unrealistic and ignored my obligations to other classes. However, I did manage to fit in real comprehensive work on the three project during the weekend before the due date as well as miscellaneous days in between,

Regarding the progress with my Writing Process, I found that I am now more analytical in my readings and argumentative processes. Normally when I was given an article, social media post, or a class reading, I would more or less do a superficial analysis or take a broad argumentative position on the subject matter. Now I pay more attention to the rhetorical situation and recognize the target audience of all articles and readings. Plus, I now have a better understanding of the types of argumentative positions.

I believe that my time management has remained fairly constant. However I have improved in terms of my understanding of the level of thought and dedication to assignments. When I initially came to this class, I didn't have a definitive understanding about college life or the work involved. Now, I am more dedicated to the quality of my work and am role contentious about my homework schedule.