Ali Shakeel

Professor Clasby

English 170

10 December 2023 

 

Dear Reader, 

On the initial day of classes, I vividly remember settling into my seat, overwhelmed by an unmistakable despair and a strong desire to avoid writing-related responsibilities. Throughout my educational journey, a consistent theme has been a profound disdain for all forms of writing, ranging from simple self-descriptive paragraphs to essays and, particularly, research papers. The prospect of writing never inspired me, and I held a longstanding belief that my writing skills needed to improve.

However, as I engage in this reflective analysis, my experience in English 170 Writing & Rhetoric has been surprisingly enjoyable. Despite my historical aversion to writing, this course has altered my perspective. I now appreciate the intricacies of paper, and my initial negative attitude gradually transforms into a positive outlook.

I underestimated my writing abilities for the longest time, and my overall aversion to writing undoubtedly influenced this mindset. Yet, as I navigate the challenges and lessons of English 170, I am discovering a newfound confidence and an emerging sense of inspiration for writing.

Curiosity and a hint of self-belief have guided me through this course. Rather than being prompted to write a 10-page research paper on a rather dull and lame topic, English 170 allowed for the flow of personal choice and acting on curiosity. The first segment of this major project we were assigned was a visual timeline. We began with a single object and were led into an endless rabbit hole of fascinating culture-shifting inventions. Working through the project, I learned the importance of collaboration, creating effective communication and persuasive ideas, and, most importantly, fostering curiosity for a project. With interest, the process of the significant contextual analysis would have been better. Specifically, with the developed curiosity through the visual timeline assignment, I was able to foster adaptability, encourage resilience in myself, and cultivate a growth mindset. At times, I was uncertain about the delivery of my essay, yet curiosity enabled me to embrace that uncertainty and view the challenge as an opportunity for growth. I struggled to find adequate sources, but interest helped me to tackle these setbacks and foster a mindset that views failures as opportunities to grow. Curiosity perpetuated a driving force within me. 

Before taking this class, the concept of a “writing process” eluded me entirely. I perceived it simply as picking up a pen and paper and starting to write. Writing is indeed a process, a long and engaging one, one that requires both outlining and revising. A detailed proposal and a content-filled annotated bibliography transcended my writing journey for this class; I, for once while writing a contextual analysis, had an outline in place. The combined efforts of the bibliography and proposal prompted a system that played a crucial role in my writing. The outline was like a detailed treasure map that felt pivotal to craft with excellence before embarking on a journey. I had an introduction, one filled with the required segments, a contextually analyzed body, and finally a synthesized conclusion. A road map had been laid, pursuing the journey awaited. Upon crossing the finish line, a reflection ensues. The importance of revision is undeniable, I checked for clarity and coherence, refined my thesis statement, and addressed redundancy. I had to go back and reword my thesis statement after completing the essay, my contextual analysis prompted revision. I’ve learned that writing cannot be completed in one go; it takes several attempts to reach perfection. 

My confidence in my writing ability hasn’t undergone any noticeable change. Nevertheless, my outlook on writing has undergone a complete transformation. Now, if I am genuinely interested and curious about the topic I intend to analyze, I approach the writing process with enthusiasm and joy. In regard to change, my ability to extract information from scholarly sources and compose an intriguing and informative analysis has undergone a noticeable transformation. As an example, I took two articles from the scholarly author Spiegel Lynn, who wrote about the nuanced effects of television on family relations. I quoted a few of her fascinating points of interest and created metaphors that complemented her work and mine. 

Drawing sources for the Annotated Bibliography was crucial because these sources allowed me to navigate my road map of ideas with a credible line of defense. Finding sources was difficult; I needed help finding credible sources that fit my specific research aim. Rather than scouring databases for scholarly articles, I searched for credible authors for my research aim. I then came across authors like Spiegel Lynn and Jacob Clifton, both knowledgeable authors who wrote extensively about the imperative impacts of television on family life post-World War 2. My research took a turn, and I dove into the fascinating insights these authors presented. I read each article with complete analysis and contextualized further ideas. I learned that research; is sometimes complicated, and a roundabout method is required. I have grown confident in finding adequate sources and drawing proper and elaborate connections. However, I cannot balance paraphrasing and quoting within an essay. If I begin using one technique, it inevitably sticks with me throughout the article, and I fall into a flow state. Correcting this issue is crucial for future success. 

I’ve learned so much about myself and my writing ability throughout this course; the one aspect that sticks out is the writing process. Writing is like navigating a winding river with unexpected turns and twists; the writing process is like constructing a sturdy bridge above tumultuous waters. I felt stuck countless times, questioning if my sources were adequate, if my ideas were elaborate enough, if my thoughts made sense, and if I could get through it all. A sturdy bridge known as the writing process guided me to the end, and most specifically, a single worksheet allowed a cure for my worries. The claims and evidence worksheet allowed me to contextualize and synthesize my ideas in an organized manner. This class taught me that writing becomes enjoyable with a guided plan, process, and a peak in curiosity.

Sincerely, 

Ali