the theory of writing - final draft
In the course of my writing over the years, I have come to the understanding that writing is not mere contact between paper and pen nor keyboard and fingers. This will inevitably be done. However, prior to composing or in the act of doing one, there is a kind of mindset or habit of mind the writer ought to have in order to make that writing compelling. This can inform how, when, why and what his structure of writing will be. Hence, in my perspective, the act of writing is the process of composition of words having taken full cognizance of influencers like the audience – purpose – rhetorical situation – conventions and the type of writing you are doing. All these will go a long way to define your narrative, rhetoric, tone, and structure.
My Evolution Through ENG101 Course
Writing has been very much a huge part of my life both consciously and unconsciously. It has been both an art and a tool for me. However, ENG 101 course has given me a template to follow to be a much better writer. The outcomes of the course boost my writing structurally – ensures critical thinking was done while composing – use flexible writing processes – and also respect conventions. Through this course, I am able to have a habit of mind that will give birth to a great composition suited for my audience.
My writing activities in the past at best was purely academic and at worse, nothing that could ever make the headlines. ENG 101 course showed up and provided me with that incredible opportunity to accelerate my writing skills and broadened my understanding of what writing is really about. As captured in my Writer’s Journals #1, Outcomes Reflection, “Over the previous week of study, I have come to see how poorly managed or totally bereft my previous write-ups have been in the application of these WPA course outcomes” (WJ#1). This illustration explains that fact that my previous writings were below par until I enrolled for ENG101 course.
My Identity As A Writer
In this composition “the theory of writing”, I am going to discuss my identity as a writer, reader, and critical thinker while reflecting on my writings through the ENG 101 course outcomes and also how these outcomes will inform my writing endeavors in the future.
Reading:
Struggles – Sustained reading has always been an issue for me as I get tired easily and consistently skip words. This has left most of my writings to be riddled with grammatical errors and also makes me misunderstand instructions during course works. This was also a big issue while trying to navigate through the Edx.org platform. Not that the site design is not user-friendly, but because I don’t have the patience for sustained reading of instructions for a long time. But the explanation from the navigation tutorial video in Week Zero explaining the navigation system throughout the EDx platform was a great help.
Accomplishments – Reading my composition as I write has made me writing more descriptive. As I read, I try to picture the reader who may not be familiar with some words in my writing. Hence, I make provisions to describe such words. This can be seen captured in my Writer’s Journals #9 (Generative writing) where I explained the meaning and origin of ‘Jollof rice’. “Over a decade ago I learned how to cook Jollof rice, a staple food eaten in my country, Nigeria, and predominantly the Western part of Africa” (WJ#9). This support explains more about Jollof rice so that the reader will understand what it means.
Abilities – Reading while composing is now a norm for me as it makes my writing suited for my audience.
Writing:
Struggles – In the early stages of ENG101 course, I was struggling with finding the right words and rhetoric for my composition. Also having to write wordy drafts of about 1500 words was a huge struggle. As indicated in Writer’s Journal #13 (Reflection), “the overarching challenge I had was writing a lengthy composition. I have not written over 1000 words on a single article before. So, it was quite a struggle. But, after more research and brainstorming, I got over 1000 words” (WJ#13). Persistence and not giving up helped me scale this hurdle. This support shows that I reflected on how difficult it was for me to write lengthy compositions and how I overcame it.
Accomplishments – learning to use key rhetorical concepts through analyzing and composing a variety of texts help me flesh out my writing and make it wordy. Considering the purpose of the writing, the situations leading to it and the purpose makes the composition more encompassing.
Abilities – Writing more in different genres is now something I regularly do. These exercises always make brainstorming and writing the first series of drafts easier.
Critical Thinking:
Struggles – “the use of strategies such as interpretation, synthesis, response, critique, and design/redesign to compose texts that integrate the writer's ideas with those from appropriate sources” (WPA outcomes 2, point 4). In trying to get authorities and citations to buttress my point in WP#1, it was difficult trying to find and integrate points from other writer’s articles to my work. However, the habit of mind “persistence” helped me to grapple with challenging texts and sustain my interest while carrying out researches on works related to my writing.
Accomplishments – In WP#1, I used the habit of mind -Engagement. This enabled me to make connections between my own own ideas and those of other writers I was referencing. To illustrate, in WP#1 while defining the true meaning of the Eldest son in Igbo culture, I juxtaposed my definition with a citation from Aarbakke. “As the first-born son of the family, I am culturally called the “Okpara” of the family. Aarbakke (2017) states that the Okpara is the confidant of the father and second in command in the family. Also, when his father dies, he is the bearer of important family knowledge” (WP#1)
Abilities - There has been a significant improvement in my citation and referencing using the APA style. These developments enabled by critical thinking has added more credibility to my writing which has by extension become acceptable and appropriate for the audience.
This citation is an illustration from WP#1 depicting the use of APA citation format instead of MLA. The use of the accepted format increased my ethos as a writer.
My Writings, Outcomes, and Habits of Mind
My writings in ENG101 has recorded use of different habits of mind to achieve the WPA outcomes from this course.
R hetorical knowledge
During my writing, I have learned to write in different genres with its peculiar conventions that are shaped by the readers’ and writers’ practices, purposes and expectation. This was evident while writing WP#2. As convention demanded it needed a different methodology for research, unlike WP#1. So, I had to use the habit of mind “openness” to accept these new ways of WP#2 (Ethnography) researches. It enabled me to conduct interviews, engage in participant observation and get some field notes while observing the research space and place.
Critical Thinking, Reading and Composing
While composing texts through a series of writings done in the course, I was critical that every text, citation or image I adopt was relevant to my discussion and audience. I also employed the habit of mind “Metacognition” to be able to reflect upon past writing projects, so as to improve my writing in subsequent projects. Reflecting on WP#2 (Ethnography) in WJ#19 (WP#2 Reflection) has equipped me on ways to make WP#3 better. “Having successfully written two major projects, I have come to the realization that the first series of drafts and the revision seems to be the most important writing process to me” (WJ#19). The illustration shows reflection on WP#2 (Ethnography) and what can be done to make WP#3 even better.
Processes
The use of collaboration and social aspects of writing was very helpful to my writings. As a process in writing I was new to, I had to have the habit of mind “openness”, to allow others vet and critique my work. An example of this process is an excerpt of the WP#1(Autoethnography) peer review. PEER 2 – “Beyond what I have written, I am curious about how, as the oldest male grows up into manhood, does the role of the father in the family change at all? Is the oldest male's obligation growing after a father passes, or, at that point, when all children might be adults with their own families, does the role lighten a bit. Thanks, again, for writing and sharing. Very much appreciated.” This feedback from Peer 2 was important to me in my WP#1 composition as it made me add more details on whether or not the father’s role will diminish when his eldest male child becomes an adult.
Knowledge Conventions
Through my writing, I have gained experience negotiating variation in different genre conventions. I now have a better understanding of why there is variation in conventions for structure, paragraphing, tone, and mechanics. While composing in different genres, I employ the habit of mind “flexibility” to be able to adapt to situations, expectations, or demands in that genre. For instance, in WP#1, the emphasis was on the first person singular, “I”. This is because it is autoethnography. However, in WP#2 (Ethnography), the references involve both first person singular “I” – third person singular “he/she” – and third person plural “they”.
My Growth, My Writing, My Future
My Writings, Outcomes, and Habits of Mind
My writings in ENG101 has recorded use of different habits of mind to achieve the WPA outcomes from this course.
R hetorical knowledge
During my writing, I have learned to write in different genres with its peculiar conventions that are shaped by the readers’ and writers’ practices, purposes and expectation. This was evident while writing WP#2. As convention demanded it needed a different methodology for research, unlike WP#1. So, I had to use the habit of mind “openness” to accept these new ways of WP#2 (Ethnography) researches. It enabled me to conduct interviews, engage in participant observation and get some field notes while observing the research space and place.
Critical Thinking, Reading and Composing
While composing texts through a series of writings done in the course, I was critical that every text, citation or image I adopt was relevant to my discussion and audience. I also employed the habit of mind “Metacognition” to be able to reflect upon past writing projects, so as to improve my writing in subsequent projects. Reflecting on WP#2 (Ethnography) in WJ#19 (WP#2 Reflection) has equipped me on ways to make WP#3 better. “Having successfully written two major projects, I have come to the realization that the first series of drafts and the revision seems to be the most important writing process to me” (WJ#19). The illustration shows reflection on WP#2 (Ethnography) and what can be done to make WP#3 even better.
Processes
The use of collaboration and social aspects of writing was very helpful to my writings. As a process in writing I was new to, I had to have the habit of mind “openness”, to allow others vet and critique my work. An example of this process is an excerpt of the WP#1(Autoethnography) peer review. PEER 2 – “Beyond what I have written, I am curious about how, as the oldest male grows up into manhood, does the role of the father in the family change at all? Is the oldest male's obligation growing after a father passes, or, at that point, when all children might be adults with their own families, does the role lighten a bit. Thanks, again, for writing and sharing. Very much appreciated.” This feedback from Peer 2 was important to me in my WP#1 composition as it made me add more details on whether or not the father’s role will diminish when his eldest male child becomes an adult.
Knowledge Conventions
Through my writing, I have gained experience negotiating variation in different genre conventions. I now have a better understanding of why there is variation in conventions for structure, paragraphing, tone, and mechanics. While composing in different genres, I employ the habit of mind “flexibility” to be able to adapt to situations, expectations, or demands in that genre. For instance, in WP#1, the emphasis was on the first person singular, “I”. This is because it is autoethnography. However, in WP#2 (Ethnography), the references involve both first person singular “I” – third person singular “he/she” – and third person plural “they”.
My Growth, My Writing, My Future
Academic Projects
Experience gathered in ways of structuring my work according to conventions will help me in future academic projects. For instance, in my academic projects, sticking to structural conventions like – abstract – introduction – an overview of topics discussed – and a conclusion section will make my writing fit for purpose. The use of the APA format for citing my works will make my academic writings appropriate for the audience in this genre.
Professional Projects
The habit of mind, openness and curiosity I now employ will accelerate results in my future professional projects. The curiosity to know more will always enhance further research, while openness to a new method, discoveries will help make my project more versatile.
Personal Projects
In the near future, I intend to write books that will challenge societal paradigms. The outcomes of ENG101 – Rhetorical knowledge – critical thinking and reading – writing processes – and conventions prepare me for my future personal project. It has opened my eyes to write from the perspective of the writer, the reader, the rhetorical situation and also unwritten conventions.
Conclusion
As much as I had done a lot of free writing and fast writing in the past, nothing beats the template given to me by ENG 101. Reflecting on my theory of writing, I can now see that as a writer - I write from two perspectives (writer and reader) – read from two perspectives (writer and reader) – draft in multiple layers – collaborate with more people. All these holistically have redefined the meaning of writing to me and has also made me a better writer, a better reader and an incredible critical thinker.
Experience gathered in ways of structuring my work according to conventions will help me in future academic projects. For instance, in my academic projects, sticking to structural conventions like – abstract – introduction – an overview of topics discussed – and a conclusion section will make my writing fit for purpose. The use of the APA format for citing my works will make my academic writings appropriate for the audience in this genre.
Professional Projects
The habit of mind, openness and curiosity I now employ will accelerate results in my future professional projects. The curiosity to know more will always enhance further research, while openness to a new method, discoveries will help make my project more versatile.
Personal Projects
In the near future, I intend to write books that will challenge societal paradigms. The outcomes of ENG101 – Rhetorical knowledge – critical thinking and reading – writing processes – and conventions prepare me for my future personal project. It has opened my eyes to write from the perspective of the writer, the reader, the rhetorical situation and also unwritten conventions.
Conclusion
As much as I had done a lot of free writing and fast writing in the past, nothing beats the template given to me by ENG 101. Reflecting on my theory of writing, I can now see that as a writer - I write from two perspectives (writer and reader) – read from two perspectives (writer and reader) – draft in multiple layers – collaborate with more people. All these holistically have redefined the meaning of writing to me and has also made me a better writer, a better reader and an incredible critical thinker.
THE THEORY OF WRITING - ROUGH DRAFT
In the course of my writing over the years, I have come to the understanding that writing is not mere contact between paper and pen nor keyboard and fingers. This will inevitably be done. However, prior to composing or in the act of doing one, there is a kind of mindset or habit of mind the writer ought to have in order to make that writing compelling. This can inform how, when, why and what his structure of writing will be.
My Evolution Through ENG101 Course
Writing has been a very much a huge part of my life both consciously and unconsciously. It has been both an art and a tool for me. However, ENG 101 course has given me a template to follow to be a much better writer. The outcomes of the course boost my writing structurally – ensures critical thinking was done while composing – use flexible writing processes – and also respect conventions. Through this course, I am able to have a habit of mind that will give birth to great compositions suited for my audience.
My writing activities in the past at best was purely academic and at worse, nothing that could ever make the headlines. ENG 101 course showed up and provided me with that incredible opportunity to accelerate my writing skills and broadened my understanding of what writing is really about. As captured in my Writer’s Journals #1, Outcomes Reflection, “Over the previous week of study, I have come to see how poorly managed or totally bereft my previous write-ups have been in the application of these WPA course outcomes” (WJ#1). This illustration explains that fact that my previous writings were below par until I enrolled for ENG101 course.
My Identity As A Writer
In this composition “the theory of writing”, I am going to discuss my identity as a writer, reader, critical thinker while reflecting on my writings through the ENG 101 course outcomes and also how these outcomes will inform my writing endeavors in the future.
Reading:
Struggles – Sustained reading has always been an issue for me due to the fact that I get tired easily and consistently skip words. This has left most of my writings to be riddled with grammatical errors and also makes me to misunderstand instructions during course works. This was also a big issue while trying to navigate through the Edx.org platform at the beginning of the course. Not that the site design was not user-friendly, but because I don’t have the patience for sustained reading of instructions for a long time. But the explanation from the navigation tutorial video in Week Zero explaining the navigation system throughout the Edx platform was a great help.
Accomplishments – Reading my composition as I write has made me writing more descriptive. As I read, I try to picture the reader who may not be familiar with some words in my writing. Hence, I make provisions to describe such words. This can be seen captured in my Writer’s Journals #9 (Generative writing) where I explained the meaning and origin of ‘Jollof rice’. “Over a decade ago I learned how to cook Jollof rice, a staple food eaten in my country, Nigeria, and predominantly the Western part of Africa” (WJ#9). This support explains more about Jollof rice so that the reader will understand what it means.
Abilities – Reading while composing is now a norm to me as it makes my writing suited for my audience.
Writing:
Struggles – In the early stages of ENG101 course, I was struggling with finding the right words and rhetoric for my composition. Also having to write wordy drafts of about 1500 words was a huge struggle. As indicated in Writer’s Journal #13 (Reflection), “the overarching challenge I had was writing a lengthy composition. I have not written over 1000 words on a single article before. So, it was quite a struggle. But, after more research and brainstorming, I got over 1000 words” (WJ#13). Persistence and not giving up helped me scale this hurdle. This support shows that I reflected on how difficult it was for me to write lengthy compositions and how I overcame it.
Accomplishments – learning to use key rhetorical concepts through analyzing and composing a variety of texts help me flesh out my writing and make it wordy. Considering the purpose of the writing, the situations leading to it and the audience expectations makes the composition more encompassing.
Abilities – Writing more in different genres is now something I regularly do. These exercises always make brainstorming and writing the first series of drafts easier.
Critical Thinking:
Struggles – “the use of strategies such as interpretation, synthesis, response, critique, and design/redesign to compose texts that integrate the writer's ideas with those from appropriate sources” (WPA outcomes 2, point 4). In trying to get authorities and citations to buttress my point in WP#1, it was difficult trying to find and integrate points from other writer’s articles to my work. However, the habit of mind “persistence” helped me to grapple with challenging texts and sustain my interest while carrying out researches on works related to my writing.
Accomplishments – In WP#1, I used the habit of mind -Engagement. This enabled me to make connections between my own own ideas and those of other writers I am referencing. To illustrate, in WP#1 while defining the true meaning of the Eldest son in Igbo culture, I juxtaposed my definition with a citation from Aarbakke. “As the first-born son of the family, I am culturally called the “Okpara” of the family. Aarbakke (2017) states that the Okpara is the confidant of the father and second in command in the family. Also, when his father dies, he is the bearer of important family knowledge” (WP#1)
Abilities - There has been a significant improvement in my citation and referencing using the APA style. These developments enabled by critical thinking has added more credibility to my writing which has by extension become acceptable and appropriate for the audience.
My Evolution Through ENG101 Course
Writing has been a very much a huge part of my life both consciously and unconsciously. It has been both an art and a tool for me. However, ENG 101 course has given me a template to follow to be a much better writer. The outcomes of the course boost my writing structurally – ensures critical thinking was done while composing – use flexible writing processes – and also respect conventions. Through this course, I am able to have a habit of mind that will give birth to great compositions suited for my audience.
My writing activities in the past at best was purely academic and at worse, nothing that could ever make the headlines. ENG 101 course showed up and provided me with that incredible opportunity to accelerate my writing skills and broadened my understanding of what writing is really about. As captured in my Writer’s Journals #1, Outcomes Reflection, “Over the previous week of study, I have come to see how poorly managed or totally bereft my previous write-ups have been in the application of these WPA course outcomes” (WJ#1). This illustration explains that fact that my previous writings were below par until I enrolled for ENG101 course.
My Identity As A Writer
In this composition “the theory of writing”, I am going to discuss my identity as a writer, reader, critical thinker while reflecting on my writings through the ENG 101 course outcomes and also how these outcomes will inform my writing endeavors in the future.
Reading:
Struggles – Sustained reading has always been an issue for me due to the fact that I get tired easily and consistently skip words. This has left most of my writings to be riddled with grammatical errors and also makes me to misunderstand instructions during course works. This was also a big issue while trying to navigate through the Edx.org platform at the beginning of the course. Not that the site design was not user-friendly, but because I don’t have the patience for sustained reading of instructions for a long time. But the explanation from the navigation tutorial video in Week Zero explaining the navigation system throughout the Edx platform was a great help.
Accomplishments – Reading my composition as I write has made me writing more descriptive. As I read, I try to picture the reader who may not be familiar with some words in my writing. Hence, I make provisions to describe such words. This can be seen captured in my Writer’s Journals #9 (Generative writing) where I explained the meaning and origin of ‘Jollof rice’. “Over a decade ago I learned how to cook Jollof rice, a staple food eaten in my country, Nigeria, and predominantly the Western part of Africa” (WJ#9). This support explains more about Jollof rice so that the reader will understand what it means.
Abilities – Reading while composing is now a norm to me as it makes my writing suited for my audience.
Writing:
Struggles – In the early stages of ENG101 course, I was struggling with finding the right words and rhetoric for my composition. Also having to write wordy drafts of about 1500 words was a huge struggle. As indicated in Writer’s Journal #13 (Reflection), “the overarching challenge I had was writing a lengthy composition. I have not written over 1000 words on a single article before. So, it was quite a struggle. But, after more research and brainstorming, I got over 1000 words” (WJ#13). Persistence and not giving up helped me scale this hurdle. This support shows that I reflected on how difficult it was for me to write lengthy compositions and how I overcame it.
Accomplishments – learning to use key rhetorical concepts through analyzing and composing a variety of texts help me flesh out my writing and make it wordy. Considering the purpose of the writing, the situations leading to it and the audience expectations makes the composition more encompassing.
Abilities – Writing more in different genres is now something I regularly do. These exercises always make brainstorming and writing the first series of drafts easier.
Critical Thinking:
Struggles – “the use of strategies such as interpretation, synthesis, response, critique, and design/redesign to compose texts that integrate the writer's ideas with those from appropriate sources” (WPA outcomes 2, point 4). In trying to get authorities and citations to buttress my point in WP#1, it was difficult trying to find and integrate points from other writer’s articles to my work. However, the habit of mind “persistence” helped me to grapple with challenging texts and sustain my interest while carrying out researches on works related to my writing.
Accomplishments – In WP#1, I used the habit of mind -Engagement. This enabled me to make connections between my own own ideas and those of other writers I am referencing. To illustrate, in WP#1 while defining the true meaning of the Eldest son in Igbo culture, I juxtaposed my definition with a citation from Aarbakke. “As the first-born son of the family, I am culturally called the “Okpara” of the family. Aarbakke (2017) states that the Okpara is the confidant of the father and second in command in the family. Also, when his father dies, he is the bearer of important family knowledge” (WP#1)
Abilities - There has been a significant improvement in my citation and referencing using the APA style. These developments enabled by critical thinking has added more credibility to my writing which has by extension become acceptable and appropriate for the audience.
This citation is an illustration from WP#1 depicting the use of APA citation format instead of MLA. The use of the accepted format increased my ethos as a writer.
My Writings, Outcomes and Habits of Mind
My writings in ENG101 has recorded use of different habits of mind to achieve the WPA outcomes from this course.
Rhetorical knowledge
During my writing, I have learned to write in different genres with its peculiar conventions that are shaped by the readers’ and writers’ practices, purposes and expectation. This was evident while writing WP#2. As convention demanded it needed a different methodology for research, unlike WP#1. So, I had to use the habit of mind “openness” to accept these new ways of carrying out WP#2 (Ethnography) researches. It enabled me to conduct interviews, engage in participant observation and get some field notes while observing the research space and place.
Critical Thinking, Reading and Composing
While composing texts through a series of writings done in the course, I was critical that every text, citation or image I adopt was relevant to my discussion and audience. I also employed the habit of mind “Metacognition” to be able to reflect upon past writing projects, so as to improve my writing in subsequent projects. Reflecting on WP#2 (Ethnography) in WJ#19 (WP#2 Reflection) has equipped me on ways to make WP#3 better. “Having successfully written two major projects, I have come to the realization that the first series of drafts and the revision seems to be the most important writing process to me” (WJ#19). The illustration shows reflection on WP#2 (Ethnography) and what can be done to make WP#3 even better.
Processes
The use of collaboration and social aspects of writing was very helpful to my writings. As a process in writing I was new to, I had to have the habit of mind “openness”, to allow others vet and critique my work. An example of this process is an excerpt of the WP#1(Autoethnography) peer review. PEER 2 – “Beyond what I have written, I am curious about how, as the oldest male grows up into manhood, does the role of the father in the family change at all? Is the oldest male's obligation growing after a father passes, or, at that point, when all children might be adults with their own families, does the role lighten a bit. Thanks, again, for writing and sharing. Very much appreciated.” This feedback from Peer 2 was important to me in my WP#1 composition as it made me add more details on whether or not the father’s role will diminish when his eldest male child becomes an adult.
Knowledge Conventions
Through my writing, I have gained experience negotiating variation in different genre conventions. I now have a better understanding of why there is variation in conventions for structure, paragraphing, tone, and mechanics. While composing in different genres, I employ the habit of mind “flexibility” to be able to adapt to situations, expectations, or demands in that genre. For instance, in WP#1, the emphasis was on the first person singular, “I”. This is because it is autoethnography. However, in WP#2 (Ethnography), the references involve both first person singular “I” – third person singular “he/she” – and third person plural “they”.
My Growth, My Writing, My Future
My Writings, Outcomes and Habits of Mind
My writings in ENG101 has recorded use of different habits of mind to achieve the WPA outcomes from this course.
Rhetorical knowledge
During my writing, I have learned to write in different genres with its peculiar conventions that are shaped by the readers’ and writers’ practices, purposes and expectation. This was evident while writing WP#2. As convention demanded it needed a different methodology for research, unlike WP#1. So, I had to use the habit of mind “openness” to accept these new ways of carrying out WP#2 (Ethnography) researches. It enabled me to conduct interviews, engage in participant observation and get some field notes while observing the research space and place.
Critical Thinking, Reading and Composing
While composing texts through a series of writings done in the course, I was critical that every text, citation or image I adopt was relevant to my discussion and audience. I also employed the habit of mind “Metacognition” to be able to reflect upon past writing projects, so as to improve my writing in subsequent projects. Reflecting on WP#2 (Ethnography) in WJ#19 (WP#2 Reflection) has equipped me on ways to make WP#3 better. “Having successfully written two major projects, I have come to the realization that the first series of drafts and the revision seems to be the most important writing process to me” (WJ#19). The illustration shows reflection on WP#2 (Ethnography) and what can be done to make WP#3 even better.
Processes
The use of collaboration and social aspects of writing was very helpful to my writings. As a process in writing I was new to, I had to have the habit of mind “openness”, to allow others vet and critique my work. An example of this process is an excerpt of the WP#1(Autoethnography) peer review. PEER 2 – “Beyond what I have written, I am curious about how, as the oldest male grows up into manhood, does the role of the father in the family change at all? Is the oldest male's obligation growing after a father passes, or, at that point, when all children might be adults with their own families, does the role lighten a bit. Thanks, again, for writing and sharing. Very much appreciated.” This feedback from Peer 2 was important to me in my WP#1 composition as it made me add more details on whether or not the father’s role will diminish when his eldest male child becomes an adult.
Knowledge Conventions
Through my writing, I have gained experience negotiating variation in different genre conventions. I now have a better understanding of why there is variation in conventions for structure, paragraphing, tone, and mechanics. While composing in different genres, I employ the habit of mind “flexibility” to be able to adapt to situations, expectations, or demands in that genre. For instance, in WP#1, the emphasis was on the first person singular, “I”. This is because it is autoethnography. However, in WP#2 (Ethnography), the references involve both first person singular “I” – third person singular “he/she” – and third person plural “they”.
My Growth, My Writing, My Future
Academic Projects
Experience gathered in ways of structuring my work according to conventions will help me in future academic projects. For instance, in my academic projects, sticking to structural conventions like – abstract – introduction – an overview of topics discussed – and a conclusion section will make my writing fit for purpose. My use of the APA format for citing works will make my academic work appropriate for the audience in this genre.
Professional Projects
The habit of mind, openness and curiosity I now employ will accelerate results in my future professional projects. The curiosity to know more will always enhance further research, while openness to a new method, discoveries will help make my project more versatile.
Personal Projects
In the near future, I intend to write books that will challenge societal paradigms. The outcomes of ENG101 – Rhetorical knowledge – critical thinking and reading – writing processes – and conventions prepare me for my future personal project. It has opened my eyes to write from the perspective of the writer, the reader, the rhetorical situation and also adhering to unwritten conventions.
Conclusion
As much as I had done a lot of free writing and fast writing in the past, nothing beats the template given to me by ENG 101. Reflecting on my theory of writing, I can now see that as a writer - I write from two perspectives (writer and reader) – read from two perspectives (writer and reader) – draft in multiple layers – collaborate with more people. All these holistically have redefined the meaning of writing to me and has also made me a better writer.
PASTE ASSIGNMENT HERE