GOAL 1: I used a multi-stage, recursive, and social process for my writing and took into consideration feedback from my instructor, classmates, and other readers.

This writing class was completely different than what I usually picture a writing class to be. In the past, I had never had a composition class that was all online. The entire class used a blog to post all of our pieces and essays. Anyone could read anyone else’s writing, adding a lot more pressure on the writer. I would use classmates’ work as a reference on how to start my pieces. The feedback provided by Professor Hodges was extremely helpful, yet very time consuming. For most of the feedback it was very detailed, having proofread every sentence of the writing. I did use the feedback on some of my pieces, however I did not get to all of them to revise. I also enjoyed the activities where the classmates would revise and proofread some of the pieces in class and thought it was extremely helpful for everyone.

 GOAL 2: I read source materials closely and analyzed them critically to learn how and why texts create meaning.

Composition II is not just about perfecting my writing; it also emphasizes analyzing different pieces of writing. Professor Hodges would assign us class activities to analyze articles, videos, and classmates’ writing. One activity was a video we were instructed to watch in class and analyze every second of the video. He would stop it between different scenes and would make the class participate and describe what the scene was about. For one of our assignments, the Moving Image I had picked a video clip which discussed and portrayed women’s heart disease. Originally, I just took down some notes about what I had seen throughout the video clip. As a rewrite, Visual Rewrite , I had completely turned those notes into detailed paragraphs, which delved deeper into the video and really took a look at the different symbols and what they represented.

 GOAL 3: I wrote with a particular audience in mind, allowing my purpose to shape the language and methods I used not just to communicate information but to persuade readers.

Throughout the entire semester, the audiences were my classmates, along with my professor. I knew that I could not just hand in anything piece of writing without putting time and effort into it. My classmates would be reading all my pieces, which would put a lot of pressure on myself because of the competition that was involved. I did like how the blog made each person anonymous, by choosing a username; it somewhat had diminished part of the pressure. By having an audience we have to use persuasion to discuss and claim our side of the argument. The Rebuttal Argument definitely forced us to pick one side of the argument and support it with details and examples. This assignment was awfully difficult for me since I started the assignment agreeing with the topic, then towards the end I did not enjoy it or agree with it. I had to re-do my entire argument along with the definition essay. Rethinking everything I had put forth originally was not easy, however I gave it my all in the end.

 GOAL 4: I demonstrated my information literacy by synthesizing my own experience with new insights and information from a range of outside sources to produce new material.

I found it hard to relate my own experiences and incorporating it into my writing. If I did I think it would be a lot easier to write about my topic and I believe my writing would have improved. I found it impossible to incorporate my own experiences in the research paper since my topic had discussed the Marshmallow Effect. Looking back at it now, I do believe that I could of somehow incorporated my childhood experiences into my paper, although, I did not take the marshmallow test as a child. Therefore, I did find it difficult.  Even though I did not take the Marshmallow Test as a child, I do believe that I would have been one of the children to wait those fifteen minutes in order to receive another tasty treat. I had always been the quiet child, who listen to directions, and do as I was told. Especially as a child, I was not impulsive or rowdy; I would sit myself in the chair and look around the room to see what I can do to distract myself.

 GOAL 5: My writing is ethical. Writing about meaningful topics, I have engaged responsibly with them and represented my ideas and the ideas of others honestly, fairly, and logically.

Writing about more meaningful topics did make me become a better and more improved writer than I had been in the beginning of the course. With every assignment, I had the most trouble starting my pieces and arguments. I remember for most of them, I was mostly neutral with the topics, yet I was forced to pick a side. I am very indecisive, so picking a side was not easy for myself and leaving making my statements somewhat unclear may have left readers unclear on where I stand. I realize that my first drafts are horrible and awkward, yet I did think some of my drafts were better than others, however, Professor Hodges did not agree.  For my Definition Rewrite, I was forced to pick a side and so I explained the meaning of willpower and how if children knew they had willpower, they would rethink their decision before they turn them into actions.  The Critical Thinking assignment, some may have mentioned my writing was confusing because it was unclear on where I stood on PTSD.  It is not until the last paragraph where I specifically mention, “Even though, PTSD is a disorder that cannot be “literally” contagious, it is possible, according to Mclelland, someone can develop these symptoms if they are around someone with them for a while.”