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.

In the class, it is imperative that we receive feedback from the only the instructor, but classmates as well. This adds to the social process aspect of the course. Not only teaching us how to properly give feedback, but also how to take and respond to feedback and criticism. Often going back to rewrite previous assignments was an exercise in recursive writing. The writer should want to distant themselves from their first draft as quickly and as much as possible. No matter how strong of a first draft it is, it can always be improved and expanded upon. Writing is a full staged process that demands editing, criticism, and research. If the steps are followed correctly it only makes writing the final draft of the assignment run all the more smoother.

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

Source materials are necessary for any well written counter-intuitive topic. Not only will it strengthen your paper, giving it some useful facts for the reader to understand and add length to the paper, it also gives the writer more to work with and fall back on while writing. The “proposal +5” assignment was used as a way for us to properly organize our sources and remind us what we want these sources to do for our arguments within our papers. Throughout the course, we were to go back to the assignment and add even more sources; whether that means rejecting a source for a more structured on, or adding onto a previous source.

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.

In most assignments, we are meant to write as if we were writing our arguments for the public to view. Meaning that we must prepare for possible rebuttals that may challenge our claims. A way that we do this, is by adding a persuasive element to our arguments. That convinces readers to think outside of their usual views. Our job as writers, is to get our readers to open their minds to a different perspective. Within the papers we write we show how certain events cause particular outcomes and we support this with sources prepared to counter their rebuttals. However, we must still be able to make our content open for discussion and inviting to readers. The paper can’t have facts just plainly tossed at the reader with no life, for that makes for an extremely boring and monotonous read. As writers, naturally we want the readers to want to keep reading after each paragraph meaning that we must be able to draw them closer and closer with each sentence.

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.

My experiences made it easy find more outside sources for my research topic. The subject matter of my topic affects many people, not just myself. So it was necessary that convey this by using sources that show that the issue is related to many. For it can happen to anybody and imperative that my audience gets the information they need to prove this. I hope that my writing and the sources spur emotions within the readers that make them look at things through a different perspective and mindset. Also for them to look back in their lives and connect their own experiences with what they have just read.

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.

I wrote about meaningful topics that allowed me to start applying what I have wrote to my life. My writing should be able to convince myself of a topic before I attempt to convince others. I responded to subject matter with my own ideas in a respectable, ethical, well thought manner that any college student should be fully capable of at this point of their lives. I engaged in review of classmates work in a method that encouraged them to improve. But doing this it also allowed me to take on the role of a critic, which enabled me to learn how to spot certain aspects of a work. Thus allowing me to apply it to my own writing so I will be able to correct inaccuracies or mistakes on my own.