This semester, in English 1250, I felt that each writing assignment I had challenged my writing skills in a unique way. Because there was so much freedom with the discussion posts, I had to trust myself to provide an adequate and relatable  yet quality response. With journal entries, I found myself writing with vulnerability and emotion. In my Transcultural Object essay, Op-Ed, and Field Research paper I struggled and learned how to find relative sources to provide validity to my claims and synthesize my different aspects of research.  

Throughout the semester, I feel as though, out of all the course goals, I was least indulged in Course Learning Outcome #1, “Analyze and interpret key ideas in various discursive genres with careful attention to the role of rhetorical conventions such as style, tropes, genre, audience and purpose.” While reading the sources I’d use for my essays, I don’t feel like I did a good job focusing on the purpose behind the rhetorical choices of the author. My strict intent was to figure out if the source furthered my argument, therefore I never took the initiative to delve into the motives of the article itself. In hindsight, had I explored the genre, audience, and other rhetorical styles of the videos, news articles and essays I seeked to use, I would have gained a deeper understanding of how they connected to my thesis. 

The visual argument aspect of my Op-Ed helped me express my argument in a less formal, more humorous manner, and successfully achieve Course Learning Outcome #2. The memes I created for my visual argument allowed me to connect to a broad audience of commuters who can relate to the transportation struggles I speak of. The relaxed, comedic rhetoric and pictures that I used in my memes may be effective in persuading LIRR officials towards creating changes to our local transportation systems in a way proper diction in my essay may not have. While my essay was addressed to both a political and local audience, I felt my memes could be a more light-hearted approach to the situation, enjoyed by anyone who experiences public transportation troubles. Experimenting with this new, visual form of conveying my argument taught me that each avenue of persuasion, such as videos, pictures, sounds and texts, required its own unique rhetoric. 

The most heavy and difficult aspect of my writing throughout the semester has been choosing valid resources, understanding and summarizing them, then conveying my findings to my audience by integrating the research into the flow of my essay. Three months later, I can proudly say that I feel I have grown a lot through practicing this Course Learning Outcome #3, “Identify and engage with credible sources and multiple perspectives in your writing.” Not only have I gotten much quicker at picking out the most applicable news articles to quote in my essays, but I have also learned how to properly introduce, cite and expand on my sources. At first, I struggled to look at my argument from a variety of angles and felt that I was picking out repetitive references. By the time I was writing my field research essay, I felt prepared to cite sources ranging from “How To” articles to peer-reviewed studies with ranging approaches to alcohol abuse issues in communities. 

Our most recent writing assignment, which required students to address, study and expand on a topic they feel is adversely affecting their community, required my peers and I to use multiple secondary sources and conduct our own field research through ethnographies, interviews and surveys from primary sources. The overall experience I had with that writing piece directly correlated to strengthening my ability to compose as a process, Course Outcome #4. In past writing experiences, I would typically write the entirety of my essay on one doc, then edit by adding in parts I felt I needed to elaborate on or taking out unnecessary information. I would sometimes change up my wording to what I see fit best. For the first time with this essay, I collected my sources, summarized each, synthesized them with my personal discoveries, took breaks, reconsolidated information, and wrote multiple drafts. While this was a much more extensive and time-consuming process, I feel not only was it imperative for this type of essay, but it also allowed me to create a well-developed, strongly written final paper. 

I went into each writing assignment I completed in English 1250 with a clear audience and purpose, therefore, I believe I accomplished Course Learning Outcome #5. In the cover letter for my original Transcultural Object essay I wrote, “My essay is tailored to an audience that isn’t from my Persian culture, including my professor and peers.  I also had in mind younger relatives, such as my siblings and cousins who, while they value the uniqueness of Persian carpets, aren’t fully enriched in the history behind them.  I tried to use simple terms to relate to this audience. I used logos and pathos rhetoric by both logically explaining the appeal to Persian rugs and describing the emotions they can bring up in all humans.” When composing my Op-Ed, I tailored my essay to appeal to average commuters from my hometown that can relate to these struggles and can appreciate that these issues are being addressed. I also used an ethos and logos rhetoric that would draw in legislators and law-making officials who could aid civilians who struggle on a daily basis with the corrupt LIRR. The annoying train times and expensive tickets on the LIRR is a topic that affects me directly and I feel very passionately about. Therefore, the purpose of my essay, which was to implement time, crowdedness and ticket price changes to the LIRR, was abundantly clear.  

Reflecting on my semester where I wrote on unconventional topics and used rhetorical and research skills that I am unfamiliar with, I can proudly say I’ve learned a lot. I feel accomplished that out of the 5 Course Learning Outcomes, I really only couldn’t meet one of them. I know I still have a lot of improvements to make, I feel like this experience overall was a great way to introduce me to the world of writing in higher level education.