Malak Almatheel
English 1020
Professor Jankens
9 December 2014
Being a first year college student I am nowhere near being an expert in knowing how
college works, but I know that I have to be ready to expect anything from any of my classes.
Entering the English 1020 course, I was a bit worried about how hard the course will be and if I
will be able to succeed in the class. After the first few weeks of class I found that I don’t need to
worry about the course, because many opportunities were presented to make sure I can do well.
Many things helped me succeed as a writer in English 1020. Before having project 1 due, I was
able to learn more about my professor with the posts I had to do. From these posts, I was able to
see in what way I would need to think, the amount of attention I would need to pay to my detail,
and what my professor was looking for. Genre is the typical rhetorical way of responding to a
situation that repeatedly occurs within a scene. From the post and the rough drafts I became able
to respond in a way understanding what was required of me. What really helped progress my
writing was being able to turn in a rough draft and receiving feedback about it. This allowed me
to keep a note of what I am lacking in my writing. I would keep note of the wrong things I did in
my paper and I would keep it in mind for the next project. In project 2, the feedback received
from the professor helped me when rewriting my paper. For example, she commented on my
organization “Needs revision. A good revision move would be to think about order of ideas in the
first paragraph, to better focus it. Some of these sentences might be reorganized and combined.
This issue of sentence order comes up again in the second paragraph. Describe your aunt and
why you’re interviewing her first, then, get into narrative of the interview.” The specific
commentary on my weakness from the professor allowed me to strengthen my weaknesses.
Rhetoric was a very essential step in all my writing projects. Having different
expectations in every project, I had to write to different audiences, change my tone, and begin
Malak Almatheel
English 1020
Professor Jankens
9 December 2014
and end my paper in different ways. With rhetoric I was able to accomplish composing effective
writing projects. For example, in project 3, my audience was different I was writing to the
Wayne State Student Senate and I had to write differently because I am speaking to a specific
group of people. I had to include why it matters to all of us students and why they should
consider my proposal. On the other hand, in project 1 which was my “All About Me” page, I was
addressing a different audience. I was addressing anyone who might come across my blog. Thus
my project 1 was just interesting information about me to allow any visitor of my page to get to
know me better.
When looking at my work, the concept discourse community was very helpful in
enabling my growth of writing. When beginning any of my writing projects I thought of what
discourse community I was speaking about. This enabled me to get a grasp of where I am going
and who I am talking to. In project 1, using discourse community I was able to explain things
about myself. I got into depth into what discourse communities I was part of and breaking them
down into primary and secondary discourse communities. What I chose as my primary and
secondary discourse communities enabled me to realize more things about myself that I wouldn’t
think about. On the other hand, in project 3 the discourse community was all Wayne state
students. Knowing that Wayne State students were my discourse community, I had to mention
why my proposal would matter to them. In both project 2 and 3, I was part of the discourse
community, the only difference was in project 2 I was part of a smaller community of Wayne
state students, pre-med students.
Using metacognition really assisted me in progressing in my writing. My metacognition
was used when I was complete with the rough draft and I was rereading it. Being aware of my
Malak Almatheel
English 1020
Professor Jankens
9 December 2014
thoughts, I would read and evaluate the paper. I then decide if any phrase, sentence, or paragraph
is necessary. I removed any parts that diminished the meaning of my paper and any unorganized
parts that might confuse the reader. This way it made my paper stronger and straight to the point.
In project 2, when having the conference with my professor I had this phrase in my paper “She
explained that med school is very competitive and she doesn’t want me to waste my time
majoring in something I will not be able to use later on. She really did bring up an important
point that didn’t come across my mind.” I recall her being confused and asking me what I was
referring to when I said “didn’t come across my mind”. After that moment I realized I can’t leave
any loose ends in my paper that can cause my reader to be confused. When turning the final draft
for Project 2, I made sure I worked on that part and mentioned what I was referring too, “She
really did bring up an important point that didn’t come across my mind: I have to select a major
that will benefit me just in case I don’t get accepted into medical school.” I also would think
about the different audiences I am trying to reach, and then determine if the content of my paper
would reach all the audiences I want it to. If they were reached I would continue finishing the
revision of my paper if not, I would focus on improving that area of my writing.
Being able to develop a flexible writing process was another main step that helped my
writing improve. For example, when we started new projects, sometimes the introduction or
brainstorming would have to be due on the word press blog. This way I permitted me to have a
head start with my paper and I wouldn’t have a hard time trying to develop an introduction. What
really gave me a flexible writing process was having rough drafts due about a week before the
paper due. That was really helpful because by the time the rough draft was due I would make
sure to have it done. That would give me a flexible amount of time to work on my paper until its
Malak Almatheel
English 1020
Professor Jankens
9 December 2014
due date. I would be able to add more examples, recognize the unnecessary parts that I have, and
strengthen the weak parts in my essay. I used different technologies to compose and present my
writing. First piece of technology I used was submitting project 1 on word press. I also used
blackboard to submit rough drafts and a couple of projects. For project 3, I used a something a
bit different because I needed to speak with my group. Using Google docs to keep in touch with
my group I was able to complete the project because my group would post their parts. During
peer editing I would bring a hard copy to class making it easier for feedback. The different
sources of technologies helped me grow as a writer because peer editing allowed me to see what
I am missing in my paper and using Google docs to complete project 3 with my group I was able
to see the different ideas everyone in my group had and that triggered many ideas for the paper.
Throughout this course I read many different types of texts; short text, online articles, and
the Wayne Writer. The multiple posts show my growth as a reader. After any reading assignment
a post was assigned. The questions required for the post allowed me to think about what I just
read. Knowing I would have to complete a few questions after the reading, this helped me focus
on what I am reading. I also began to be able to read between the lines and pinpoint the main
concept of each part of the text. When doing my research for project 2, I had to search online for
a multiple of things and I had to read many different articles. For project 3 when looking for
sources, I had to read different articles and select the ones I will retrieve beneficial information
from. When reading a text or an article I used many strategies to understand the text. My first
strategy is reading a texting and then breaking it down to its rhetorical elements and selecting
what the discourse community is. For rhetorical elements I focus on what devices the author
used. Devices such as the authors purpose, the author’s perspective, the thesis, and what
Malak Almatheel
English 1020
Professor Jankens
9 December 2014
audience is the author trying to reach. To identify the discourse community I focus on what is
being talked about in the text. For example when reading Swales text “Finding Your Way In,” I
identified one of the rhetorical elements. I acknowledged the purpose of the text, which was to
explain discourse communities from Swales perspective. When identifying the discourse
community in “Finding Your Way In,” I focused on what is being spoken about and what group
is it focusing on. When writing my papers, I kept in my mind the things I learned from the texts,
and applied them to my writing. For example, in all my projects I used the method I learned from
“Revising by Reading Aloud. What the Mouth and Ear Know,” by Elbow. Rereading my paper
out loud helped me notice my mistakes in many of my projects. For example project 2, when I
reread I noticed that starting my paper with “I’m not a big fan of mathematics which is why I
want a major that’s mostly sciences,” wasn’t really the best way to start a paper. Instead of
deleting that phrase I decided to add to the beginning of the paper by giving some background
information on why I wanted to be a pre-med major, “Being diagnosed with rosacea acne a
couple years back, triggered frequent visits to my dermatologist and an interest in pursuing the
field. As an undergraduate with a goal to become a dermatologist, I must declare a major before
sophomore year.”
Never really conducting research for any specific topic for school, this course was the
first course I would research and write about my findings. For my projects it is evident I used
multiple methods to conduct research. Each project required a different type of method. Even
though in project 1, I didn’t really have to conduct research to answer the questions, I was still
having a hard time grasping the idea of what discourse community was all about. I kept
researching the definition of discourse community and looking for examples. This helped me
Malak Almatheel
English 1020
Professor Jankens
9 December 2014
understand the concept even more. For project 2, the research conducted was different. Since, the
project itself was about researching my question I had to use a different method besides
searching online. I decided interviews would be the most beneficial for my research question.
From interviews I was able to learn and receive advice from people who lived the experience.
For project 3, I had to research for things that would help support my proposal. From all the
projects, I was able to learn the different ways I can conduct research.
When conducting research selecting an effective source is vital for a strong paper. One
method I used to know if a source is effective is, I would reflect on what I just learned from the
source and think to myself “Did I learn anything important from this? Does this benefit my
research?” If I answered yes to both questions, then I know this source is important and I
would use it. For example in project 3, in our smoke-free proposal one of the sources was the
side effects of secondhand smoking. I used this source because it will support my position and
help my proposal for a smoke-free campus become stronger. There are a multiple amount of
sources out there, but as a researcher in this course, I didn’t use any prints, such as books or
newspapers, as my sources. But I did use electronic and real life sources. For both projects 2
and 3, I mostly used electronic sources to conduct research. To find my online sources, I would
go on Google and type up the question I have, and look at the links that would come up and
click on them and see which one gave me beneficial information. My other technique for
finding sources was having interviews. When I was choosing who I wanted to interview I first
selected people I know and then I asked my friends about anyone they might know who will
help me. In project 2, I mentioned how I found one of people I interviewed, “As it turns out, I
Malak Almatheel
English 1020
Professor Jankens
9 December 2014
have some good luck, because one of my friends at Wayne State is friends with a girl who is
doing the Clinical Laboratory Science Program at Wayne State.”
Its interesting how one source can lead to another, but I found that to occur a lot when
doing my projects. During project 2, after my first interview with my aunt I realized that I have
to think about finding a major that will be beneficial just in case I don’t get accepted into med
school. Or during project 3, when conducting a survey, one of the respondents mentioned that a
non-smoke-free campus can cause a decrease in enrollment. My group didn’t think of that and
after reading it I decide to mention that in the proposal because it made the argument stronger.
When wanting to mention a source in my paper, I would make sure the time was
appropriate and it ties in with what I am saying. I would mention a source when I am using it to
back up my information or when it’s part of my research, such as interviews. After that any
source is mentioned I would make sure proper MLA citation is available. With all the research
required in Eng 1020 I improved drastically as a researcher. I became able to know what I am
looking for and the specific questions I would need to ask.
I used reflective writing a multiple of times throughout the course. Reflective writing gave
me the ability to enhance my understanding of what I just read or wrote. Having to complete a
reflection after every project and having to constantly reflect in project 2, I was able to see more
to my writing and writing in general. With reflective writing, I learned that as a writer I am able
to reflect but sometimes I don’t reflect enough. In project 2, when completing my conclusion I
didn’t reflect a whole lot about my final thoughts on my research. My first conclusion, “I’m
happy that I found an answer to my research question, “what major requires the least amount of
Malak Almatheel
English 1020
Professor Jankens
9 December 2014
math, is suitable for med school, and will help me get a job?” I still have many questions I am
wondering about. Will I like this major or will I regret it? Is it going to be really difficult for me
or will it not being really difficult as Entaser said? I found that interviewing does really give
beneficial information. Unlike searching on Google or the Wayne State site, interviews give you
information from real life experienced people. Both interviews and what I researched online
really helped give me an insight on this major and I hope that everything works according to
plan,” didn’t really include a good amount of reflection. When working on my final paper for
Project 2 I add more to my conclusion having more reflection in it, “After plenty of research I found
that clinical laboratory is the way to go. It requires the least amount of math, is suitable for med
school, and will help me get a job. Though I feel more at ease with deciding on this major, I still
have many unanswered questions sifting through my mind. Will I like this major or will I regret
it? Will it be too difficult for me or will I be able to survive through the rigorous curriculum? I
found that interviews give beneficial information on a personal basis. Through my interview with
Entaser, I found that to succeed in the program, I have to put forth a great deal of effort. It won’t
be a walk-in-the-park, but as long as I keep up with the classes and the workload I should be
fine. Interviews make it easier to get information from people who have had experience. Thus,
they are able to give advice and re-tell what they went through. On the other hand, the online
research I did gave me more factual information that may have slipped through the interviewees’
minds. Both interviews and the information I crossed upon online helped give me good insight
and directed me towards declaring this major.”
In the reflection I had to do after the projects I was able to revisit my paper and reflect on
what I learned. I was able to recognize my developing knowledge about writing.When
Malak Almatheel
English 1020
Professor Jankens
9 December 2014
completing my projects I was constantly reflecting after everything I write. I was able to express
my thoughts on the reflections we had to do and during project 2. During project 2, after
everything I found I would reflect and use writing to state what I am thinking. Before starting
any of my writing projects I would also pre-write and think what I’m going to write in every
part.
When writing my papers I used reflective writing to monitor my composing process. As
every part developed of my paper, I would reread and reflect by continuing with an appropriate
response to what I just read. For example during project 3, after I finished my introduction I
reread it and thought to myself what’s the next step and I would reflect by writing what I thought
is next to write.I used reflective writing to evaluate my texts during answering post that were due
from the assigned reading. The questions on that post would make me think about what I read
and force me to reflect on the reading. I would annotate the texts assigned from class and when
conducting my research I would write down the important things from the source. The different
assignments I had helped me develop as a reflector.
The different projects assigned in ENG 1020 helped me develop in all aspects of the
learning outcomes of the course. I developed as a writer, reader, researcher, and a reflector in the
course. The writing projects helped me improve as a writer because I began to think as a writer.
I had to think about what’s relevant to what I am writing about and what am I missing in my
paper. I improved as a reader with all the texts assigned in class. I became an expert in
annotating the important things from the assigned reading. The course for the most part really
helped me develop as a researcher and a reflector. Being little experienced with research, I found
that all the research needed for my projects helped me grasp what research is all about. Thinking
Malak Almatheel
English 1020
Professor Jankens
9 December 2014
like a researcher helped me complete my papers because thinking like one helped me develop
questions readers might ask. Being able to reflect was always something I didn’t have trouble
with but with this course I was able to enhance my reflecting ability. Everything in the course
strongly impacted me and helped my writing advance positively.