At the beginning of this quarter, my thoughts on writing were divided. I believed that
successful writing was a result of innate talent and skill. Conversely, I saw unsuccessful writing
as the product of a lack of talent or effort. I also believed that the best strategy for writing was to
just sit down and write and that the finished product was the only thing that mattered.
Through the course readings and lectures, I came to understand that writing is a
collaborative process that involves seeking feedback and revising. I learned about different forms
of incorporating multimodality, which helped me streamline my arguments and focus on a
specific audience. By engaging with different perspectives, I was able to recognize the value of
collaboration and the importance of diverse perspectives in the writing process. I found that by
receiving incremental feedback on my opinion piece, I was able to further my writings about the
Allen School by considering the statistics of rejected freshmen, such as those found in my
analysis of “3 prospective high school seniors” (MP-1), whose names were anonymized for my
writing. This allowed me to bring to light a more analytical approach to my editorial, as it
established credibility and added depth to my arguments. By examining the data on rejected
applicants, I was able to conclude the admissions process of the Allen School and shed light on
potential areas for improvement. I also used this information to support my arguments about the
need for greater transparency in the admissions process. Overall, incorporating other classmates’
ideas into my writing helped to elevate my editorial and make it more persuasive to readers.
The course design itself also emphasized the role of the writing process in research and
iterative development. Assignments like SA-2 and SA-3 encouraged me to reflect on my writing
processes and engage in iterative revisions. As a result, I began to see the value in taking the time
to reflect and research my writing while seeking feedback from others. I also began to appreciate
the importance of process in conducting research, particularly in terms of locating and evaluating
sources for incorporation of multimodality. By preparing drafts for my project before my final
writing, I found my essays to be more organized, and it was easier to lay out the initial structure
of my papers.
My Final Project on the soundtrack of the film Interstellar demonstrates my engagement
with course outcomes two and three. Specifically, the project showcases my ability to
incorporate information into a complex question and utilize sources engagingly (outcome 2). For
example, I analyzed the musical themes present in the soundtrack and used primary sources, such
as recording of interviews with the composer, along with audio and video taken from the movie
to support my argument. Exemplified in my third paragraph of MP-2, I included a hyperlink to
the exact scene I had analyzed from the film. This allowed me to accomplish two tasks
simultaneously. I provided context to my argument, while also providing a source of
multimodality to my research assignment. Additionally, I also built an inquiry-based argument
refined by collaborative feedback (Outcome 3). I received feedback from peers and revised my
work, by including additional sources of multimodality, thus demonstrating my engagement with
the process of writing. Some examples of this feedback revision process can be found in my OpEd, where I revised my essay to include hyperlinks to direct sources from the Allen School,
rather than simply quoting phrases from the website (Op-Ed, 3). This allowed me to narrow my
argument and focus on the information provided, rather than having to take the time to review all
information necessary to my argument and summarize it in a quote.
Deliberate practice and collaboration with peers helped me develop essential skills and
strategies. By engaging with multimodal sources and incorporating feedback, I am now able to
present arguments that are well-supported and persuasive. In academic settings, the emphasis on
process and collaboration has allowed me to approach the researching stage of writing with a
new perspective, and draft papers with a more critical and analytical mindset. I have learned to
locate and evaluate sources more effectively, and to present arguments that are well-supported
and persuasive by directly incorporating multimodality into my pieces. Additionally, I have
gained a better understanding of how to work collaboratively with peers and seek feedback to
improve my writing. I found that preparing these drafts for my project before my final writings
helped me to organize my essays better and establish the initial structure of my research papers.
In professional settings, the emphasis on clear communication and collaboration has
allowed me to develop important skills that will be useful in my future career as a computer
scientist. I have learned to approach projects with a more collaborative mindset, seeking input
and feedback from colleagues to produce better outcomes. Additionally, the focus on clear and
persuasive writing will be particularly useful in fields such as marketing, where the ability to
present ideas compellingly is crucial. This was one of the more difficult topics for me to pick up,
as I had previously struggled with the ability to define a topic and propose a definitive solution
through a rough draft. My struggles are exemplified through my writings in SA-1, as I was
unable to brainstorm a solution, and instead shifted focus on analyzing the problems brought
about by direct applications to the computer science major. After I received feedback from
interviewing other computer science students, I found several potential solutions that were
touched on in my final writings for MP-1.
Finally, in social settings, practicing these skills and strategies this quarter has allowed
me to engage in critical conversations and present my ideas persuasively. I have learned to
approach conversations and debates with an open mind, seeking to understand the perspectives
of others and present my ideas clearly and persuasively. Through my interviews with other
computer science direct admit students, I gained new insights both into the program and in a
more general sense about my fellow students. Additionally, the focus on collaborative work has
allowed me to approach group projects and discussions with a more constructive and
collaborative mindset. While we may not have done any presentations or any sort of large group
projects, I still feel that I came away with valuable skills from collaborating with new students
and gaining insights into improvements I could make in my projects through peer review.
Overall, I believe that the skills, strategies, and ideas we have worked to put into practice
this quarter will have a lasting impact on my development as a writer and as a computer scientist.
I have learned to approach writing as a process, rather than a one-time task. I have gained a
deeper understanding of the importance of pre-writing, drafting, revising, and editing in
producing effective and well-crafted pieces of writing. Additionally, I have developed strategies
for generating ideas, conducting research, and crafting arguments that are both compelling and
well-supported. I am grateful for the guidance and support of my professor and classmates, and I
am excited to continue building on the skills and knowledge I have gained.