This semester, my writing improved significantly. Initially expecting a mere review, I learned useful strategies and different ways to think. Trying out new methods enhanced my consistency. In English 110, I identified my strengths and improved my skills through different assignments. I learned to edit and write more professionally. Some outcomes had good reactions, while others had bad ones, shaping my overall experience.

There were eight course learning outcomes below:

1. Examine how attitudes toward linguistic standards empower and oppress language users.
2. Explore and analyze, in writing and reading, a variety of genres and rhetorical situations.
3. Develop strategies for reading, drafting, collaborating, revising, and editing.
4. Recognize and practice key rhetorical terms and strategies when engaged in writing situations.
5. Understand and use print and digital technologies to address a range of audiences.
6. Locate research sources (including academic journal articles, magazine, and newspaper articles) in the library’s databases or archives and on the Internet and evaluate them for credibility, accuracy, timeliness, and bias.
7. Compose texts that integrate a stance with appropriate sources, using strategies such as summary, analysis, synthesis, and argumentation.
8. Practice the systematic application of citation conventions.

I feel like there were some things I did better than others. The second one, “Explore and analyze, in writing and reading, a variety of genres and rhetorical situations,” stood out. In class, we saw different ways people wrote. We first read about Amy Tan, and the way she wrote her article is different from what you would normally see. This influenced my approach when writing about “men and machines.” I tried to write it in an educational but somewhat informal way. I also did some extra things like adding pictures to my essay to make it feel more normal and more like me. My essay on why men are most likely to commit mass shootings explores the connection between men, masculinity, and mass shootings, highlighting incidents like the Parkland shooting and discussing the disproportionate involvement of men in such events. It delves into societal expectations, gender roles, and mental health as contributing factors. The piece suggests that early trauma may lead some men to resort to violence and questions the feasibility of predicting mass shootings based on mental illness. The essay also touches on the idea that men externalize problems and may be influenced by previous shooters, proposing a need to redefine masculinity, address mental health stigma, and implement stricter gun control measures to prevent future tragedies.

Another one of the eight course outcomes I did well on is understanding and using print and digital technologies to address a range of audiences. When I did my spoken L and L narrative, I recorded and edited a video to present to the class, which I’m really happy I did because it was something that was really new for me. Overall, a good experience with that project. Another one of the eight course outcomes I did well on is “Locate research sources (including academic journal articles, magazine, and newspaper articles) in the library’s databases or archives and on the Internet and evaluate them for credibility, accuracy, timeliness, and bias.” Throughout the whole semester, the professor showed us different ways to locate research sources. One example I do want to mention is going back to the “men and machines” essay I did. I was on Zoom with the professor and was having trouble trying to locate articles, and I don’t know why I didn’t think about this, but the professor showed me that I can press “news” on Google, and that could help me too, and I think it did. I got most of my research about my topic from news articles.

For the “Recognize and practice key rhetorical terms and strategies when engaged in writing situations,” I incorporate Ethos, Pathos, and Logos into my compositions to effectively convey my ideas and perspectives. During Muntaha’s visit to Pakistan, underscoring the importance of embracing one’s culture even amid occasional struggles to fit in: “A pivotal moment during her visit to Pakistan underscores the importance of embracing one’s culture, even when one occasionally grapples with feelings of not entirely fitting in.” In terms of ethos, Muntaha establishes her credibility and ethical standing through direct insights shared in a conversation: “In a conversation with Muntaha, she offered valuable insights into her narrative and the underlying themes.” This lends authenticity to her account. Furthermore, the logical appeal (logos) is evident as Muntaha, when asked about advice for those facing language-related challenges, logically advocates for wholehearted cultural embrace: “When asked about the advice she would give to individuals facing similar language-related challenges, Adil encouraged others to embrace their culture wholeheartedly.” This combination of emotional resonance, credibility, and logical reasoning enhances the persuasive impact of Muntaha Adil’s narrative, which I think I did pretty well doing.

In conclusion, my experience in the English class during college has been good. Would I do it again? Yes, I would.