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Dear Professor Volstad,

Over the course of the semester I have gained so much knowledge on how to properly

write and properly read, analyze, and reflect on writings, media, and other genres. I have learned

how to properly format and structure my writings so that they are clear to the audience and

interesting to read. I have written many pieces to further increase my skill and read many articles

to learn how to properly analyze the purpose of the readings. At the start of the course we were

introduced to some goals that we may not have had a good grasp on and did not quite fully

understand it. But, by the end of the course, we have effectively accomplished these goals

through our writings and analyzing skills we presented during class through discussions and

quizzes.

The first goal we were presented with was Rhetorical Knowledge. Rhetorical Knowledge

is defined as identifying and applying strategies across a range of texts and writing situations

(UWRT 1104-057 Syllabus pg. 3). With Rhetorical Knowledge I am able to adapt to different

purposes, audiences, and contexts when it comes to writing something. Not all writings are

written towards the same audience because you have to have a different tone depending on what

you are writing for. Not all essays have to be scholarly because they all will be written for a

different purpose whether it be for a scholarship, class, or just a speech for your church. The

purpose of the writing defines the audience and the context for what you are writing. Your

audience determines the tone and the context in which you write for example in Studio Week 4 it

showed how your writing would be different for whoever you were assigned to write too. I had

to write to my parents asking for permission to go on an all-expense paid trip to Hawaii with one

downfall that it was during the week of exams. The way this was written had to be different then

as if you were writing to a friend because it is your parents. I had to say things that would appeal
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to parents the most like with the extra money “It would help you with your bills” (Gray, Studio

Week 4). When adults hear help with bills they can not turn that opportunity down. If you were

talking to your friends you would use more teenage friendly words and not bills. The writing for

the studio is completely different from the writing in my Mini Ethnography paper which has a

different audience. I had to use terminology like “The implement of exercise as a way of

medication promote healthier lifestyles and good eating in this society” (Gray, Mini Ethnography

page 3). The audience and purpose of the writing changes and therefor I use a different tone and

terminology to get my point across. By gaining Rhetorical Knowledge I am able to properly

structure and format my writings to successfully get my point across.

The second goal we learned is Critical Reading which is the ability to analyze, interpret,

and evaluate ideas, information, and texts (UWRT 1104-057 Syllabus pg. 3). Critical Reading is

interpreting other text as well as your own and finding the reason for why this was written and

what is the basis for it. Throughout the semester we have read countless articles from our

Re:Composing textbook as well as our Digital Writer textbook. We have had to interpret the

reasons for why the article was written by the author and who they are trying to appeal too. Not

only articles but commercials and other types of media and why they were recorded and what the

purpose of the media is. In Studio week 6 we took Myers-Briggs personality test and after the

test we were given a name for our personality. We then had to analyze the meaning of the name

and interpret the traits of that personality. After taking the test I was given the personality

“ESTP-A also known as The Entrepreneur”(Gray, Studio Week 6). I then had to interpret the

meaning ESTP-A and then make connections of why people behave a certain way because they

have a certain trait. For the Mini Ethnography paper I had to read through my sources to make

connections and patterns to further prove my point. I had to read through the articles to find their
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reasons for writing it and how that connects to my point I am trying to prove. In an article I read

Dr Bob Sallis ask the question that “If there were one drug that prevented and treated dozens of

diseases and taking it had zero negative side effects, would you take it?” (Gray, Mini

Ethnography Page 4(Hannam)). From reading that question I was able to connect that the article

was in favor of my assumption that physical activity could be used as medicine. From critically

reading the text I was able to infer that this article would be good for my Mini Ethnography

paper. Through critically reading texts I am now able to analyze articles and find the reasoning

behind why they were written and what is the main purpose of the article or any text.

The third course goal is Composing Process which is using multiple strategies to

conceptualize, develop, and finalize a project (UWRT 1104-057 Syllabus pg. 3). When

developing a paper it is always best to first brainstorm to get a base for what you want to write

about. After getting that base you want to write a first draft from that brainstorm. That first draft

is your experiment for what you want to write about. Your first drafts are never good because

they come with many flaws that have to be sorted out. Your first draft also introduced you to

more ideas of what to include in your final product. In my Mini Ethnography project my first

draft had to be edited a lot. I had many flaws with in my first draft and it was very of topic. After

being edited I was able to do better by the second draft of my paper. I scraped a lot of the paper

to be more on topic of my argument. In my discourse communities paper I also had two drafts.

The first draft was a personal narrative and reflection of the online game RuneScape and the

second draft was a reflection of a group gameplay on RuneScape. These two drafts provided me

with information I used to write my Discourse community. Without my first drafts my final draft

would be very flawed and contain many errors that should not show up in a paper. This taught

me not only how to accept criticism on a paper but to give it as well. I was able to read and
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provide feedback for my group on their Mini Ethnography papers that might have been very

important for them. I am also able to interpret my own writing to make sure it flows correctly

and if not that is what a draft is for.

Knowledge of Conventions is the forth course goal and it is the formal rules and

informal guidelines that define genres (UWRT 1104-057 Syllabus pg. 4). The conventions of

writing include mechanics, usage, spelling, and citation practices. All of these things have rules

to make sure our writings are structured correctly and have the natural flow that readers are

looking for in a writing. These rules influence the way we design our papers and the way we

structure and organize our information. Without following these rules you will have a giant mess

that would be confusing for readers and graders. Some common rules when writing formal

papers would include not using contractions such as isn’t, don’t, and it’s. Another rule for a

formal paper is not writing in first person. The Composing Process goal comes in handy so you

can catch most of these mistakes in your drafts. In my Mini Ethnography paper I had many

contractions that did not belong so I was able to catch them before they showed up in my final

paper. It also familiarize you with the different formats for text. My rhetorical analysis paper was

formatted with a heading, title, and page numbers. My studios were formatted completely

different because it was not a formal writing and it was more like a post with no header, page

number, or references page. I am now able to structurally organize my paper according to what

topic I am writing about as well as avoid any grammar mistakes.

The fifth and final course goal is critical reflection which is the ability for a writer to

articulate what they are thinking and why (UWRT 1104-057 Syllabus pg. 4). When writing a

paper the writer has to be able to explain why they made the statement that they made. When

writing the Mini Ethnography I made the statement that “With all the benefits that come with
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exercise; it prove to be a better alternative than prescribed medications”(Gray, Mini Ethnography

page 3). I have to able to explain why I made this claim because without a reason for making the

claim then there is no reason to write the paper. I also have to be able reflect my own writing and

be able to revise any suggestion made by a reader. If a reader makes a suggestion I have to put

my pride to the side and address the suggestion they made. I then have to put that suggestion

they made to alter my paper for the better. Never think there is nothing wrong with your writing

because someone will always find a flaw. You have to be able to reflect on your own writing to

make sure that it follows all the guidelines that are set for your paper. When writing my personal

narrative I had to reflect on the choices I made when it came to my character for example my

characters “clothing was chosen because I feel that if you dress like the part you can fit the part,

so I dressed as an assassin”(Gray, Personal Narrative page 1 ). I had to reflect on the choices I

made and what influenced me to chose what I choose. With reflection I was able to put my

choices into writing and explain why these choices were made. Reflection ultimately helps you

enhance your writings and your writing skill.

When starting the course, I was a stranger to all of these course goals. I was not able to

correctly interpret the meaning behind them but now I feel I understand them better. Through the

different papers, writing entries, and class discussion I have a better understanding of these

course goals and how they will continue to stay with throughout my college career and even my

life.

Sincerely,

Justyn Gray
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