Alexey Cruz

Professor Orwig

FIQWS 10105

12-14-24

    This semester, I have developed my abilities as a writer and thinker through various writing assignments, reflecting on my progress, and practicing strategies to meet the course learning outcomes. Through analyzing rhetorical situations, crafting arguments with appropriate sources, and utilizing feedback for revision, I have deepened my understanding of how to compose effective and meaningful texts. In this essay, I will address each of the course learning outcomes, using evidence from my work to demonstrate my progress.

    One of the most valuable lessons I learned was how to explore and analyze genres and rhetorical situations. For instance, in my Rhetorical analysis of The Final Cutback and Brooke Newman’s articles, I had to identify the intended audiences, purposes, and rhetorical strategies used by each author. I wrote “The Final Cutback targets readers who are familiar with Hollywood’s approach to diversity, while Newman’s article targets a broader audience, including people who may be unfamiliar with racial and cultural discussions.” This comparison demonstrates how I analyzed the distinct rhetorical choices each author made to connect with their audiences. Through this exercise, I learned how to evaluate not just what a writer says but how and why they say it. This skill has expanded my ability to respond effectively to different rhetorical contexts in my own writing.

    Another major area of growth was in developing Strategies for Reading, Drafting, Collaborating, Revising, and Editing. In my first drafts, I often struggled with organizing my ideas clearly. For example, in my initial draft of the Rhetorical analysis essay, my ideas of extended audiences felt disconnected from the main argument. After receiving feedback, I revised this section to integrate it more smoothly, writing “The Final Cutback may influence entertainment creators to consider investing in original, diverse stories. Additionally, Newman’s article may resonate with educators and historians analyzing patterns of resistance to diversity in society.” Revising this section taught me the importance of connecting every paragraph to the overall argument. By collaborating with peers and reflecting on feedback, I improved my ability to organize my thoughts and craft stronger, more developed essays. 

    Throughout the semester, I became better at recognizing and practicing key rhetorical terms and strategies in my own writing. In my rhetorical analysis essay, I identified how The Final Cutback used pathos to target readers emotionally, “Statements like ‘Race-switching feels like table scraps’ evoke a sense of anger and frustration, connecting with readers who feel underrepresented in media.” This showed how emotional statements can resonate with specific audiences. I learned to incorporate similar strategies into my own writing. For example, in my Researched critical essay, I used emotional language to emphasize the importance of diverse representation in media “Stories like Cinderella remind us that the narratives we pass down shape not only how we see ourselves but how society defines success and happiness for women.” Practicing these strategies has helped me write more persuasive and engaging texts that effectively connect with my audience. 

     This semester also improved my understanding and using print and digital Technologies to address a range of audiences. For instance, when writing my rhetorical analysis, I practiced writing short, engaging posts targeted to an audience. I wrote “Diversity in media isn’t just about casting—it’s about creating authentic stories that resonate with underrepresented communities. We deserve more than reimagined characters; we deserve original ones.” This experience taught me how to adjust my tone and style for different audiences, whether I’m composing a formal essay or participating in an online discussion. Using both print and digital platforms allowed me to experiment with various writing styles to reach a wide audience. The inclusion of links in assignments like the researched critical analysis also helped me practice integrating multimedia elements to enhance my arguments.

     Finally, I developed my ability to compose texts that integrate a stance with appropriate sources. In my researched critical analysis essay, I integrated arguments from multiple scholars to support my thesis that traditional fairy tales reinforce harmful gender stereotypes. For example, I wrote “Marcia Lieberman’s analysis in ‘Someday My Prince Will Come’ highlights how fairy tales like Cinderella promote the idea that women’s happiness depends on external validation rather than self-determination (Lieberman 389).”  When I combined Lieberman’s research with my own analysis, I strengthened my argument and showed my ability to compose texts that balance my claim with credible evidence. This skill has been crucial in helping me create well supported, persuasive essays throughout the semester.

     Reflecting on my progress this semester, I can confidently say that I have achieved the course learning outcomes to an extent. I have developed my skills in exploring and analyzing, in writing and reading, a variety of genres and rhetorical situations, developing strategies for reading, drafting, collaborating, revising, and editing, recognizing and practice key rhetorical terms and strategies when engaged in writing situations, understanding and using print and digital technologies to address a range of audiences, composing texts that integrate a stance with appropriate sources, using strategies such as summary, analysis,synthesis, and argumentation. While there is always room for growth, especially in integrating feedback, this semester has given me the skills to continue improving as a writer and thinker. The use of feedback, revision, and exploration of rhetorical strategies has been valuable in my development, and I look forward to applying these skills in future writing.