When I started this course, I viewed writing as a straightforward task: come up with a thesis, write a few paragraphs, add a conclusion, and make sure the grammar was spotless. To me, being a good writer meant sounding sophisticated and sticking to the rules. Over the semester, though, my perspective has completely flipped. I now see writing as a lively, adaptable process that shifts based on who’s reading, what I’m trying to say, and the situation I’m in. This essay looks back on how I’ve developed as a writer through our assignments, how I’ve handled different writing challenges, and how my understanding of writing has grown into something richer and more meaningful.
One major change came from recognizing the value of my own linguistic background. Early on, in the Personal Narrative assignment, I reflected on how my upbringing and the way I use language shaped my writing style. I used to think I had to polish my voice to sound “proper,” but I learned that my unique way of expressing myself is a strength. This insight helped me in later projects, like the Professional Memo, where I needed to sound clear and authoritative but still approachable. Realizing there are many valid ways to communicate gave me the freedom to adjust my tone and style for different purposes while staying authentic.
My approach to writing itself also transformed. Before this class, I’d bang out a draft, give it a quick once-over, and call it a day. I thought revisions were for fixing typos, not rethinking ideas. This course showed me that writing is a journey of drafting, getting input, reworking, and refining. The Persuasive Essay was a game-changer here. My first draft was a mess—my argument was vague, and my points didn’t quite add up. Feedback from classmates helped me spot the weak spots, so I sharpened my thesis, backed up my claims with better evidence, and rearranged the essay for clarity. The final version was so much stronger because I saw writing as a process, not a one-and-done task. Comparing that to my First-Day Essay, which feels flat and rushed, I can see how much revision makes a difference.
I also grew in how I adapt to different writing genres and audiences. Each assignment pushed me to tweak my approach based on who I was writing for and what I needed to achieve. For the Memo to the Campus Facilities Team, I had to be concise and practical, using clear headings and bullet points to make it easy for a busy reader to follow. The Personal Narrative, though, was more intimate, letting me tell a story with a reflective tone. These experiences showed me that writing is about making smart choices—every word, structure, and format depends on what the reader needs and what the genre calls for.
Collaborating with classmates was another big part of my growth. Peer reviews and group chats gave me a window into how others tackled the same assignments with totally different angles. Offering feedback helped me read more critically, and hearing others’ thoughts on my work showed me blind spots I’d never have noticed. Writing started to feel like a shared effort, not just me alone at my desk. Those conversations made me revise with more purpose and approach new projects with a more open mind.
While I didn’t dive much into multimedia, the Memo assignment opened my eyes to how visuals can elevate writing. Things like clean spacing, bold headings, and a logical layout made my memo look professional and easy to skim. It was a small lesson, but it showed me how design can make ideas clearer and more engaging, especially in formats like reports or online content.
I also got better at staking out a position in my writing. In the Persuasive Essay, I learned that a strong argument isn’t just about having an opinion—it’s about presenting a clear, steady case from beginning to end. My early drafts were too timid, hedging to avoid stepping on toes. Through revising, I found a bolder voice and made my point sharper. I now see that taking a stance is about being deliberate and focused, not just loud, and that’s something I’ll keep with me.
Research was another area where I made strides. At first, I’d toss in quotes without much thought or struggle to make them fit. By the Persuasive Essay, I was more comfortable summarizing key ideas upper-level sources, rephrasing them to support my ideas without letting them take over. Using online databases, I learned to find reliable sources and got better at checking their quality and citing them correctly. I’m still figuring out how to blend my voice with outside information smoothly, but I now understand that research is about building on others’ ideas to strengthen my own, not just padding the page.
The biggest change of all is how I think about writing itself. At the start, I would’ve said writing is just getting words down. Now, I see it as a mix of strategy, imagination, and connection. It’s about making choices—what tone works best? How do I reach my reader? It’s about collaboration, revising until it clicks, and letting my personality shine. Writing isn’t just a school chore; it’s a way to explore, connect, and make a difference. That shift has been huge for me.
In the end, this course showed me how far I’ve come as a writer and where I can still grow. I’ve learned new ways to revise, gotten savvier about writing for different audiences, and started using research to back up my ideas. Above all, I now see writing as a process of discovery and communication, not just a task to check off. I still battle procrastination or get stuck overthinking drafts, but I tackle each project with more clarity and confidence. This class didn’t just improve my writing—it showed me what writing can be.
