Development concepts and applications

Reflective Essay
Since becoming a college student, my writing process has changed in the sense that I am now more mindful of having a purpose when I set out to write. In high school, I would just begin writing whenever I had an assignment due: I did not prepare an outline or identify a thesis. I usually just wrote off the top of my head whatever I was thinking at the moment. Now that I am in this class and am picking up tips and lessons from the English 1301 course, I have a better idea of how writing is really more of a science than that. Writing is about having a vision and then communicating that vision in a logical manner to a reader. If you don’t know what that vision is to begin with, the writing will just ramble or meander and never go anywhere. In order to connect with the reader, the point should be clear. In this paper, I will show how my writing process has changed since becoming a college student and how I am working to meet the English 1301 course learning outcomes.
Before getting to college, writing was a spontaneous act: when tasked with doing it, I would simply aim to spill out the contents of my head onto the paper, not bothering to sort anything out. Now, however, I try to think about what ideas are relevant; I brainstorm, jot down the ideas that I think might work; organize points to see if there is coherence and consistency; and then I create an outline to see if I have enough to work out a thesis statement. If I don’t, I go back to the drawing board. If I do, I begin drafting an essay based on the configurations of the outline. Once finished with the draft, I go back and edit it, looking for grammar mistakes, gaps in the thought process, and areas where I can trim out the fat to give the writing more punch.
In terms of meeting the course learning outcomes, I am doing my best to practice in each of the competency areas. First, I am demonstrating knowledge of individual and collaborative writing processes by working on my own and with classmates on writing assignments. I share ideas when appropriate and proofread with my peers on occasion. Second, I develop ideas with appropriate support and attribution, following the standard style guidelines in documenting sources. I do this whenever I make a point in my writing that is not common knowledge: I cite the source according to MLA guidelines and make sure the proper attribution is given in this manner. Whenever I do this, I always make sure there is a Works Cited page at the end of the paper. Third, I always strive to write in a style that is appropriate to the audience and purpose of the essay. Since most academic writing requires a formal tone, I try to maintain such. Finally, I read, reflect and respond critically to a variety of texts whenever tasked with an assignment that requires the use of secondary or primary source material.
In this manner, my writing has changed substantially since getting to college. I plan on continuing to practice the skills I have learned here, and I am sure that my other classes will give me the opportunity to do so. In short, I do not anticipate revisiting my old writing habits anymore: the new ones I have developed are much better and make me a much stronger writer.