Final Reflection
At the beginning of the semester, I described myself as a writer who often got stuck before I even began. I relied heavily on outlines, struggled with perfectionism, and felt like every sentence needed to sound polished right away. I cared about quality, but that mindset often made writing harder than it needed to be. Instead of letting ideas develop naturally, I would slow myself down by trying to make everything sound right from the start. I also tended to work best independently because I felt uncomfortable explaining ideas that were not fully formed yet.
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Over the course of this class, I learned that writing is not just about producing a final product, but about making intentional rhetorical choices based on audience, purpose, and context. One of the biggest shifts in my thinking is that I no longer see writing as one fixed process. Instead, I understand that different situations call for different approaches. A persuasive argument requires a different style than a resume or cover letter, and both differ from more creative or visual assignments. Because of this, I now approach writing more flexibly and make decisions based on what each piece is trying to accomplish.
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This course also helped me become much more aware of audience and purpose. Before, I was mostly writing for the professor and for the grade. Now, I begin by thinking about who will be reading my work and what I want them to take away from it. This has made my writing more purposeful and intentional. I think more carefully about tone, structure, and the choices I make, which has strengthened my ability to communicate clearly. In addition, the variety of assignments in this course played a major role in what I learned. Each assignment differed in scope, genre, and format, which gave me a better understanding of how rhetoric works across different platforms. Moving between more traditional writing and more creative or visual projects showed me that writing is not one-size-fits-all. One of my biggest takeaways is that I now approach writing much more purposefully, thinking intentionally about my audience and how my message will be received—something I had never really done, or at least not consciously, before this class.
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Another important part of my growth came from the labor-based grading system. I really appreciated this approach because it allowed me to take risks in my writing without being overly focused on the final grade. Instead of trying to make everything perfect immediately, I felt more comfortable experimenting with ideas and trusting that I could revise later. This reinforced the idea that writing is a process and that improvement comes from effort, revision, and reflection rather than getting everything right the first time.
I have also grown in how I view my own writing process. While I still value organization and planning, I am more comfortable allowing ideas to be unfinished in early drafts. I understand now that strong writing develops over time and that messy drafting is an important part of the process rather than something to avoid. I am still working on this, but I feel more confident trusting revision instead of trying to perfect everything right away.
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What I learned is important because these skills extend beyond this class and into my future. As I continue my studies at Fairfield, I will need to adapt my writing to different professors, disciplines, and expectations. The ability to think rhetorically, consider audience, and adjust my approach depending on the situation will help me succeed in those environments. Beyond academics, these skills will also be valuable in my career. Whether I am writing emails, reports, or presenting ideas, I will need to communicate clearly and effectively. Being able to make purposeful rhetorical choices will allow me to do that with more confidence.
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Overall, this course changed the way I see writing. I no longer view it as something that needs to be perfect from the start or as just an assignment to complete. Instead, I see it as a flexible and intentional process that allows me to communicate ideas, take risks, and connect with an audience. That shift in perspective is the most important thing I will carry forward from this class.
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Finally, I want to thank you, Dr. Durkin, for a great semester. I really enjoyed this class and appreciated the way it was structured, especially how it encouraged growth and experimentation. I also have to mention how much I appreciated your dining recommendations—definitely a highlight for someone who loves eating. Those personal touches made the class more engaging and enjoyable, and it’s something I will remember beyond just the writing itself. I hope our paths cross again at Fairfield, whether in or outside the classroom.