Will Loynd

Reflection Over a Quarter

Throughout the course of writing 2 my approach to reading, thinking, and most of all

writing, has changed drastically. Before I even went to class I assumed writing courses would

only focus on form and a similar five paragraph essay structure that I had been taught in

highschool. However, one of the first lessons we learned in writing wasn’t even how to write but

how to read. This caught me off guard as I had never thought to read critically about another

reader's work. How to Read like a Writer by Mike Bunn was the first reading where I thought, as

he states, "If you read like a writer, that is, self-consciously, with attention to... writing's prompts

and pavements, you'll learn to revise and write with more confidence and skill."1 This idea of

reading analytically to improve writing was eye-opening. Although this may seem crazy, never

in school was I taught to think critically about the differences in style between each writer and

how I could use multiple styles from various writers to develop a “writer’s toolkit.” Another tool

that I was able to learn during the quarter was the study of how genres are crucial in

understanding the conventions and expectations of different writing styles. As Peri Klass

explains in "Learning the Language," genre analysis allows writers to "decipher the codes"2 and

unwritten rules that govern different modes of expression. For example, an economic paper will

prioritize empirical data and concepts that have been taught in the discourse community that runs

our government to this day. This expanded my perspective on writing beyond a universal

formula to appreciating genre-specific approaches. The idea of different genres having specific

conventions that create discourse communities ties directly back to Bunn’s teachings as we can

learn valuable writing lessons from a multitude of genres and writing conventions.

1 Mike, Bunn. How to Read like a Writer, 2.

my own style of voice in writing. My personal writing style tends to be argumentative and

creative, yet also somewhat informal. Throughout this class, I've made conscious choices in my

writing and revisions to express this individuality. For example, when translating an economic

article into poetic form, I intentionally incorporated conversational language such as, “the other

turned away,” to make the concepts more accessible and understandable. An unanticipated

realization from this class was the extent to which I enjoy creative writing, particularly when

exploring concepts and topics that pique my interests. I noticed the first journal we ever wrote as

a class I was able to write a thoughtful analysis on the automobile industry due to my prior

knowledge on the topic. While the genre itself did not come as a surprise given my familiarity

with the subject matter, I was struck by the passion and creative capability that emerged

organically in my writing style. This exercise illuminated that I tend to adopt a more imaginative

and compassionate authorial voice when writing on themes that resonate with my existing

comfort levels and curiosities.

I carried this newfound awareness of my creative preference into the two major essays

assigned for the class. In the first essay, where I focused on the differences between the discourse

communities of economics and psychology, I picked the topic of movie reviews based on my

interest in film. Although my first essay was quite broad as I struggled to focus on specific

topics, I made sure in my revision that I would try to be more concise and focus more on the

writing style between the two discourse communities. The first essay was the hardest task for me

because even though I picked topics that I felt passionate about, I struggled to bring out my own

voice and creative side to the essay. A tip that helped me in my revision process was to write

quickly for about 30 minutes and take an hour of down time to get my mind off the essay.
Having a fresh pair of eyes allowed me to view my writing more objectively which in turn led to

a more concise and purposeful essay.

During my process of writing the first essay, I received constructive criticism from Mrs.

Bocchino on the overall form and main claim of my essay. The original thesis of my first essay

overall lacked clarity which impacted the overall focus of the essay. It states my main claim will

focus on, "the differences between industrial economics and media psychology by analyzing two

scholarly articles." This statement is somewhat vague and does not clearly outline the central

objective of the essay. In comparison, my second thesis claims, “how the contrasting goals,

underlying assumptions, and conceptual frameworks inherent to each field shape their respective

research methodologies and rhetorical styles.” The second thesis statement significantly

enhances the focus, clarity, and form of the essay outlining the central statement and overall

claim of my essay. The revisions in the second essay's thesis statement create a more effective

and focused essay by providing a clear roadmap for the analysis, enhancing the overall structure,

and guiding the exploration of the distinct approaches employed by industrial economics and

media psychology in studying movie reviews.

In my second essay, I focused on setting a foundation to retain emotional resonance,

engaging rhythm, and carefully chosen words in the poem. However, as stated from my peers in

class such as Shriaan, I lacked specific examples and depth in illustrating the impact of these

elements on the overall form of the poem. In contrast, the revised second paragraph provides

specific examples of my creative process and the artistic elements used in the poem. This is

shown in my analysis when I reflect on the lines in the poem such as, “so I weighed my words,

compass true,” to connect to the idea of free will and the responsibility of choice. I focused on

going deeper in my analysis to explain the use of metaphor, emotional resonance, engaging
rhythm, and carefully chosen words. Giving insight on my own creative process results in a more

compelling and insightful discussion, showcasing the transformative power of blending

academic research with artistry. In my second writing project, I wanted to gain more insight on

rhetoric which has helped give depth to my writing style. Sandra L. Giles' "Reflective Writing

and the Revision Process" highlighted how "decisions about style, tone, organization, and

content"3 are purposeful rhetorical choices based on audience and context. I learned to analyze

model writings for their rhetorical moves, then apply those strategies in my own work through

guided practice. During the writing process, I adopted a repeated approach of planning, drafting,

receiving feedback, and revising. As Giles notes, "Revision is the process of... making it finally

say what we want it to say." Rather than normally treating writing as a rigid process in which I

would finish the assignment in one go, I experienced it as an exploratory process of continual

refinement through reflection and collaboration. In WP2, where I translated an economic

analysis of movie critics into a poetic form, I consciously tried to inject more personal flair

through the use of vivid metaphors and informal language. By departing from the conventions of

the original scholarly source, I was able to reinterpret complex data through an emotional and

creative perspective. As Giles notes in ‘Reflective Writing and the Revision Process,’ decisions

about style, tone, organization, and content are purposeful and audience-driven.4 Analyzing

model writings for their rhetorical moves and applying those strategies in my own work became

an integral part of my writing process when working on my poem. Rather than treating writing as

a rigid, linear sequence, I embraced an approach that focused on other writing, continually

refining my work through reflection and collaboration. This was most prevalent in my poem,

which I revised multiple times while focusing on sounding similar to other famous poets. The

3 Sandra L., Giles. Reflective Writing and the Revision Process: What Were You Thinking?, 2.
4 Giles, 2.
feedback I received from peers such as Isaiah also helped me understand the importance of

keeping the meaning of the economic article intact and not to focus solely on the poetry aspect of

the translation.

In conclusion, my journey through Writing 2 has been transformative, revolutionizing my

approach to reading, thinking, and most significantly, writing. The course has broadened my

understanding of critical reading and analytical writing, challenging my preconceptions about

writing courses and providing me with valuable tools to enhance my writing style and voice. I've

come to appreciate the importance of genre-specific approaches and the diverse conventions that

create discourse communities, allowing me to tailor my writing to suit different contexts and

expectations. This newfound awareness has empowered me to express my individuality in

writing, incorporating conversational language and personal flair to make complex concepts

more accessible and engaging. The process of revising my essays has been a crucial learning

experience. Constructive feedback and self-reflection have led to improvements in clarity, focus,

and overall form. The revisions in my first essay's thesis statement, for instance, significantly

enhanced the focus and structure of the essay, providing a clear roadmap for analysis. Moving

forward, I aim to apply the valuable lessons learned in Writing 2 to future writing, thinking, and

researching contexts. In future writing contexts, I will leverage the skills and insights gained in

Writing 2 to critically analyze genres, understand discourse communities, and tailor my writing

to suit different conventions and expectations. I will continue to refine my writing style,

incorporating personal flair, and using engaging language to captivate a diverse audience of

readers. Overall, my journey in Writing 2 has not only made me a better writer, but has prepared

me with the tools necessary to approach any future assignment with confidence and creativity.
 Bibliography:

Bunn, Mike. “How to Read Like a Writer.” In Writing Spaces: Readings on Writing, Volume 2,

17 pages. The Saylor Foundation, 2020

Klass, Perri. “Learning the Language.” In A Not Entirely Benign Procedure: Four Years as a

Medical Student, 42-56. New York: University of Chicago Press, 2020

Giles, Sandra L. “Reflective Writing and the Revision Process: What Were You Thinking?” In

Writing Spaces: Readings on Writing, Volume 1, 42-56. Parlor Press, 2010