Reflection

Jesse Crawford-Lang

April 25, 2014

ENC 1102

Professor Longhany

Course Evaluation

Throughout the course of the semester it has been the goal of this English Composition 2 class to develop my writing skills so that they will comply with the projected outcomes listed below. I believe that my writing as a whole has improved immensely. When comparing the first draft of my literature review to the final draft of my fully developed research paper the differences are numerous and drastic. I was able to effectively develop an initial idea for the purpose of research into an intricately developed conversation across multiple discourse communities.  Then locate a gap or problem within that conversation, and contribute information in the form of a properly conducted survey that would help provide a solution, as well as leave room for further research to be conducted.

Outcome 1

               During the course of this class I have demonstrated my awareness of the dynamic relationship between rhetorical situation, discourse community, genre and inquiry. This is evident when you look at the adaptation of the topic for my research. When you look at my initial topic proposal I identified my target audience as college aged students, but I planned to survey an age group of 30-60 years old. I quickly realized that to produce information that will appeal to my audience of college aged students I would have to adjust the demographic of my survey participants.

Outcome 2

               The evolution of the multiple drafts of my literature review demonstrate that I have engaged in meaningful, dynamic, and inquiry-based processes. The first draft of my literature review was focused around the topic how to alter the amount of satisfaction one experiences in their decisions by altering their decision making process. After many teacher and peer reviews the idea of measuring satisfaction for an individual began to reveal its impossibility. So to cope with this realization I actively adapted my compilation of research and use of sources to focus on adapting ones decision making process instead of trying to boost the amount of satisfaction they experience in the end (a much more attainable outcome).

Outcome 3 & 4

               In regards to my use of sources I was able to effectively compile a bed of research to suit the changing topic of my literature review. I was able to link the common conversation of decision making variables and processes within the variety discourse communities that my research composed of (this is evident in my annotated bibliography). Based on the conversation revealed, the decision making process and what influences it, I developed a set of educated inquiries and ideas that set up the context for the introduction of the main points in my research.

Example:

College students undecided in their major face a wide range of choices. Accompanying the sheer amount of choices of majors and careers, there are the various external influences that can either assist or serve as a detriment to the end goal of satisfaction in their decision. For example the base of advice relationships, like that of family, friends, or associates can have a major effect on the prospective choice of major. This is further supported by Higgins who suggests that “the structural characteristics of ones network of advisors has a great impact on a person’s decision making.”             

By setting up context before introducing information from other studies I was able to develop strategically organized sections within my literature review. These sections then allowed for the effective transition in to the introduction of a gap in the conversation. In order to further add to the conversation and identify the common flaws in the decision making processes of college students I conducted a survey

Outcome 5

               The initial efforts to draft my literature review were hasty and were often times submitted without much proofreading. After many attempts to better the quality of writing I was producing I needed to identify where I was struggling in my writing process. After attending office hours a couple of times for professor  review of my literature review we determined that I struggled with writing concise statements that introduced pertinent information and nothing more (aka: no fluff), and setting up proper context to introduce information from sources. After identifying the problem I was able to accurately revise my writing so that these issues were no longer evident.

Example of the change can be seen in the different drafts of the same paragraph

First Draft:

To understand how to reach the end outcome of satisfaction in one’s major/career choice you must first define satisfaction. But where the difficulty lies is that everyone has a different view of satisfaction which is influenced by individually unique characteristics. A point supported by Brown, who said, “It is critical to assess the quantitative and qualitative aspects of social class that contextualizes an individual’s reality.” (374-375)

Final Draft:

To understand how incoming students reach an end decision in their major/career choice the variables that affect their perception must be taken into account. The choice is often affected by ones view of satisfaction and how the student feels their decision will benefit them in the long run. But where the difficulty lies is that everyone has a different process of evaluation when deciding, which is influenced by individually unique characteristics. Some of these characteristics include socio cultural and psycho social variables. For example Brown said, “It is critical to assess the quantitative and qualitative aspects of social class that contextualizes an individual’s reality” (374-375).