English 112 Final Reflection: The Main Goal Of This Class

English 112final Reflectionthe Main Goal Of This Class Is To Teach You

The main goal of this class is to teach students to think critically about an issue before settling on an opinion, and to gain a deeper understanding of their own writing process to apply this knowledge to future college assignments. For the final reflection essay, students are asked to consider their writing experiences throughout the semester and describe their learning journey. The essay comprises two main parts.

Part I: The research proposal

In the first part, students should reflect on their writing process for the research proposal. They should answer questions such as:

• What techniques did you use as you thought through the issue?
• Which prewriting techniques were most effective for you?
• What claim type strategies did you employ, and were they effective?
• When analyzing your arguments using the Toulmin method, what warrants or unstated assumptions did you identify, and did you address them with backing?
• What strategies did you use to respond to opponents' viewpoints?
• What do you consider your greatest strengths in the essay, and why?
• If you had more time, what aspects would you want to improve?

Part II: Your Writing Process

The second part prompts students to reflect on all their assignments from the course, evaluating which strategies were helpful and which were less effective. They should consider questions such as:

• Did you prefer writing the exploratory essay or the I-Search? Which essay better prepared you to argue in your research proposal?
• Did the narrative approach of the essays aid your understanding of your topic? Why or why not?
• Which activities (such as analyzing arguments or practicing persuasive techniques through weblogs) helped you most in preparing for your research proposal? Please be specific.
• Reflect on the peer review process: Did you receive meaningful feedback? Was it beneficial?
• Did you learn from reading others’ essays and providing feedback? What challenges did you encounter with the assignments?
• Finally, consider your writing habits: where, when, and how do you write best?

Paper For Above instruction

Throughout the semester in English 112, my understanding of writing as a process of critical thinking and self-reflection has significantly deepened. The two-part structure of the final reflection allowed me to analyze both my approach to a major assignment—the research proposal—and my overall writing strategies, providing a comprehensive view of my growth as a writer.

In preparing my research proposal, I employed various techniques to develop my ideas effectively. Initially, I found that brainstorming and freewriting helped me clarify my thoughts on the complex issue I chose: the impact of social media on mental health. These prewriting strategies allowed me to explore different angles and identify aspects worth investigating further. I also used mind mapping to organize my ideas visually, which proved highly effective in structuring my argument coherently.

The claim strategies I applied included formulating a clear thesis that articulated a specific stance, supported by evidence from scholarly sources. I intentionally employed Toulmin’s model to analyze my arguments, identifying warrants—unstated assumptions about the connection between social media use and mental health deterioration. Recognizing these warrants prompted me to back them with empirical data and expert opinions, thereby strengthening my position. Addressing counterarguments was challenging but necessary; I incorporated potential opposing viewpoints and refuted them with logical reasoning and research findings, which enhanced the essay's persuasiveness.

Reflecting on my strengths, I believe my ability to integrate credible sources and clearly articulate my thesis were vital elements of my success. However, given more time, I would focus on refining my transitions between paragraphs to improve the essay’s flow and coherence. Additionally, I would work to anticipate more counterarguments to make my defense more robust.

Looking at the broader course experience, I notice that I preferred the exploratory essay over the I-Search because the former allowed more freedom in choosing and framing my topic. Nevertheless, the I-Search was instrumental in helping me learn how to incorporate personal narrative to think through my research, which translated well in the proposal. The narrative essays encouraged me to reflect more personally, making abstract issues more accessible and engaging.

The activities that most helped me in preparing for my research proposal included analyzing existing arguments. Breaking down scholarly articles to identify claims, warrants, and evidence honed my analytical skills. Practicing persuasive techniques through weblogs allowed me to experiment with tone and audience awareness, which I applied later in drafting my proposal.

The peer review process was initially frustrating because I often received vague feedback, but over time, I learned to ask specific questions and provide constructive criticism to my peers. Reading others’ essays broadened my perspective and introduced me to diverse argumentation styles, which inspired me to refine my own writing. Giving feedback also helped me identify weaknesses in my work and develop a more critical eye.

In terms of personal writing habits, I find I am most productive in the early mornings when my mind is fresh, and I prefer writing in quiet, distraction-free environments such as the campus library. I typically write in dedicated sessions, allowing time for multiple revisions, which is crucial for developing a polished final product. Recognizing when I am most inspired—often during moments of reflection or while walking—helps me capture ideas more readily, improving the overall quality of my work.

In conclusion, this course has significantly advanced my ability to think critically, strategize my writing, and reflect on my personal growth as a writer. The structured reflection process has made me more aware of my strengths and areas for improvement, which I will carry into future academic endeavors. Overall, the experience has solidified my belief in writing as a vital skill for academic success and lifelong learning.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
• Harris, R. (2017). The elements of style. HarperCollins.
• Lunsford, A. A., & Connors, R. J. (2016). The St. Martin’s guide to writing. Bedford/St. Martin’s.
• Orwell, G. (1946). Politics and the English language. Horizon.
• Thompson, L. (2010). Writing effective argument. Pearson.
• Wallace, W. (2014). Critical thinking: An introduction to the basic skills. Cengage Learning.
• Zinsser, W. (2006). On writing well: The classic guide to writing nonfiction. Harper Perennial.
• Graff, G., & Birkenstein, C. (2018). They say / I say: The moves that matter in academic writing. W.W. Norton & Company.
• Bean, J. C. (2011). Engaging Ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. Jossey-Bass.
• Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication.