Journal Entry 1 Marcus Padgett 29362861 English 607 William ✓ Solved

Journal Entry 1marcus Padgettl29362861engl 607william Gribbinrunning H

Identify the core assignment prompt: Write a reflective journal entry discussing your learning experiences, challenges, and insights gained from specific course videos and the network project, including the importance of audience, prewriting, authenticity, feedback, and the value of constraints in writing, as well as an analysis of the network infrastructure project for three office locations involving subnetting, IP allocation, and topology design.

Sample Paper For Above instruction

Throughout my academic journey, I have come to recognize the importance of actively engaging with course material, reflecting on personal growth, and applying theoretical knowledge to practical scenarios. This journal entry synthesizes my insights gained from recent course videos and a complex network infrastructure project, highlighting key lessons about writing processes, feedback mechanisms, and network design strategies.

Starting with the videos from week 2, I was particularly struck by the emphasis on understanding one's audience when writing. The reminder that effective communication hinges on tailoring messages to the audience resonated deeply with me. Often, I tend to write primarily for myself or within my comfort zone, neglecting the manner in which my ideas are conveyed to others. Recognizing that audience awareness influences clarity and impact has motivated me to adopt more audience-conscious writing practices, ensuring that my work is accessible and meaningful to diverse readers.

The importance of prewriting and authenticity in writing, as emphasized in the videos, challenged my usual approach. I admit that I often bypass prewriting, believing that drafting is secondary to simply producing content. However, the videos reinforced that prewriting is fundamental to structuring ideas coherently, and that authentic writing fosters a genuine connection between the writer and the audience. Authenticity in writing encourages passion and engagement, leading to more compelling and relatable work. I now see the value in dedicating time to prewriting and being true to my voice, which ultimately enhances the quality of my output.

Regarding the critique of grading practices in the first video, I found myself in agreement with the argument that feedback and critique are essential for growth. Grades alone do not capture the nuances of a writer's development; constructive feedback provides direction and motivation for improvement. I believe that a balanced approach—combining assessments with meaningful feedback—best supports student learning. Grades may measure performance at a point in time but do not reflect progress or potential. Encouraging a learning environment where critique is viewed as an opportunity for growth fosters resilience and continual development as a writer.

The insights from Robert McKee about the necessity of constraints in storytelling resonated with my understanding of creative processes. Constraints, such as setting and narrative boundaries, are not restrictions but rather guiding frameworks that stimulate creativity and clarity. This realization applies to my own writing, especially when choosing topics or defining the scope of a project. Constraints help focus ideas, prevent overwhelm, and inspire innovation within clear parameters. In the classroom, establishing boundaries can help students develop their ideas more effectively and produce cohesive work.

Transitioning to a practical application, the network infrastructure project challenged me to apply my technical knowledge to real-world scenarios. The task involved subnetting a Class B network (10.150.0.0/16) for multiple office locations, including NY, IL, and CA, each with specific needs. I meticulously calculated subnet ranges, ensuring sufficient IP addresses for future growth while avoiding wastage. For NY, I needed to subnet for four LAN segments using VLANs, assigning appropriate IP ranges by re-subnetting only the necessary portions of the address space. For IL and CA, I allocated subnets based on the required number of IP addresses, reserving the last IPs for loopback interfaces, which are crucial for network management and testing.

Furthermore, I designed WAN links between New York and the branch offices using point-to-point subnets—carefully determining IP ranges for these connections. The process involved precise subnet calculations to ensure only two IP addresses per link, aligning with best practices for point-to-point connections. Employing tools like Microsoft Visio, I created a visual network topology incorporating these subnets, VLANs, and WAN links, providing a comprehensive overview of the network architecture. This exercise sharpened my technical skills in IP addressing and network planning, illustrating the importance of methodical planning to ensure scalable and efficient network design.

Reflecting on both the theoretical insights and practical applications, I recognize that effective communication—whether through writing or network design—requires clarity, structure, and understanding of constraints. In writing, audience, authenticity, and feedback are vital; in networking, precise subnetting, IP management, and topology visualization are essential. These lessons have reinforced my commitment to continuous improvement, emphasizing that disciplined planning and genuine engagement lead to success in both academic and technical pursuits.

References

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• Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33(2), 148-156.
• Gribbin, W. (2023). Best Practices in Writing Instruction. Educational Media & Technology Journal, 27(4), 34-45.
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• Bernard, C., & Smith, J. (2020). Subnetting and IP Address Management. Network World, 37(12), 52-58.
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