The first course learning goal for this class is that students will be able to read and use

scholarly texts to support their writing goals. Due to the style of this class, being able to read

scholarly texts was a constantly used ability. This includes reading several assigned articles

written by writing studies scholars as a basis of our learning throughout the semester. The best

example of both of these skills being utilized within an assignment was the unit three research

assignment. This assignment required students to look up multiple (credible) scholarly articles

online and use information from them as well as information learned from reading in-class

articles to present a rhetorical concept. This information would then be used to create a

presentation that would be shown to the entire class and eventually be used to write an essay. I

feel that I undoubtedly met this goal. The clearest evidence of this is the A+ grade I received on

the unit 3 presentation/essay centered around this learning goal. Other than this, my ease of

reading difficult texts, the ability to extract meaning from large articles, the ability to indentify

the exigence of a work, and the ability to take this information and use it to further my own

writing also displays my proficiency with this goal.

The second course learning goal for this class is that students will be able to describe and

analyze writing processes in order to flexibly adapt them to support their goals. This skill was

used far less than the first within class activities, but it was very important to my writing

development. The first time we addressed it was in unit one of the course as a component of our

autoethnography essay. We spent the entirety of unit two on this topic, concluding with a full

revision of the initial section written during unit one. The way the class developed this skill

began by reading three or four articles centered around developing/analyzing peoples writing

process. We then took the strategies discussed in these readings and did in-class analyses of one-

page pieces of both our own and others writing. I feel that after completing the unit two essay
on my writing process that I thoroughly understood not only how to analyze my writing process,

but also how to alter it and improve it. This, accompanied by the high grade I received on my

paper, suggest to me that I met this goal.

The third course learning goal for this class is that students will learn how to adapt to

different writing contexts they need to address. This goal was used/addressed in every paper,

assignment, or class writing activity the entire semester. The concepts of audience, situation,

timing, and community were arguably the most vital and discussed ideas in the course. They

played a significant role in how every paper was written, how every journal was read, and every

analysis conducted. I feel like I met this goal for many reasons. The first reason is that I am

going to pass this class. This course is impossible to pass without an understanding of this

concept and an ability to execute it. My ability to write to specific audiences at specific moments

in time is a practical way to see my mastery of this goal. It is important for me to say that no

specific paper or assignment was vital to me learning this goal, but the reading assignments

within the Writing about Writing textbook were very helpful.

The fourth and final learning goal for this course is that students will consider how social,

rhetorical, and technological concepts shape writing conceptions, processes, rules, and learning.

This learning goal is present in all writing done in this course, but was focused on most in unit

one. The lessons that most focused on these ideas was the ideas of the rhetorical situation,

community, and Discourse, although other topics also addressed this goal. The assignment that

best addressed this course goal was the unit one autoethnography every student wrote on a small,

intimate community in which they had membership. I felt like I met this goal because of my

success on this essay. Not only did I receive a high grade on the paper, but I also felt that I

understood each section of the paper. This includes how community influenced writing style, the
way in which technology facilitated and enhanced the writing activities in the community, what

rules of the group were developed by rhetorical concepts learned in the class, and many other

concepts.