McKenna Worsham  

Comp II 

Professor Hammett 

Reflective Essay  

4/23/23 

1,012 Words 

Reflective Essay 

Over the course of this school year, I feel that my writing style and skill level have definitely improved. Prior to this course, I had experience writing at the high school level, as well as in Composition I. I believe that throughout this semester I have learned more about technical writing and professional writing, rather than the creative writing and journalism that I am used to. This class has taught me how to write in different modes than what I am accustomed to, but also how to continue to grow into my voice as a writer. I also feel that I have grown as a writer because of how the class is set up; I do not feel that I am being treated as a child and that there is always room for improvement. I have really appreciated the honest criticism and critiques during this course because it has seemed to make me better, which is clear in my work. 
Comparing my essays this semester to those from the first part of the course, there is an evident improvement. In Project 1, honestly, I did not put as much time and effort into writing or editing my essay. I like writing but I let my schedule get in the way, making no effort to make a good grade (Pr. 1, Worsham). It is clear that in Project 2, I spent time on my essay and genuinely cared about the topic (Pr. 2, Worsham). “Good info and research! Lots of errors, so I suggest the tutor, Grammarly, read it aloud, etc....” (Professor Hammett-BB feedback on Pr. 1). This advice and editing helped me exponentially on my next paper. As I took time to read Professor Hammett’s notes and specific edits, I found that a lot of my mistakes were simple editing issues. In my next paper, I chose a different route of editing and made fewer mistakes (Pr. 2, Worsham). 

My topic was male suicide and author, Albert Camus’, opinion on the topic. Camus’ work had many philosophical ideals that correlated to suicide, and I strived to discuss them as best I could in my essay (Pr. 2, Worsham). Suicide is a touchy topic to discuss, and I feel that I was not quite as sensitive to those affected by male suicide and the issue of fragile masculinity, in Project 1, as I could have been. This also could have been fixed by some close editing. In Project 2, I made sure to make editing a priority, “Excellent content, organization, and points made! I thoroughly enjoyed this read. I appreciate the effort you took to produce a high quality read.” (Professor Hammett-BB feedback on Pr. 2). However, there were still many errors that I made in Project 2, “There are some errors, so be sure to review the essay to correct those going forward.” (Professor Hammett-BB feedback on Pr. 2). These simple errors can truly make or break an essay, as is clear in my first paper (Pr. 1, Worsham).  

While writing Project 1, I also struggled to stay on the prompt and to show ample evidence for each point in my essay (Shania Valdivia peer workshopping, Pr. 1). This was difficult for me because I kept getting distracted by the research side of things rather than sticking to the prompt and having actual quality writing. While I am used to creative writing, this realm of professional writing was not the most interesting to me, though it has taught me a lot about the kind of writer I can be in the future. This class and feedback from my peers, as well as Professor Hammett, have changed the way I see writing. Writing for school does not have to be stressful or in a time crunch, it can be interesting and fun if you let it. Also, regarding feedback and editing, I appreciate constructive, but not negative, feedback such as, “Excellent content and points made! Some simple grammar errors so review essay for corrections/feedback. All claims are proven and cited, and reads very well.” (Professor Hammett-BB feedback on Lit. Analysis). This kind of editing from peers and Professor Hammett has made me enjoy writing for this class much more; it is constructive but fair and well-explained. 

Going forward, my goal is to really put effort into everything I write, whether it is for creativity or required for a class, and to make a good, quality essay each time. Looking back on this school year, I have found that I spent too much time worrying about the assignments and not enough writing something that I can be proud of. This balance is difficult and can cause unneeded stress, but I figured out that it is necessary to balance life, school and work, because all are equally important. 

I feel that my writing has become better since being in this class. I can write a college-level paper without fearing getting a bad grade or feeling as if I will get no feedback whatsoever. Since writing Project 1, I have grown as an author, especially in the editing process. An example of this growth is, “Great job of continuing your thesis throughout the essay and staying consistent.” (Shania Valdivia Peer workshopping Pr. 2). Staying consistent and being thorough with the prompt was, specifically, missing in Pr. 1, although in Pr. 2 I switched up my editing process and became more intentional with the words I write.  

In addition to the differences that I have found in my editing since the beginning of the semester, I have also noticed that my attitude toward writing for school has changed. I can now appreciate that it is just as important as the things I would rather be doing, and it is helping me get better. This shift in attitude has forced me out of my comfort zone within writing and has created a healthier mindset toward school. Coming closer to the end of the school year, focusing has been a struggle, though I am grateful for all the improvements this class has made for me as a writer.