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Kirk John Arcena

Dr. Meaghan Rand

UWRT 1103-005

15 March 2017

Midterm Reflection

University Writing 1103 is a course which shares many similarities with the courses Ive

taken during my freshman year in college. For instance, during the fall semester of 2016, I took a

freshmen seminar course called University College or UCOL. In UCOL, we did an inquiry

project which was focused on the effects of poverty and the disparity on the distribution of

healthcare on poverty-stricken nations in Africa. Likewise, in UWRT 1103, we will be doing an

inquiry or research project on topics which pique our interest. At this moment, we are currently

in the process of selecting the topic on which we will focus our research on. My inquiry project

will most likely be focused on examining the benefits and detriments of technology on the

education of todays scholars. I really like the fact that we are free to choose the topic on which

our research or inquiry will be focused on, since I believe that no individual would want to spend

countless hours on learning, reading about and researching a topic which they do not have

interest on or care about. Also, another common element found in both UWRT 1103 and UCOL

would be the in-class discussions. In UCOL, we discussed topics such as poverty and disparities

in the society, while in UWRT 1103, we discussed topics such as literacy and the role of media

and its effects on the way we think, feel and act. I really like the in-class discussions we have in

UWRT 1103. These discussions do not only allow me to voice my thoughts with regards to

specific topics such as technology and to learn and understand what my peers think about the
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said topic, but they also teach me to understand the fact that each one of us have varying

opinions on specific topics, and it is important that I respect what others believe even if they

contrast mine.

Before the spring semester of 2017, I would describe my writing process as chaotic,

lengthy and an everlasting struggle. Before this semester, I had difficulty organizing my thoughts

and turning them into writing. I would focus on multiple ideas at the same time which resulted to

me losing my trail of thoughts and ending up writing little to nothing. Now, halfway through the

semester, I am able to focus, think, immerse myself and inquire on a specific idea or topic one at

a time. The method where wed use notecards to write and organize our ideas and plans certainly

helped me focus when writing, and before I knew it, I was writing more efficiently. Also, before

this semester, I had trouble determining who my audience were. I would always write as if I had

a single audience the professor I was writing a paper for. Now, before I start writing, I would

first think about the people I am writing to and who I desire to read my writing.

I remember writing an About Me blog post on the first week of the semester. If I

remember correctly, I wrote something about me being a huge procrastinator. I believe I wrote

that, because of the fact that I procrastinated a lot on my first semester in college and on my last

year in high school. Although I still sometimes procrastinate, I am now accomplishing many

tasks days before they are due. If youre going to do it later, why not do it now? This question

is what Id always ask myself every time Id have the urge to procrastinate.

I cannot deny the fact that the feedbacks Ive received from both my peers and my

instructor have immensely helped my writing. I remember the time when I got stuck while

working on my literacy project. I turned in a draft which I thought was an utter rubbish. The draft

which lacked direction, had no structure and was written entirely to satisfy the rubric and not its
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audience. At that moment, I thought it would be impossible for me to write a literacy paper

which I would be proud of. It was not until I had my conference with my instructor that I found

the path I shouldve taken from the start. She made me realize the true purpose of why Im

writing the paper to illustrate the effects of technology on my education. Also, she made me

realize that my intended audience isnt always my professor. For that paper, my audience were

my peers and all the present youth. Finally, she gave me a few helpful advices on forming the

structure of my paper. She told me a few ways I could start and conclude my paper. Furthermore,

I truly like the peer review and peer-given feedbacks on this course. At first, I thought the only

feedbacks which mattered were the ones given by the instructor; however, as we work in groups

and give each other feedbacks, I realized that the feedbacks given by my peers could be

particularly of value. I remember the time when I was discussing the proverbial literacy draft

with my peers. One individual suggested that I should include the few benefits of technology to

prove that the detriments outweighs the benefits which I thought was a brilliant idea. In addition,

Ive given a number of feedbacks to my peers in the past. I remember the time when I gave one

of my peers a few ideas that he could include on his literacy project.

So far, I am extremely proud of the improvements which Ive noticed on my writing. My

writing speed has greatly increased. My creativity has improved. And, my writing anxiety is

slowly disappearing. Moreover, I believe that Im slowly conquering my fear of writing. Before

this semester, I was greatly afraid of writing something incomprehensible and unintelligible. I

desired that every clause I write was grammatically write. However, that changed this semester. I

am no longer afraid of being wrong. I now write whatever I desire to write. My thoughts and my

writing were identical. I was able to produce more writing, and I know feel like what I write are

entirely my own.