Writing 10 with Professor Block has exposed me to a completely new way of writing as I was introduced to a new writing process through a diagram. This diagram is different than others because it highlights the concept that you’re draft will continuously change as you focus on generated ideas and research. Prior to the start of the course paper, the class was assigned readings that increased in difficulty every week. In time, lengthy scientific articles were assigned. Surprisingly I felt confident in breaking the article down and fully understanding the purpose of the article. I also strengthened my ability to compare and contrast different articles on similar topics. This is a useful skill that helped me get through the novel, West Without Water by Ingram and Malamud- Roam. Most importantly, refining my analysis skills along with my comprehension skills was necessary for gathering useful research information that was specific to my course paper topic of lung disease and climate change.
Breaking the 12-page paper down into stages was difficult for me to begin with; I had trouble understanding how to formulate a thesis that followed the “step-by-step ” structure. The thesis in my Causation Stage draft #1 is the first thesis I created, and if you compare it to my thesis in my Causation Stage draft #3 you’ll notice it’s completely different, and much more focused and organized. With my causation thesis in draft #1 it’s easy to see that the thesis did not flow, and the points I made don’t build on each other. After peer workshops, office hours, and feedback from the professor, I understood what exactly it was that Professor Block was looking for. If you open my causation stage draft #3 you’ll see that the thesis is much more organized, making it much more coherent. Also, every point I make leads to the next, and in order to organize the rest of my paper I highlighted every main point to ensure that supportive evidence is properly presented in the body paragraphs. Furthermore, the paragraphs in my CS draft #1 weren’t developed and clearly didn’t follow the meal plan structure. I didn’t understand the meal plan structure until I read my third draft. Organizing my evidence in a single paragraph was difficult for me, but by the time the advocacy stage was assigned, it was much easier.
After receiving feedback on my AS draft #2, I used that constructive feedback to my advantage. My peers also mentioned that the points I make in my AS thesis were disconnected. I spent time fixing this issue by adding transition sentences and evidence that linked two ideas together. I tried my best to incorporate the ideas given to me by my peers. After finishing a draft I found it extremely useful to go back and read the guidelines for each assignment, this brought clarity to my reading by reminding me of the meal plan structure, and the purpose of each stage. My final course paper is a clear reflection of the writing process diagram when compared to my earlier pieces of writing.