Introduction

As a partially undeclared student under a literature major, I look forward to literature and writing courses to expand my abilities and help determine if this focus is right for me. Due to taking an AP English Language class/test in high school, I was exempt from enrolling in Writing 1 at UC Merced. This gave me the impression that Writing 10 was going to be difficult and heavy in workload, but I have fortunately managed to stay on track while enjoying the material and assignments. I believe I have earned an A in this course because I have adhered to both the discreet and explicit components of the syllabus.

The very first bolded title yet subtle section of the syllabus, “A Note About Questions,” has yet to be undermined. I actually used to be chastised in high school for asking ‘too many questions,’ but that has yet to stop me from speaking up when confused or curious. As stated in the first part of the syllabus: “If you are thinking a question, chances are that seven other students will benefit from you asking the question out loud in class.” I have been thanked by fellow peers for asking for clarification, and I’ve got to say, it’s reassuring to know that I’m not always alone on these potentially-embarrassing moments. Whether I e-mail professors, ask questions during class time, or meet with them after class, I make sure to get the help I need to take advantage of my resources. I believe this demonstrates responsibility and aspiration for good grades, thus justifying an A in this course.

The unequivocal portion of the syllabus, “Writing 10 Course Learning Outcomes,” also aligns with my work ethic and production. One of the goals listed for the learning outcomes is phrased: “Develop ability to argue for different rhetorical purposes: to persuade, to explain, to cooperate, to refute.” I have persuaded, explained, cooperated, and refuted throughout this course during discussions, projects, essays, and blog posts. As I type this draft, I am using persuasion techniques in the hopes of receiving an A by emphasizing my efforts and trends. ‘To explain, to cooperate,’ can be proven with my thorough GLDs and class participation on a weekly basis. For refuting, I frequently partake as devil’s advocate in class discussions in order to question a common outlook or cliché idea. Reflecting upon these learning outcomes has equipped me with a preparation for expansion in English and an eagerness for knowledge. I believe taking things away from a course is just as important and useful as receiving good grades on projects and essays. I would be grateful to receive a final grade following my mid-term grade: a well-deserved A.

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