Documente Academic
Documente Profesional
Documente Cultură
Professor Zawilski
RC 2001
12 December 2017
RC 2001 has challenged me to think critically beyond what I previously thought I knew
about writing, reading, and brought me knowledge that will transfer across the disciplines that I
will be exposed to in the rest of my undergraduate education. Previously, I had no idea what a
discourse was, and through our thorough in-class discussions I was able to gain a significant
understanding of discourses and ones participation throughout many different discourses. The
of rhetorical situations, which have a place in everyday life. The textbook readings, question
question comments, and projects all helped me to develop the critical thinking and questioning
skills that I will need in my future as a lawyer. I will have to interact with people from all
discourses, and think critically and question when I work on cases. All of the projects helped to
continue to develop my research skills, which will be necessary throughout the rest of my
academic career, as well as in my career as an attorney. I found the concept of discourses the
most interesting, and the most applicable to everyday life. We encounter many discourses
throughout our lives, in school, our careers, and daily activities, and we must be able to
This semester in RC 2001, my writing has become much more detail oriented, and I have
learned to ask Why? more often to develop my ideas and arguments. I learned to view writing
as more of a process, and allow myself to have shitty first drafts. Before, I would put so much
pressure on myself to write a perfect first draft, even though it was just a first draft. Now, I allow
myself more room to make mistakes, which I can learn from. I have become more comfortable
with my writing by utilizing the method of writing as a process. However, my Major Issues essay
was the worst grade that I received this semester, so that makes me less comfortable with my
writing as of late. My writing process begins with a shitty first draft, which is more or less an
outline of my paper and list of my thoughts and ideas of what I would like to include in my
project. My second draft consists of notes and paragraphs under sections titled with the main
ideas of my paper. These will most likely become my body paragraphs, or will be combined to
form body paragraphs. My third draft is what I finally consider an official essay. By this time,
everything is in MLA format, a works cited is intact, and my paper is organized into cohesive
paragraphs that flow, with an introduction and conclusion. For my final draft I will make edits
based on the professors comments and corrections, and refine my thoughts before I turn it in.
In relation to my academic field, two of the writing projects that I produced this semester
are directly related. I chose to make a booklet to help future law students in their law school
application process, since I would like to have something like that for my own application
process. And for my major issues essay, I assessed the issue of female representation and law
and government careers, because womens issues are a controversial topic in todays political
sphere, and I will be a woman in law one day. Writing is vital within law, where one must write
and analyze legal documents. I expect to begin reading and writing legal documents in my future
I learned a lot from each project that I composed in this course. In the rhetorical analysis,
I learned how to find and assess rhetorical methods within a piece of writing. Mostly, I learned to
focus less on the content and more on how pieces of writing say what they do. The rhetorical
analysis differed significantly from previous kinds of analytical writing mainly because of the
focus on an extensive list of rhetorical elements that I had not previously encountered, such as
exigence and constraints, as well as the idea of the rhetorical situation. When composing my
multi modal mini-ethnography, first I decided on my topic, then decided to create the booklet.
Then, I created the headings for each section, followed by subheadings and information that I
would include, along with images. I did much more research for this project than the rhetorical
analysis. The research-grounded argument is one that is formulated using research of multiple
perspectives, and using that to formulate ones argument. It is necessary to be able to do this, due
I believe that every project and discussion that we did in this class taught me more about
critical thinking when reading and writing, as well as how to assess and approach different
discourse situations. The QQCs taught me to ask many more questions, and to search for things
to ask questions about, when reading texts. The rhetorical analysis assignment brought me to the
field of journalism, which was my first time studying journalism as an academic discipline, and
taught me to evaluate the authors ideologies through their rhetorical methods. Our study of
discourses, and the Gallery Day that we had for the MME and portfolios brought my awareness
to many different disciplines that I would not have been exposed to. The awareness of discourses
that I have gathered will be helpful in transferring my knowledge across disciplines, and across
different scenarios that I am exposed to throughout my college and law school education. Since
deciding to major in Political Science and become a lawyer, I have completed the mini-
ethnography and major issues essay with a focus on this discipline. Previously I was an English
major, which consists of a lot of literary analysis, but now I must learn to read and write with a