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Robin Pinney
Metacognitive Reflection
5 December 2015
Writing Reflection
In the past 10 weeks of Writing 2, it is very apparent that my approach to thinking,
reading, and writing have evolved immensely. When I first started off in this class, I was
overly confident about my writing I wanted to minor in writing, (which I still want to
do), but I felt that I didnt need any help in that journey. I thought that writing about
writing was fairly easy, mostly because I had done it in all my AP writing classes in high
school, but now, I realize that generally, anyone can write about writing, or think about
thinking. It is when you start thinking and writing about specifics, that thoughts and
words can get jumbled. Today, I realize that this type of work takes a lot of effort,
multiple tries, revisions, and peer reviews are needed to produce a solid piece of work,
and 10 weeks ago I would not have believed those words.
My perspective on writing hasnt changed too much at all since before I started this
class since high school really. In my opinion, writing should be therapeutic and raw,
and for the writer, not for an audience. The idea of writing a book in order to make
money or build a frenzy is ridiculous in my opinion, and the creation of books and
journals, etc. should be an outlet for writers and there to help others with the same
feelings. In a classroom setting, I dont think the judgment of students writing should be
given in a stylistic way, meaning the tone or voice a student has given to their paper.
Most students have taken all of high school, sometimes more, just to find their voice in

writing, and getting it judged in college can make them feel lost when trying to put their
words together. Stylistically, their writing shouldnt be judged either. If a student likes
using long sentences and plenty of dashes to run-ons versus a student who uses short
sentences and wants their writing to be read through quickly, I think either way, there is
no right answer. I think grammatical corrections are the only thing to be judged alongside
questions in the prompts given, but nothing else. This class took a toll on my writing
preferences, in a way where I had to continuously edit my writing to fit the form of the
class. It was very frustrating, but overall, as a college student, you learn to adapt to
survive and get good grades. However, I know now how to differentiate between the type
of writing that I love and want to continue to do and the type of writing that it takes to
succeed in the UC system.
In Writing 2 I learned that I somehow have forgotten the rules of writing. I have
forgotten how to differentiate sentence lengths and types of sentences, Ive forgotten
grammar rules and how to correctly write within the school system structures. As a
second year Anthropology major, my classes havent challenged me to use the generic
tools most writers call to, and this has enabled me to forget how to properly write. Ive
always known the difference in genres and have mostly paid attention to what
differentiates topics form each other. Ive always had love for both country music and
hip-hop and I know what makes them different. Im half Irish and half Hispanic and I
know what pieces of both cultures make them different. I know how to talk about the
differences but when it comes to specific items, it can sometimes be tricky when you
have to draw parallels and contrast simultaneously, about certain topics Im not very
familiar with. Something Writing 2 has taught me is that I dont know all the answers and

I am not the best writer that I have the potential to be. In high school, I was by far the
best writer, because not only did I get the best grades but also people thoroughly enjoyed
reading what I turned in. Today, I realized that because I thought that my writing was so
superior, I stopped working at it. I didnt try to improve my techniques or read more
literature to find even more flavor and skill I could add to my work. My writing may have
been superior in high school but my second year in college, I feel much more behind than
everyone else.
Though this class started off with a struggle, it was still useful in learning how to
become a better writer. Yes, I was taught skills that should be relevant in anyones
writing, but I also realized that I now know how to differentiate in writing. Theres a way
to know what tools to use when you want to reach a certain audience or change tone for a
purpose, but this class taught me how to categorize these structure in order to study what
types of genres and tools other writers have used with their published work. I also
realized that though run-ons can be taken as an aspect in tone, it is usually a pet peeve in
writing and should be altered if possible. My paragraphs, similar to my sentences, were
very often too long. Something I worked on a lot, especially in my portfolio pieces, was
separating sentences to condense length, as well as break off paragraphs into shorter ones
so they wouldnt take up whole pages. A good rule of thumb that Emm taught me was
that if my paragraph is longer than half a page, it might be too long.
When I correlate Writing 2 with the future of my writing, it sounds like a very tough
journey. I still very much want to minor in Professional Writing but the idea of
conforming to UCSBs structural writing is that of a stressful one. I dont have a negative

opinion whatsoever about writing or the rules of writing, its just something I dont
necessarily think I believe in. What I will take with me, on a positive note, is the different
steps that we continuously took with every step I progress into a piece of work. I really
preferred the prompts that came with questions, as this prompt did, because I found it
very easy to write more about each topic when I had a specific question to answer. In the
future, I will most likely never get a prompt with 10 questions that are trying to get me to
a deeper level of thinking, but what I can do for myself, and what I plan on doing for
myself are giving myself questions. It would be beneficial for me to give myself certain
subtopics to think about when writing any form of work, in order to ensure that I am
covering every corner of work I have in front of me. A small detail that was refreshed my
mind and will be useful in my college career is my ability to use the UCSB library
website, which isnt too specific to Writing 2 but I am grateful did happen. At first, trying
to find journals and academic work to base my writing off of was difficult but after
spending time trying to navigate the library website, I now feel more secure in my effort
of researching.
The concept I struggled with the most in my duration of this class was mostly
making grammatical errors. For instance, when we spent a day looking at grammatical
tips A Pocket Style Manual I was very confused by what was being taught. In the book
the writer says, ambiguous reference occurs when the pronoun could refer to two
possible antecedents (Hacker), which was very confusing to me. After reading the
examples I understood that you have to make it clear and sometimes make something
more active than passive when putting entices together. This was a correction I used and
went back to my previous papers to fix. I discovered that using the pocket manual was

very useful because for me, remembering all the tips and tricks we were taught in high
school can be very difficult for me. Rereading my papers is something that Ive begun to
naturally do and every time I do it, I find that my paper improves, even by a little bit.


Works Cited
Hacker, Diana, Nancy I. Sommers, and Marcy Carbajal Van Horn. "Pronounce
Reference." A Pocket Style Manual. Boston, MA: Bedford/St. Martins, 2013. 32
33. Print.


Works Cited
Hacker, Diana, Nancy I. Sommers, and Marcy Carbajal Van Horn. "Pronounce
Reference." A Pocket Style Manual. Boston, MA: Bedford/St. Martins, 2013. 32
33. Print.