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Tianna Treichelt

Speiser

Writing 2

13 June 2017

Metacognitive Essay

When I signed up to take the class of Writing 2, I was terrified. I had never been

noted as a good writer throughout my career as a student. I had taken AP English: Language and

Composition and received average scores on my writing. I had thought that since I was in college

now, my writing would be even worse comparatively. I also came in with the presumption that

this class would just be constantly grading weekly essays without teaching us how to progress as

writers. I was completely wrong. Writing 2 has allowed me to grow as a writer and teach me

tactics I had never learned before. These ten weeks helped me become more comfortable and

confident in my writing and with good reason. I have grown in the aspects surrounding the

process of writing: the purpose, the research, the drafts, et cetera.

Before I had taken Writing 2, I thought the process of writing only involved creating an

outline, writing a rough draft, and then writing a final draft. With Project Builders, I was able to

take the time to fully understand what was being asked of me and researching beforehand. I was

able to gain a background on my topic, which made me more comfortable in writing about the

topic I had chosen. This also gave me confidence in my writing since I knew what I was talking

about. The process of writing was also presented to me in a clearer and cut way to reach a final

draft in Writing 2. I learned that the process is so much more than I was led to believe. In

Stephen King’s “On What Writing Is,” I learned that writing is a form of telepathy. I had never

thought of writing that much as a form of communication. I only thought of it as a way to spread
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your opinion or information to others. But readers respond mentally back to the writing that they

are reading. King’s piece gave me a new point of view on writing. With this new point of view, I

was able to find my purpose for my writing easier because I felt like I was simply having a

conversation with someone.

After being given a new perspective on writing, I was able to learn more about the next

step in the writing process: learning more about your topic. At first, I thought the Project

Builders were just work to fulfill our time in the class and that they did not matter. I was also

wrong on this matter. With Project Builders, I was able to learn about the background of my

topic and the prompt of the Writing Project better. Without the Project Builders, I believe that

my projects would not have been as good. I would have not known all the information needed for

me to have an informative and valued opinion on the topic I had chosen. Through learning about

the writing process, I also learned that writing is more flexible that I had thought. I had always

believed that there were specific structures assigned to specific types of writing. Through

Writing 2, I saw writing in a more artistic lens and realized that some rules are actually myths. In

L. Lennie Irvin’s article brought some of these myths to my attention. Rules that stated that we

could never use first person in academic writing, only ever writing five paragraph essays, and

good grammar is good writing were relabeled as myths. With this new knowledge, I was able to

write more freely in my writing for this class.

After I learned the beginnings of the writing process, I felt more liberated when writing

my first drafts. Before Writing 2, I thought first drafts had to be as perfect as possible when you

were writing them. However, through reading “Shitty First Drafts” I learned that it’s okay to

create a horrible first draft. I learned that it is okay for the first draft to contain errors surrounding

grammar and structure, as long as the point can be seen in the writing. The editing process will
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help clean up the errors made in the first draft. Another thing I learned about the editing process

was from Nick Stockton’s “What’s Up with That? Why It’s So Hard to Catch Your Own Typos.”

From Nick Stockton’s piece I was able to learn different ways that I could edit my rough drafts.

Stockton explained to me how our brain tends to generalize our writing while we are writing it.

Our brains correct our mistakes, so we tend to overlook them. In order to combat against our

brains generalizing our work, I learned various ways to edit my paper. I learned ways like

printing out your essay, having someone else read your essay, and changing the font can help

you edit your essay with a fresh mind. With these newly found ways to edit my rough drafts, I

became able to make my final drafts better due to the elimination of my brain’s generalization of

my work.

I was not prepared for the sense of accomplishment when finishing this course. I feel as

though I have really grown into my writing. When reading Sommers and Saltz piece, I related

immensely towards the students in their study. The article states that “one of the greatest

surprises of this study (something for which we were completely unprepared) was the buoyancy

of students after a year in which they are asked to refashion themselves as writers, a year in

which as novices they need to figure out the expectations of college writing while producing

paper after paper” (128). I believe I went through the same process that these students went

through and their writing. Paper after paper, I felt like with all the practice I was gaining, I was

becoming a better writer. Writing 2 surprised me in many ways, and in many ways, I surprised

myself along the way too. I was able to learn about the writing process in a more detailed way

and with that, I was about to gain a better handle on being a writer myself.