What’ve I Learned?

The projects and assignments I’ve completed in ENC 1102 have helped me view

English-related tasks in a more positive way. This class has aided me in understanding an

overall better approach when it comes to writing. From learning more about how to argue

effectively, to working on my final rhetorical analysis, I found helpful information to apply to not

only my assignments but in everyday communication as well. The posts in my e-Portfolio

showcase the concepts I now feel positive about and some that could still use some additional

practice in the future.

An outcome of this class that I am excited to experience and apply not only in but also

out of a classroom setting is being able to effectively use the Rogerian Mode of Argumentation.

This model for argument is extremely effective because it belittles no side of an argument due to

a personal bias, but rather strives to prove an understanding of all perspectives in conversation.

While I’m sure I have not mastered this method, I plan on continuing to practice. With argument,

whether simple or complex, being such a prominent aspect of everyday communication, I’m

glad I learned of an effective way to go about such communication.

Another benefit this class ultimately brought was the confirmation of how to properly

perform research. Encouraging students to not only use sources such as books from the library

or published research studies but also informal sources such as those from social media

platforms has proven to not be dangerous but helpful, allowing for a wider array of supporting

sources. When collecting data or opinions to backpedal off of, not everyone has to be published,

but should rather have a solid piece of insight that appropriately relates to the research project

at hand.

Another helpful aspect of this class that I had not previously been assigned in any other

research classes is the use of peer review. I often feel overwhelmed while writing, especially
when it comes to entire research projects. However, going over each draft of a paper with an

intimately-sized group allows small and large ideas alike to be looked into and effectively

praised or critiqued as needed. There are many small errors or ideas that I could have

explained in a more effective manner that my peer review group members have pointed out,

allowing me to realize and correct my mistakes. Even if it is not assigned, I hope to apply this

method of review in future classes, as it has proven to be very beneficial towards my writing.

An idea that I was shaky about when it was first introduced but have a better grasp on

now is that of learning a lesson and keeping it fresh in memory, reusing it often in following

assignments. I am aware that this sounds like a way students should likely always learn, but in

most classes I’ve taken, including college courses, specific information is only to be stored until

an upcoming quiz or exam, never to be brought up again. The layout and order of the curriculum

for ENC 1102 has been very effective by warming up the class with large general ideas such as

effective argument and research methods, then encouraging the students to narrow down our

ideas for our projects. For example, the library course being a mandatory assignment was very

helpful as it handed us students the tools we need to pick books and resources from the UCF

Library without confusion.

Covering key concepts such as rhetorical strategies and modes of argumentation within

the first few weeks of class helped begin to set the scene for the rest of the semester and

equipped us students with tools we would end up using a lot throughout the research process.

Being aware of how to dissect a piece of writing, from logos to background information about

the author, was an absolute must when writing my analyses, and ultimately, my argumentative

final research paper. Knowing beforehand what specific aspects of a paper are to be analyzed

is helpful, as some pieces, especially scholarly articles, can seem very long and strangely

redundant.
 An effective way of fully understanding a source- the author’s background and

experience, possible bias, how it relates to one’s research question, etc.- can be achieved

through rhetorical analysis. Learning that this method focuses on both the surrounding ideas of

the text such as context and intertextuality, and ideas found inside the text such as the method

of argument and use of logos. Not simply focusing on the bare minimum when it comes to

sources I’ve cited throughout this project has been helpful. Focusing on rhetorical analysis,

having to do with a deeper understanding of a particular source than what’s on the surface, has

aided me in my project as it allows me to do some extra research and elaborate on why a

particular piece may be credible, disagrees with, or relates to my final conclusion.

This class has equipped me with skills, many of which I can continue to apply effort

towards and work on, that can be of immense use in future settings not only taking place in a

classroom. Writing and communication skills that showcase an understanding of the importance

of prior research coming from multiple different types of sources, layout and organization, and

even-minded sound argument will likely be of use for as long as I’m able to effectively

communicate. ENC 1102 has done much in helping me set up and polish these skills so that I

may be equipped in the future.