Learning outcome 1: Essentially every writer has a similar, if not the same, recursive writing process. But in reality, most writers heavily differ on their own philosophy of the recursive writing process. I know many people and many classmates who do the recursive writing process exactly how they were taught when they were young, obviously with a few sprinkles here and there of more advanced parts and details of the recursive writing process. On top of that they all have similar philosophies. They all essentially believe in the stereotypical writing process and revision process. They create a thesis, brainstorm, create a rough draft, revise it, and then create a final draft. Personally. I do not write my papers the same way. The way I write my papers is that initially I look at the prompt and have a general idea in my head on what I want to write. then I just begin to write, I do not have a specific thesis I mind, I write until I feel that I have enough to put my paper in the direction I want to, then I revise that to make my first draft, which sometimes I have to rewrite it all because it is not how I want my paper to be, and then I revise that, and finally I create a final draft. I do believe that it is important to put a personal anecdote into your paper so it shows that your thesis and topic relate to everyday life.

Learning Outcome 2: Upon further revision of my final draft of the significant writing project, I noticed I used many quotes and ideas. Which essentially is performing learning outcome two very well. Learning outcome two is “be able to integrate their ideas with those of others by using summary, paraphrase, quotations, analysis, and synthesis of relevant sources.” A specific moment that I achieved and used learning outcome two in my final draft of the significant writing project well is when I used journalist Sam Anderson’s quote in his article “In Defense of Distraction”. This quote was “It’s been hypothesized that ADHD might even be an advantage in certain change-rich environments. Researchers have discovered, for instance, that a brain receptor associated with ADHD is usually common among certain nomads in Kenya, and that members who have the receptor are the best nourished in the group. It’s possible that we are all evolving toward a new techno-cognitive nomadism, a rapidly shifting environment in which restlessness will be an advantage again. (Anderson 12)”. I effectively used this quote throughout my paragraph that was my counter argument. This quote really strengthened my counter argument and really strengthened my paper as a whole.

Learning Outcome 5 and 6: Throughout my final draft of my paper that I used as my significant writing project, I properly used MLA format and cited my sources well. Learning outcomes five and six are “Document their work using appropriate conventions (MLA)” and “Control sentence level errors (grammar, punctuation, and spelling)”. Learning outcomes five and six were specifically used very well on my final draft of my paper that I chose to use as my significant writing project because I created an error free works cited page, error free citations of my sources, and also very minimal errors in my sentence level grammar.

Learning Outcome 4: I placed feedback on a peer’s paper for my chosen marked first draft of one peer’s paper using learning outcome four. Learning outcome four is “Be able to critique their own and others’ work by using emphasis on global revision early in the writing process and local revision later in the writing process.” I demonstrated my improved ability of learning outcome four in my feedback on a peer’s paper for my chosen marked first draft of one peer’s paper because all of my comments and feed back that was given to my peer were not basic feedback regarding simple errors when it comes to spelling, punctuation, and grammar, but my feedback was deeper comments that had meaning to improve my peer’s paper as a whole.