Entry 12

After reviewing the course objectives, I realized just how much keeping a learning log has helped me to meet these objectives. While it has been easy for me to look at each learning log as a means of responding to my own thoughts each week, as well as responding to the issues raised by the prompts, I have come to realize the more profound impact of writing each entry. Rather than merely being a piece I produce each week that deals with a specific topic or issue addressed in class that particular week, each entry allows me to further examine and build upon the knowledge that I have gained from our course readings and discussions. By completing a learning log entry either before or after class each week, I am able to reflect upon my current knowledge and address any issues I would like to explore further. Through these entries, I can work to clarify anything I found confusing or difficult to understand about course content.

By completing learning logs each week, I was better able to meet each course objective listed in the syllabus. The learning log helped me to further my understanding of the “genres that readers and writers use to communicate” (Course Objective 1). Additionally, by keeping a learning log for this course, with an awareness of my professor and fellow classmates as my audience, I am better able to understand the role audience plays in reading and writing (Course Objective 2). Over the course of this semester, the content discussed in my learning log has contributed to my understanding of the relationship between reading and writing as parallel processes (Course Objective 4). Also, by composing a learning log, I am engaging in metacognition (Course Objective 5). In order to write my learning log entries, I must think about my understanding of the course content and consider what aspects I have mastered as well as those that I am still unsure about. In utilizing metacognition myself, I am better able to comprehend its role in writing proficiency and reading comprehension (Course Objective 5).

As for the other course objectives that I have not mentioned above, I feel that my learning log may have slightly aided in my understanding of these goals. However, I also believe that other components of this course contributed more to my competency in these objectives. For example, while I did not address writing assessment very much in my learning log, the course readings on this topic greatly contributed to my ability to meet this course objective.

After reading Hicks (2009) and Tompkins (2008), I was able to better understand how reading and writing are connected. By learning how to teach students the components of a particular genre and how to compose a piece in each type of genre, as well as finding examples of these genres for my students to read, allowed me to become aware that similar processes are necessary in order to read and write in a given genre. Also, I now have an awareness of the ways to write in the style of a particular genre so that readers can identify that the writing is a part of that genre.

By participating in a Writing Workshop and creating works for a Genre Pieces Project, I am understanding the role audience plays when both creating and reading a piece of writing. As I compose each of my genre pieces, I remain continuously aware of my intended audience in a way that I never have quite mastered prior to this course. Previously, I would write essays and research papers for courses with the idea that the teacher or professor was my only audience. For my Genre Pieces Project, not only was I aware that Dr. Jones would inevitably read each piece, but also that Melissa G. and Liz would read my pieces and provide feedback throughout the writing process. In addition, some of my pieces have a more specific, albeit theoretical, audience. For example, one of my pieces is a letter to a Chilean dignitary, presenting the case for increased protection of the native chinchilla population. Another piece, which will hopefully take the form of an iMovie, is intended for those who are considering purchasing a chinchilla as a pet. This movie will explain how to properly care for a chinchilla. While completing these pieces, I was forced to continuously keep my intended audience in mind throughout the writing process. Through this project, I was better able to understand the connection between reading and writing, as well as the pivotal role the reader (audience) plays in both processes.

Hicks, T. (2009). The digital writing workshop. Portsmouth, NH: Heinemann