Welcome Back!

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So fall quarter is almost over and the holidays are quickly approaching! Although class has been cut short because of Thanksgiving break, I was still able to apply my knowledge of rhetoric and analysis. Throughout the remaining weeks, I was working on my RIP project, brainstorming and researching for topics I could use. All the skills I've accumulated throughout this quarter helped in creating my project and making sure it's effective and backed up with evidence to support my claims. 

Now this quarter wasn't the easiest. Lots of stress was put on my shoulders, especially in these last few weeks filled with work while I was falling behind. But the classroom was a different story. In class, we did activities to help create and inspire our RIP project ideas that took some stress off my shoulders. 

One of which was the mini RIP exercise, where our class was put into groups and we rolled a dice to see who's our audience, and what genre we must use to convince them to pay our tuition fees. My group had to use a craigslist ad to appeal to the Cockatoucans of the world. At the start, my group didn't know how we could appeal to a Cockatoucan, but since I actually read the story, I remembered that the cockatoucan loved Christmas pudding. With that, we revolved our ad around Christmas pudding in hopes that we will catch the Cockatoucan's eye. We followed the simple and direct tone that craigslist ads have, and we actually went on craigslist and wrote an advertisement to make it more realistic. Through this exercise, I learned how to follow genre conventions and how to appeal to specific audiences, which is basically the RIP project, except the actual project has more substance. Seeing my other peers' projects also gave examples of how to do so. This little practice activity helped inspire me with ideas for my own RIP project.

I created 5 potential RIP projects, which helped me envision how my project should come together with the audience, genre, and context. I ended up choosing the how-to guide for ghosts who want to get a girlfriend, or rather, a "ghoulfriend." Whenever I think of a how-to guide, my mind goes straight to WikiHow. Plus, I wanted my project to take place in the present, which seems to revolve around the internet and technology. This was even more fitting since the audience I was targeting would be looking on WikiHow for relationship advice because they are lonely and have no idea where to begin, and what better way to give basic advice than on WikiHow? 

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Once that was decided, classes mostly consisted of working on our RIP Project. Homework assignments regarding the context of our projects got the project moving. Considering the social and historical context, the audience, and the purpose and message of our project made me realize the depth and complexity of our project, and how so much meaning actually is under this creative project. These assignments helped engage my mind, and had me find a reason why for every single choice I made: why this was my audience, why it was taking place in today's society, why this was my message. We also did peer review where we listed specific choices in our projects, and my peers pointed out choices I didn't even realize I made! After my project was more developed, I read it aloud and my group members praised and criticized my project. Although I didn't receive too much feedback, I was still able to identify key points I needed to address even further. 

Research was also a major part of this project, though it wasn't my favorite part. From what I learned while writing the RA paper, I knew that evidence was important to support my claims. Making assumptions is not a very scholarly thing to do! So I found sources that showed the increase of internet use in today's world and how even something like the internet, that's able to connect us with more people than ever before, can cause loneliness. I also researched a bit about ghosts and found model texts that I could use as a reference to my own WikiHow article. I didn't realize how much evidence I needed, and even though it was a struggle to find them all, the end product of it all was so satisfying.

My RIP project went more smoothly than I thought. WikiHow lets anyone create an article, so that was one problem out of the way. As for the actual text portion, I wrote some advice that highlighted the very basics in forming a relationship with another being in that iconic WikiHow style. It surprisingly didn't take as long as I thought it would, probably because I like helping people with their relationships. Drawing the pictures for my article was refreshing, and it was a nice break from all the school work and reading I was doing. What I really liked about this project was the freedom I had. Everything was based on what I wanted to do and not on some strict guidelines. Plus, my creativity could shine through, which is rare now that my education is more focused on math and science. As for the companion essay, I thought it wasn't too bad. It was nothing like the RA, so it took some pressure off my shoulders. All I had to do was write about the context of my project and the choices I made to portray my message, which was easy since I already knew what choices I made and why I did! The RIP project was done just like that.

me celebrating after turning in the RIP

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As the end of my first quarter of college is approaching, I'm truly thankful for what this class taught me. My writing has definitely improved, and it's all thanks to my peers and Professor Dowd. Looking back at one of the very first assignments, the RIP #1 My Unnatural Creature involved something I wasn't familiar with: creative writing. I remember getting out my piece of paper and pencil and just stuck on what to write. I've always written formal essays and never got to express whatever I wanted, and so my RIP#1 felt very stagnant and dull. I wasn't sure how I should write to express what I felt. However, throughout this quarter, I've slowly let my creative side out after learning about rhetoric. With the first big assignment of the quarter-- the RA Paper-- I had the freedom to choose which story I wanted to analyze and my own  argument. Although it wasn't necessarily ~creative~ writing, I wasn't restricted by a prompt or a specific story, and my creativity peeked through. Then the RIP project arrived, and I had the ultimate freedom of choosing what I could do. This gradual process of expressing my creativity prepared me for the final project, and I actually enjoyed doing this project because it was what I wanted to do, not what the class or professor wanted me to do. It let me get back in touch with my inner child, where my creativity was the most prominent, and I'm thankful that I had the opportunity to see that side of me again. 

I never really had much confidence my writing, but this class changed my perspective on writing. And not just writing either. I also learned some life skills. I learned the importance of time management. All those long nights staying up late to finish my assignments wasn't the best decision I must admit, but now I know how I should use my time to get my work done. I learned the importance of revision. The final product doesn't just show up the first time you do it. It takes lots and lots of drafts and editing to make it the best it can be. I learned how to communicate effectively, which is used everywhere and not just in writing. I have more confidence in my words and in myself. Self-growth is always welcome in my book! Writing 39B, and this class in particular, taught me how I should present myself in front of different people and audiences, how to address those audiences, and how to act accordingly in specific situations. I wouldn't say I've completely grown into an adult yet, but if it weren't for this class, I wouldn't have grown into a more mature person I am today. 

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