This was the very first piece I have to write in this class, and it was about the strategies I learned from previous writing experience - and for me was Writing 39B. During this time I was not very familiar with the use of multimodality as well as understanding their function in our writing (you can see that I was not even incorporating captions for my images). However, it is a great piece for comparing and contrasting with my improved writing in the Reflective Introduction, the Context Project as well as Advocacy Project - where I learned the skills to utilize multimodality and use them with my words to help the audience understand a concept.  

The central strategies of my writing process are basically breaking the prompt down and solving each component individually, and here I am providing my Imitation Project as an example of my writing process. The very first step would always be making clear to myself what is the prompt asking for. Often times I would spend a great amount of time just figuring out how to start, and one thing that I always do is analyze the prompt by noticing key terms and phrases that appear crucial. 

After making clear what is the prompt asking for, I would then take each component that I break down from the prompt and start adding sentences. As soon as my thoughts are flowing, I would keep writing and ignores issues like coherence, for now, because after learning from 39A and 39B, I have learned that writing is not a simple, one-step process but requires multiple drafts to polish. For example in 39 B, the course big-projects like General Analysis Essay and Imitation Project both require multiple drafts and consultation from the professor and classmates. The very first draft and the final drafts might even be significantly different, like my Imitation Project. I have even changed my intended platform (from The Conversation to Atlantic) and format (like breaking big paragraphs smaller to follow the Atlantic's style) near the final draft to better fit my themes of writing. 

These strategies are not only limited to classes 39A and B but are universal to writing in general. Breaking the topic into smaller components makes a relatively complicated prompt that is hard to answer at the start into pieces of smaller, simpler questions that can be answered right away. Then the methods of drafting help me to polish my writing and put back these pieces into one. These skills that I learned are like the building blocks, and I am expecting myself to keep using these skills in 39C to help me achieve success, just like in the previous classes.