McGonigle 1

Aine McGonigle

English 015, Section 027

Zack K. De Piero, Ph.D, M.Ed

3, December 2018

Metacognitive Reflection Essay

New School. New Adventure. New Challenge. New Chapter in Life. These are four of

the things that come to my mind when I think of how I had felt during the beginning of the Fall

2018 semester. I felt so excited to be given a fresh new start and a chance to better myself. I

could not wait for the challenges that awaited me in each course and how I would react to each.

English 15 was a class that, when registering, was not one of my main focuses but I could not

wait to see what it would teach me over the next few months. Each English 15 class helped to

build upon what I had previously learned and it gave me the ability to find enjoyment in writing

again. The biggest takeaway I have from this class is that we find writing everywhere and each

piece is jam-packed with course concepts and jargons that make it distinct in its specific genre.

When I first walked into class, I was expecting to do one of the generic “get-to-know-

me” games that each teacher does on the first day and then move onto a serious discussion on

each type of paper we would be writing throughout the semester. I also thought that this class

was going to be a class that I would struggle to understand any of the topics we were learning

and would feel just like my English class junior year of high school (the class was very technical

and demanded much intelligence as well as a wide knowledge of vocabulary and literature). But

once the class began, I knew that this class would be one of the most unique and impactful

classes I could of taken. The first class was so unconventional and not what I had anticipated.
 McGonigle 2

We started talking about genres and what the conventions of each genre were. I became excited

for what was to come.

The next couple of classes, we would spend time looking into different genres and what

made them what they were. From country songs to horror movies, I began to see how this lesson

paralleled the one taught in the Navigating Genres article we were assigned to read where Kerry

Dirk discussed how genres “take seriously the rhetoric in which we are immersed and the

situations in which we find ourselves,” (Miller 155). He used the same exact examples we used

in the classroom and he saw that by using pop culture genres, he would catch the attention of

those millennials reading his writing. I also saw the keys to a good genre analysis from another

reading which stated, “genres are often identified by their functions and uses, their textual

features, their modes of inquiry, and their use(s) of evidence,” (De Piero). This class kept me

searching for more and dying to see how this was going to translate into assignments.

Our first official assignment came along and we were assigned to choose a textual genre

that interest US and analyze its rhetorical features and conventions. The big word there for me

was US because I got the chance to determine my subject and do research on a topic that I want

to learn more about. As I was writing my PB1A on Broadway Musical Reviews, I finally

understood each of the key concepts we had spent days discussing and reading about and how

they are prevalent in our writing process. I saw how genres can be found in any situation and are

all unique and special in their own way. In my journal I remember saying “the one thing I

learned from doing my PB1A is that the conventions are all very noticeable and I look for those

conventions every time I write.” I now see how this assignment helped me to see how well I

could write when I was writing about something I was passionate about and how intelligent I

really am when I put time and effort into an assignment.

 McGonigle 3

When it came time begin the first BIG writing paper, my determination and drive to write

the best paper possible was at an all-time high. I could not wait to apply the lessons I had learned

while writing my PB’s in order to produce a paper I was proud of. I applied the nesting dolls

tricka visual metaphor to help us think through and refine a textual genrewhile debating a

topic for my paper. This trick helped me to see how I could take a broad topic such as Home

reviews and narrowing it down to New Jersey Beach House Reviews on Zillow. I now will

occasionally use this trick to help me decide what I want when I am searching for something

online.

I came to the decision to write about music reviews about Ariana Grande’s album

Sweetener. As I began to write my paper, I saw how difficult it was for me to integrate my

discoveries from my assigned readings and my key concepts into my paper. I decided to just

write the paper and then after I could add quotes and vocabulary words I learned during my time

in class. Looking back, I now see why I received the grade I did for this assignment because it

did not showcase all of the new skills and knowledge I had absorbed in class and it did not come

across as strongly as I had hoped. I also see how this assignment demanded full involvement and

dedication that I did not deliver. The comments made by my professor also helped me pick apart

the tiny details lacking in my paper as well as the flow of a good paper. From that point on, I

realized that even though I was writing about something I was passionate about and enjoyed, I

still had to infuse evidence and proper vocabulary in order for my work to be successful.

As I have taken time to reflect, I can see how the reading Backpacks vs. Briefcases: Steps

toward Rhetorical Analysis could have been a piece to constantly reference back to help me

make to connection needed for my paper. In this reading, Laura Bolin Carroll argues that the

skills that we have used in a rhetorical analysis can apply to each situation in life as well as why
 McGonigle 4

these skills can help us see things in a different light. She gives the reader a breakdown of each

important element in a rhetorical analysisaudience, constraints and exigenceby providing

examples of their occurrence in an Ad. If I had used this piece to help me see that by

incorporating logos as well as factual information on the chosen topic, I could have had a much

easier time writing the paper.

As the time came for the next big assignment, WP2, I was focused on having as much

information as possible while also showing the class that I had made the connections between

our lessons and my topic. This assignment did intimidate me because it was to be presented to

the classwhich was/is not my strong suit. I chose to discuss a topic similar to my major and

what I was learning in my Communications 100 class so I could have an abundant amount of

information to choose from. I went into the assignment wanting to be the most informed and

prepared student in the class.

When it came time to present my project, I began to have flashbacks to high school

where I had to do an entire presentation without any notes and in front of my peers who, at the

time, I thought were judging me on my every move. As I worked through my anxiety and my

countless amount of notecards, I came to the realization that I had to just power through it. I

messed up so many times that I did not seem like I was a girl who loves performing in musicals

but a girl who was petrified of public speaking and doing something to make people talk about

her. As I finished the presentation, I was happy with the amount of information I delivered to my

audience but disappointed in my lack of self-confidence. I took time to see what the class and my

professor thought of the presentation and was expecting generic comments saying I was shaking

and did not make eye contact. But to my surprise and appreciation, my classmates were all

impressed with my presentation and all gave kind and encouraging words about how I should
 McGonigle 5

“Being more confident!” and that I know my stuff so “preach it.” These comments helped me to

see how I could improve and show that I am a smart and charismatic person and it was really

helped me to be see how I could apply myself even more to get the desired result.

The boost in confidence received after WP2 helped me to significantly improve my work

for WP3. The concept for WP3 “piggy-backed” off of what we had presented for WP2 by having

us send an email to my desired professor along with an annotated bibliography compiling some

of the research we had already began to gather. I discovered the conventions of an outreach

email and how by having those along with an understanding of the potential ACURA Project

topic would lend me to achieving great success in the future. I was correct in this assumption

because I received a 10/10 on this assignment and it really allowed me to see my improvement

throughout the semester.

The assignment that really helped me to see my improvements as well as help me to

develop a writing process that I was so desperately lacking was this E-Portfolio that this essay is

included in. The different improvements made in each of my writings throughout the semester

helped me to prove to myself that I am a great writer and I can always make adjustments to a

piece of writing as stated in What is “Academic” Writing?there is no such thing as a perfect

first draft. The E-Portfolio introduced me to a reverse outline which will now be a key part of my

writing development and process in the future. I hope to always see places where I can

implement to lessons learned throughout this entire semester and help others realize that writing

is everywhere, we use these advanced skills through each moment of our lives., and we are all

great writers.

As I reach the end of this semester, I am extremely grateful for the lessons learned

through this class and for this new-found appreciation for writing and its impact on our lives. I
 McGonigle 6

100% believe that this class introduced me to concepts and skills that I will use in my writing for

the rest of my life. I learned the importance of textual genres in our everyday lives as well as

how we can always use rhetoric to improve any argument made. I realized that writing can be

fun if you just apply yourself and discuss topics that you feel inspired by. I cannot wait to see

what the future holds for my development as a writer and a person with all of my newfound

confidence and love for writing.

 McGonigle 7

Work Cited:

1. Miller, Carolyn R. “Genre as Social Action.” Quarterly Journal of Speech 70.2

(1984): 151–67. Print.

2. Irvin, L. Lennie. “What Is ‘Academic’ Writing?”, Writing Spaces: Readings on Writing,

Volume 1. 2010.

3. Collin, Laura Bolin. “Backpacks vs. Briefcases: Steps toward Rhetorical Analysis”, Writing

Spaces: Readings on Writing, Volume 1. 2010.

4. De Piero, Zack. “Genre Analysis: Guiding Questions.”, UCSB Writing Program. 2018.

5. My Freewriting.

6. Peer Review of My WP2.

7. Weekly Lesson Plans