When I first came into this class, I didn’t think I had a “theory of writing”; I just wrote whatever came to mind, followed whatever the assignment said, and hoped for the best. If I’m honest, I used to rush my work, just trying to get it done without thinking much about how I was writing. Now, after everything we’ve done this semester, I realize I do have a writing process, and it’s been growing with every project we worked on.
In the beginning, my writing process was simple: brainstorm a little, write everything in one go, maybe read it over once, and submit. But writing my Technical Description changed that. When I had to explain how a transformer works, I realized that I couldn’t just throw words on a page and call it a day. I had to slow down and think about the order of my information. I had to ask, “Does this make sense to someone who doesn’t know anything about electricity?” That assignment made me care more about my audience and helped me understand the importance of tone, purpose, and clarity.
For example, in the section where I talked about the core of the transformer, I wrote, “Why is it important, you may ask? Well, why is it important to have a heart?” That line came from me trying to make something technical feel relatable. Before this class, I never thought about using comparisons or examples like that to make my writing stronger. Now I try to think of ways to keep the reader interested while also getting my point across.
Another big shift in my theory of writing happened during the Nature-Based Solutions informational report. That assignment made me think about genre and stance. I wasn’t just writing a research paper, I was writing something that could inform and maybe even inspire people. I used facts like, “restoring forests and protecting wetlands could reduce about one-third of the carbon emissions we need to cut by 2030,” and added my thoughts about how we’re treating the planet. I also included a reflection at the end saying how the Bronx River video helped me understand that nature itself can be part of the solution to climate change. I learned that writing can mix research, facts, and personal feelings all in one. That’s something I never did before.
However, the project that changed me the most was the Technical Innovation Proposal on Maglev trains. This assignment forced me to combine everything, research, explanation, argument, and even teamwork. Writing that proposal helped me understand the importance of structure. We had to organize our ideas clearly so that people could understand the benefits of maglev trains. I wrote, “By transitioning to magnetic levitation (maglev) technology… we create a much more effective and cleaner transit ecosystem.” That line came after hours of research using library databases like ScienceDirect and government websites. Before this class, I didn’t even know how to use those databases. Now I feel confident in finding credible sources and evaluating them for bias, accuracy, and timeliness, just like one of the course outcomes said.
One big thing I’ve learned is that revision matters. In the past, I never really revised anything. But through peer review and just sitting with my work longer, I started seeing the value in going back and making things better. For example, in my Nature-Based Solutions report, my first draft had a sentence that said, “Nature-based solutions help the Earth a lot.” That was vague and weak. Later, I changed it to, “Nature-based solutions are a smart, affordable, and effective way to fight climate change.” That version had more detail and purpose. I learned that revision isn’t just fixing typos, it’s making your message stronger.
Looking back at all my assignments, I can now see how I used many of the Course Learning Outcomes. I explored different genres (technical, informative, persuasive), developed my reading and drafting strategies, worked with others, used digital technology like online sources and images, and learned how to cite my work properly. I even learned to write for different audiences, like readers who might not know what a transformer is or people who are skeptical about maglev trains.
My theory of writing now is this: writing is not just about putting words on a page. It’s about communicating ideas clearly to others, using the right tools for the job, and always thinking about who you’re writing for and why. It’s also about being open to change and knowing that your first draft isn’t your final one.
Going forward I know I’ll use what I learned in other classes and even in real life. If I ever have to write a report at work, apply for a job, or even make a presentation I’ll think about my audience, the purpose, and how to make my ideas clear and persuasive. I’ll also remember to use sources that are credible and support my ideas with facts and examples.
To sum it up this class didn’t just teach me how to write essays, it taught me how to be a writer. I’ve grown a lot and now I understand that writing is a process, not just a product. And that’s something I’ll carry with me wherever I go.
