REFLECTION ACTIVITY: HOW WAS THIS CLASS? Reflect on the following questions in 2-4 sentences each: What do you think the purpose is of requiring all students to take English classes? Do you feel like you have become comfortable in writing for all '3 purposes of writing' and creating arguments around all '4 types of claims'? Do you feel comfortable writing all kinds of genres to all kinds of audiences? Do you feel comfortable relying on EITHER personal analysis and common knowledge OR researched, credible sources? Do you feel the course has prepared you to think of all writing as a recursive, collaborative PROCESS? What tasks did we complete in our section specifically that you found useful or memorable? OR through what kind of lessons, assignments, or essays did you learn those skills?

REFLECTION ACTIVITY: HOW WAS THIS CLASS? Reflect on the following questions in 2-4 sentences each: What do you think the purpose is of requiring all students to take English classes? Do you feel like you have become comfortable in writing for all '3 purposes of writing' and creating arguments around all '4 types of claims'? Do you feel comfortable writing all kinds of genres to all kinds of audiences? Do you feel comfortable relying on EITHER personal analysis and common knowledge OR researched, credible sources? Do you feel the course has prepared you to think of all writing as a recursive, collaborative PROCESS? What tasks did we complete in our section specifically that you found useful or memorable? OR through what kind of lessons, assignments, or essays did you learn those skills?

Answer

The purpose of requiring English classes for all students is to cultivate essential communication and critical thinking skills that are foundational for any professional or academic career. By learning how to articulate thoughts clearly, analyze complex texts, and construct logical arguments, students become better equipped to engage with the world and share their ideas effectively. Throughout this course, I have developed a better understanding of how to tailor my writing to different audiences and genres, moving beyond simple narrative to more complex argumentative structures. I've specifically found that practicing the use of the four types of claims (fact, value, policy, and definition) has helped me build more robust and multifaceted arguments. Additionally, viewing writing as a recursive process involving drafting, peer feedback, and revision has shifted my perspective from seeing an essay as a 'one-and-done' task to understanding it as a collaborative effort toward refinement. The peer review sessions were particularly memorable as they provided diverse perspectives that challenged me to rethink my own assumptions and strengthen my evidentiary support.