Such Mundane Mandates, Wouldn’t You Say?

College composition II or as our professor preferred to brand it, Counterintuitive 101 no doubt taught me that writing can be a vigorous and challenging process. So much so, that I think I have only begun to scratch the surface of my true writing potential. It therefore seems unnatural to simplify the extensive work I have put into the class into 4 mundane core values. I am convinced my professor is also estranged by these formalities; being as friendly and intimate as he is in his work, it seems uncharacteristic of him to enforce such a trivial performance evaluation on a student, but I digress.

Much of the class revolved around an online blog which virtually assured it was open to public ridicule and criticism. During in class time we frequently broached strange and controversial topics in a welcoming environment to all, paving the ground for intelligent, civil, and emotionally driven conversations. These were conversations proved an excellent leeway into the construction of ideas and preparation before each laborious essay which were written nearly weekly. I was often tasked with the examination and response to the work of others, a task by which many returned the favor. The comments of others usually pointed out gaping flaws within my work. When I thought my work had been cooked to perfection, professor feedback would ground me to Earth and assure me there is no room for such a word, nay myth. Of course this would suggest I have learned the social aspect of Core Value 1. Upon the constructive yet harsh feedback of others, it became evident that to truly become an unbiased author, I needed to respond in a productive manner. My definition essay in particular might as well have been torn apart, as I received a staggering 14 well thought out, and beneficial comments on how to use my wording more effectively. The longest of feedback came in the form of professor feedback, which implored me to use my research to advance my point, and not just throw it in there because it proved confusing to readers. In response I completely overhauled the essay multiple times, to provide better insight as to the points I was trying to propose. In that I proved I have learned the recursive, and multi-stage aspect of Core Value 1.
Core Value 3 in a sense is the hardest thing to prove mastery of. I wouldn’t be capable of establishing how I understand the text represents knowledge, that statement is somewhat self-evident. I believe the fact that I wrote anything at all over the course of my time in Counterintuitive is evidence enough. Clearly if I made revisions on every paper presented to enhance the persuasion of my wording, making it more intelligible, then I must grasp the concept. In the rebuttal essay, in particular, I my wording was faulty; I left many things which could have been taken a variety of different ways, so I revised to clearly give a voice to my interpretation against stigmatizers. I therefore have little difficulty interpreting text, writing and readings, whilst being capable of deciphering different meanings in accordance with core value 3
For the research paper I incorporated the use of many different sources, which all accomplished an end of some sort. I used each one to my advantage when I wrote progressing points, but more importantly providing evidence, for without evidence there is no grounds for an essay. Within my research paper I used over 11 sources, some of which were lost in the lengthy revision process. Every article was used in conjunction with my own thoughts so that I could make better claims to the fact that suicide stigmatizers are invalid in their claims. Without an adequate understanding of Core Value 5, there is no way my research argument would even be coherent.
Within the first few weeks of my course I learned the importance of the word “we” and how it can be used to make the flow of my essays clearer. Before Counterintuitive I had always been taught to avoid us, in addition to second person possessive nouns. “We” can make an audience feel included making him an active part of the train of progression of any essay. As for ethics, well can only assume that means to choose your words in a way that will not offend others. In my honest opinion there is no quicker way to lose an audience by not broaching the topic lightly. It is in my best interest to not insult, but ease those with contradictory beliefs over to my side. In my rebuttal essay, I felt clever as I named the essay “Stupidity: The Stigmatizers of Suicide”. I soon realized just how preachy, judgmental and unacceptable that would be to the audience I was trying to convince. Furthermore I make a point that being hurtful is no way to address a problem, and to exploit insulting words to draw an audience in is exactly what I was trying to stop. I renamed the essay “To The Stigmatizers of Suicide” in an attempt to draw more people in, proving I have a moral compass opening the gates to Core Value 7, paradise, and hopefully my successful completion of this College Composition II.