From Drafts to Confidence: A Semester of Growth in Writing and Collaboration.

This semester in English coursework has been a journey of growth, discovery, and preparation for the real world. From the first day, our professor emphasized that we are here to tell our story and that he was preparing us for what is out there—the world. Those words stuck with me, shaping how I approached each assignment. Every project, discussion, and revision became more than just a class requirement; they became stepping stones toward a future where I can confidently communicate, collaborate, and present myself professionally. The course objectives, like mastering information literacy, drafting, citation, and tailoring writing to an audience, weren’t just skills to check off—they were tools I will carry with me beyond this semester.

The semester began with the resume and cover letter assignment, which turned out to be far more valuable than I initially expected. Writing about my experiences and skills required me to consider my audience—potential employers—while highlighting my strengths concisely. I learned how important it is to tailor documents to specific job descriptions and use clear, professional formatting. The process showed me how to make myself marketable and confident, even on paper. By the time I finished revising my resume and cover letter, I realized these tools were not just exercises; they were practical keys to opening doors in the professional world.

Our second major assignment, the lab report on dice rolling, felt like a shift from personal writing to something more technical. This project introduced me to synthesis—combining experimental data with research to present meaningful results. My focus moved toward presenting information clearly, interpreting outcomes, and writing for an academic audience. I also got a crash course in APA style citation, as I had to support my findings with credible sources. At first, I struggled to get everything organized, but as I revised my work, I grew more confident in presenting data logically and making connections between chance, statistics, and outcomes. This assignment showed me how important it is to ground writing in evidence, even for something as simple as dice.

Next came the group proposal project on student centers, an assignment that truly embodied collaboration. Working as part of a team brought challenges and rewards. We had to brainstorm ideas, divide tasks, and revise our work collectively to create a coherent and compelling proposal. I learned how to listen to my peers, incorporate their feedback, and contribute my own ideas to the group effort. This project also emphasized the importance of technology—we used PowerPoint to present our ideas and tools like Google Docs to share and edit our writing efficiently. More than anything, I realized how crucial teamwork is in real-world projects. The experience reminded me that sometimes, our stories are not told alone; they are built through cooperation and shared vision.

The final major assignment, the technical description on SCMaglev trains, pushed me to refine my ability to explain complex information clearly. Writing for an audience unfamiliar with the topic required me to break down technical details into digestible pieces. This was where I truly practiced drafting and revising, ensuring every section was accurate and easy to understand. The research process involved using CCNY’s online library to gather credible sources, and I saw firsthand how important information literacy is when writing technical content. By the time I finished, I felt proud that I could take something as intricate as magnetic levitation and turn it into something understandable for readers.

Beyond these major assignments, our other coursework—like peer reviews, smaller writing exercises, and discussions—helped me improve incrementally. Reading the textbook and conducting research for my projects strengthened my reading and analytical skills. Peer review, in particular, taught me to evaluate both my own writing and others’ with a critical eye. This habit of continuous improvement became a key takeaway for me. Additionally, our use of technology—Blackboard, Excel for organizing data, and PowerPoint for presentations—showed me how digital tools enhance communication, making it easier to organize and share ideas.

Reflecting on the course objectives, I see growth in every area. I developed information literacy through research, refined my understanding of citation (APA style), practiced drafting and revising extensively, and strengthened my ability to collaborate during group projects. I learned how to engage a specific audience, combine research and writing through synthesis, and incorporate technology effectively.

In conclusion, this course has been about more than just improving my writing; it’s been about learning to tell my story and prepare for what’s out there. From practical assignments like the resume and cover letter to more technical projects like the SCMaglev technical description, I’ve seen how writing connects to the real world. Every assignment brought its own lessons, but together they taught me that strong communication is key to success—whether in academics, the workplace, or life. I leave this course feeling ready to take on future challenges, knowing that I have the skills to write, revise, and present my story with purpose and confidence.