I also visited the writing center for the first time!
I began Disciplinary Perspectives in Writing with Project I in which I discussed the development of my academic literacy up until that point. I reflected on how much I had developed since grade school, but I had no idea how much further I would continue to develop throughout the semester. Project I was the foundation for all my other essay projects and especially for Project IV. I also traded essays with a peer to give and receive constructive critique.
After receiving a grade and feedback on Project I, I learned what I needed to improve, but I had yet to understand the natural assumptions about academic writing that I had consciously and unconsciously included in my writing.
Project II was also very important in writing Project IV because it required me to analyze a topic from three different disciplinary perspectives. For my Project II, I examined the COVID-19 pandemic from three different disciplines and their respective sources. This project gave me much needed insight for writing Project III.
For Project III, I chose a professional artifact from the discipline of applied nutrition and analyzed the text's rhetorical situation, specifically regarding the discipline's writing and research standards. I used what I learned about disciplinary writing from Project III to prime my examination of the artifact that I chose.
After analyzing multiple topics from different disciplinary perspectives, I was ready to write Project IV to reflect on my academic writing progression since writing Project I.
I noticed that I maintained many inaccurate assumptions about academic writing in my Project I paper.
I remember in elementary school believing that the best writing was the most descriptive and pretty..
I found many changes in my understanding of academic writing, however my greatest takeaway in Project IV was the importance of interdisciplinarity in all academic writing and research.
I recalled writing becoming a boring and formulaic task in middle school. that lacked creativity.