Prior to the class my writing was usually structured

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with paper flow. Prior to the class, my writing was usually structured rigidly. A point of mine would be presented, analyzed, and then put to bed. I would then present my next argument, following the same systematic structure. With this ‘rinse and repeat’ style, my readers were not always guided seamlessly throughout the paper, but were forced to interpret how the different paragraphs were related. With the assignments in this class, namely Unit II, I feel my writing flow has improved. My analysis of Saunders’s The Braindead Megaphone revolved around one focal point, that the media’s ‘slop’ has degraded society’s intelligence. This assertion left me with many areas to discuss, but instead of blocking my essay analyzing several separated ideas, I connected the entire paper with one argument: that there are ‘heroes’ in this world that can put an end to the stupidity presented to us. This central argument allowed me to keep my paragraphs intertwined, allowing opening and concluding sentences to lead into the next point seamlessly. Everything revolved around that point, and I could discuss possible solutions these ‘heroes’ in the audience could come up with, how they could go about implementing these solutions, and how much hope there really is in the matter. Through the Unit II paper, I learned that some of my most sophisticated analysis can come from a simple idea. How has this better sense for flow helped my writing in the big picture? It has definitely given me discipline in communication, and helps my audience to follow my writing with more ease. As a student writer, I will have to write various papers directed toward hypothetical audiences; whether it is persuasive, research, or factual-based writing. Flow is such a broad topic that will help my writing in all of these contexts. As covered in 112, context is so important to keep in mind when writing anything, and improving flow will only help all areas of the craft.
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  • Fall '12
  • AyanAgaane
  • Writing, Writer, strong central thesis

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