Introduction
This essay reflects on my development as a writer and reader over the course of the semester, focusing on my engagement with academic habits of mind such as curiosity, openness, engagement, creativity, persistence, responsibility, flexibility, and metacognition. As a college freshman studying English, I have worked on three major essays, each of which has contributed to my growth through a process-oriented approach to writing and critical reading strategies. In this reflective piece, I will evaluate my progress on each essay by addressing what I did well, the academic habits I developed most, the challenges I faced and overcame, and how my perception of writing and reading evolved during the process. Ultimately, I aim to provide an overview of my overall progress and consider how these skills and behaviors will shape my future academic endeavors in English 102. My journey reveals a growing confidence in my abilities, despite persistent struggles with time management, and a shift in perspective that now frames writing as a valuable learning experience rather than a mere task.
Essay 1: Narrative Exploration
In my first major essay, a personal narrative, I believe I excelled in expressing my thoughts with clarity and authenticity. I focused on a personal experience that allowed me to engage deeply with the content, which fostered a sense of creativity in structuring the story. The academic habit of mind I developed most in this essay was engagement. By connecting emotionally with the subject matter, I found myself invested in the writing process, which was a new and motivating experience. Peer feedback during drafting workshops helped immensely, as it encouraged me to refine my voice and consider alternative perspectives on my narrative (Elbow, 1998).
The most challenging aspect of this essay was meeting genre requirements, particularly striking a balance between descriptive storytelling and reflective analysis. Initially, I overemphasized description, neglecting deeper insights. To overcome this, I revisited model essays provided in class and applied critical reading strategies to identify how successful narratives blended these elements. This process of reading like a writer was instrumental in revising my work. From the start to the completion of this essay, my perception of writing shifted slightly—I began to see it as a means of self-discovery rather than just an academic exercise, although I still viewed it largely as a task to complete under time constraints.
Essay 2: Analytical Argument
For my second essay, an analytical argument on a literary text, I felt my strength lay in the persistence I demonstrated during the revision process. I drafted multiple versions, each time refining my argument to ensure clarity and coherence. This persistence was supported by my growing habit of metacognition—thinking about my own thinking. I frequently paused to reflect on whether my analysis was logical and evidence-based, a habit reinforced by instructor feedback that encouraged deeper textual engagement (Flower and Hayes, 1981).
However, the most difficult part of this essay was integrating critical sources effectively. I struggled to balance my own voice with the ideas of scholars, often feeling overwhelmed by the complexity of academic arguments. To address this, I utilized university writing center resources, where I learned techniques for summarizing and synthesizing sources. This experience taught me the importance of flexibility in adapting my writing process to meet academic expectations. By the end of this essay, my view of reading had evolved significantly—I began to appreciate reading for meaning, recognizing how dissecting a text could enhance my own analytical skills, moving beyond surface-level comprehension.
Essay 3: Research-Based Argument
In my third essay, a research-based argument, I believe I did well in demonstrating responsibility by adhering to deadlines for each stage of the process, despite my ongoing struggle with procrastination. I also developed curiosity as a habit of mind, as the research process sparked genuine interest in exploring diverse perspectives on my chosen topic. Access to academic databases and librarian-led workshops were crucial in helping me navigate credible sources and build a well-supported argument (Booth et al., 2008).
The primary challenge in this essay was meeting the word count requirement without sacrificing quality. I often found myself either under-writing or over-explaining, which added stress to the already tight timeline. I tackled this by creating detailed outlines and setting incremental word count goals for each drafting session, a strategy that allowed me to pace myself better. By the conclusion of this essay, my perception of writing had transformed further—I now saw essays as opportunities to learn not only about the subject but also about the craft of writing itself. This marked a significant departure from my initial view of writing as a burden.
Overall Progress and Future Goals
Reflecting on my journey across these three essays, I recognize substantial progress in several academic habits of mind, particularly engagement, persistence, and curiosity. These habits have helped me become a more thoughtful writer and critical reader. My writing process has evolved from rushed, last-minute efforts to a more structured approach involving drafting, revising, and seeking feedback. Additionally, my habit of rereading my work as I write has minimized errors and improved clarity, a practice I intend to continue refining. However, time management remains a persistent weakness. Procrastination, a habit since middle school, continues to hinder my ability to fully engage with longer projects, often adding unnecessary stress.
As I look toward English 102, I plan to build on my strengths in persistence and metacognition by setting earlier deadlines for myself and breaking tasks into smaller, manageable steps. I also aim to further develop flexibility, particularly in adapting to different genres and integrating sources more seamlessly. Ultimately, I do feel I have become a stronger writer and thinker over the semester. This is evident in my ability to construct more cohesive arguments, engage critically with texts, and approach writing as a process of learning. For instance, in my third essay, I successfully synthesized multiple sources to support my argument, a skill I struggled with initially. My greatest improvement lies in seeing writing and reading as interconnected processes that enhance my understanding, while my greatest area for growth remains managing time effectively to reduce stress and improve the quality of my work.
Conclusion
In conclusion, this semester has been a transformative period in my development as a writer and reader. Through the completion of three major essays, I have cultivated key academic habits of mind, notably engagement, persistence, and curiosity, which have underpinned my growth. Each essay presented unique challenges—whether balancing narrative elements, integrating sources, or meeting word counts—but overcoming these through strategic revisions and support resources has built my confidence. My perception of writing has shifted from viewing it as a mere task to recognizing it as a meaningful learning experience. While challenges like procrastination persist, my improved writing process and critical reading skills equip me for future success in English 102. Moving forward, I will focus on strengthening time management and flexibility to further enhance my academic performance, confident that the foundation I have built this semester will support continued growth.
References
- Booth, W.C., Colomb, G.G. and Williams, J.M. (2008) The Craft of Research. 3rd edn. Chicago: University of Chicago Press.
- Elbow, P. (1998) Writing with Power: Techniques for Mastering the Writing Process. 2nd edn. Oxford: Oxford University Press.
- Flower, L. and Hayes, J.R. (1981) A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), pp. 365-387.
(Note: The word count for this essay, including references, is approximately 1,050 words, meeting the requirement of at least 1,000 words.)
