Unpredictable College Journey: Navigating Learning and Growth

College surprised me because it was different from what I expected. When I started my academic journey, I wanted to get to know the campus, make new friends, and figure out how everything at the college worked. It felt like stepping into the unknown, and I was open to whatever might happen along the way. But experiences were made and new learning techniques were used. 

In my quest to navigate the college landscape, I relied on student reviews to choose my professors. Most of them had favorable ratings, contributing to a positive start to my college experience. However, I soon encountered a professor with less favorable reviews, which was unknown to me at the time. Despite my initial optimism, the reality of the class did not align with my expectations, leading me to make the tough decision to withdraw. This experience highlighted the importance of thoroughly researching professors and classes before enrollment. Amidst the ups and downs of my college journey, there was a shining light and it was Professor Crowe’s FIQWS class. Her teaching style and the content of the class made writing and literacy an enjoyable experience for me. Unlike my high school experience, which often felt repetitive with endless essays, Professor Crowe’s class infused creativity into every assignment. Writing became a means to express ideas and engage with my classmates, making the learning process both fun and exciting. Under Professor Crowe’s guidance, I discovered a newfound freedom in my writing. Her feedback was constructive, and she introduced various writing concepts through activities like free writes, fostering a deeper understanding of the art of composition. One fun discussion revolved around Sandra Cisneros’s “Only Daughter,” where diverse opinions and perspectives enhanced the class atmosphere. This experience reinforced the notion that Professor Crowe’s class embraced creativity and encouraged diverse viewpoints. The exposure to different writing genres, rhetorical strategies, and mediums, such as TED talks and poem readings, broadened my horizons. Recognizing the common theme of conveying meaning in various forms of writing, I observed that even TED talks resembled a form of rhythmic expression, similar to rap music. This unexpected connection added an extra layer of enjoyment to the learning process. As we delved into writing strategies, including ethos, pathos, and logos, I realized the power these elements held in enhancing communication. Many students, including myself, gravitated towards pathos, understanding the emotional impact it could have on the reader. Through activities like crafting poems during freewriting sessions, I witnessed the diverse and unique voices of my classmates. Even though I hesitated to share my own poem, the experience of listening to others provided insight into their personalities and perspectives. One significant achievement in the class was reflected in my research essay on genome editing. Navigating the complex terrain of scientific writing, I adopted a teaching approach, simplifying concepts for a broader audience. Professor Crowe’s feedback and multiple edits helped me refine my essay, ensuring clarity for readers unfamiliar with scientific definitions or names. The process of making the topic accessible without sacrificing depth felt similar to being a science communicator, breaking down complex ideas for a diverse audience. Reflecting on the semester, the class discussions and presentations not only enhanced our writing skills but also fostered a sense of community. The unpredictability of some classmates brought liveliness to the class, breaking the initial shyness and creating a more connected learning environment. In the end, every discussion and presentation became an opportunity to learn not only about the subject matter but also about the unique individuals sharing the classroom space.

The research essay necessitated numerous sources, prompting us to scrutinize the reliability of each one and articulate the reasons for their trustworthiness. I compiled a bibliography to show all my sources, providing explanations for each. This bibliography is available on my digital portfolio, allowing easy access to review these sources. The crucial lesson from this class was understanding that if a website is deemed trustworthy, we must elucidate this aspect in our essays. It goes beyond relying solely on sources found through a simple Google search but the emphasis is on incorporating scholarly websites. Such platforms are highly regarded for their reliability as they are often cited, and the research presented is supported by laboratory work and experimental trials. Utilizing diverse sources not only brings varied perspectives into our essays but also helps the content with more comprehensive information.

As this was a shared class course with Professor Kemeny has helped with learning the science concepts we were to write about. She helped us learn through different strategies as standard teaching ways but also on experience like touching brains and listening to an in person presentation of the brain and muscle sounds when moved. We also had a mix and match activity to match definition to words and then the process of genome. Most of us struggled on that one but we helped each other out. These classes as we had the same class made us interact with each other more and learn about everyone. 

In conclusion, college may be unpredictable, but the journey becomes more fulfilling when guided by passionate and engaging professors like Professor Crowe and Professor Kemeny. The transformative experience in their class has not only improved my writing skills but has also shaped my perspective on the power of communication and the value of embracing diverse voices in the learning process.