Welcome to my English 101 website! Below I am the outcomes from the course and above I have links to all of my work! Thanks for the visit!
English 101 with David Morgen was a demanding class, yet it was freeing. English is supposed to be a subject about expression, and I had the opportunity of expanding my understanding of what that meant from David. I end the semester with this letter to reflect on accomplishing the learning outcomes for this course; however, I have repeatedly been going through cycles of writing this assignment, hating it, and erasing. Writing this reflection letter has been the most challenging writing assignment I had ever done because I had only enjoyed the process of writing when, “I wrote to let my brain let out all the feelings and ideas inside, not check the rubric marks,” as stated from my first literacy assignment, My Path Through English. Writing this final assignment, I felt trapped by restrictive writing once again, accommodating the work to provoke my imagination.
By writing text in all sorts of media, I was tested to think and relearn my writing application from a mundane essay-like style, allowing me to bring my communicative writing skills to the twenty-first century. Schooling has needed to be reconfigured to adapt to a new wave of learning due to advancement and environmental factors that affected students’ creative thinking. Without the adaptive classroom-style present in my English 101 class, I would be no closer to learning real-world writing than in high school. Previously, I had no experience creating a podcast, upholding a website, constructing a videogame, or even creatively drawing; however, due to David’s teaching style, I expressed great strides towards becoming a more well-rounded writer with the ability to organize thought onto paper with a purpose other than writing a persuasive essay. In English class, I even found myself creating art and taking my time while I did so. From my Sunday Sketch assignment, I wrote about how I came up with my sketch idea and even roasting myself through the remark: “It should be noted that I am terrible at drawing and thinking about creative pictures since I have never focused on doing so before,” yet I still chose to sacrifice sleep to sketch a detailed cartoon character. Though the assignment was not directed towards writing, the reflection of that sketched demonstrated blog-style writing made me immeasurably proud, almost as though I was writing to a fan base of mine. Assignments, such as Sunday Sketches, show my documented writing progression in various genres using multiple modes, especially since many of my other assignments required me to reflect upon my writing.
Another task unique to my English section that demonstrates how I met the course’s learning outcomes is my contribution to our podcast series, which can be viewed here: The Cake Is A Lie Reflection. My Portal podcast episode and reflection, The Cake is a Lie, demonstrates my ability to integrate other texts into my work acceptably that I otherwise would not have had the option. By collaborating with my peer to use writing as a critical thinking tool, we could produce podcast episodes discussing the pandemic’s effects on gaming and the deeper meaning of those games through probing. Creating a podcast entailed a further understanding of the game’s mechanics, lore, and relevance. After playing through Portal’s game, we dove into researching hidden details via additional playthroughs, videos, and articles. Once we established our argument, my peer and I broke down the tools we were given for the podcast and worked on incorporating as many high-quality details as possible. Consequently, we had to separate our various learnings into an informative script that followed a logical timeline, which we achieved after breaking down and redrafting our script numerous times. Despite my partner and myself having no podcast production experience and no other partner, we created an episode showcasing our abilities to learn and adapt using the learning outcomes. The Portal podcast episode breaks the Portal series, exposing the role of feminism and intricate lore that many previously overlooked. At the end of recording our first ever podcast episode, we split up to assemble the resources we used to create our episode, article links, music sources, and photo credits. We used all the resources available, such as the photos used to create an avatar for the episode; I had to use my experience with photo editing from previous sidequests. With the addition of lacking participation from other members, the podcast was an already tedious task; however, I can be proud to have a hand in producing a podcast series that anyone can listen to and enjoy. My classmates and I have a digital identity that identifies our semester-long process of building a podcast series, The Longest Rainy Sunday Podcast. Each episode is a unique idea towards a collaborative effort of gaming in quarantine. Though the podcasts demonstrate my achievement of numerous learning outcomes, I can confidently recognize that many of my works accomplish the same objective.
My website, Danger Dolan Zone, is a significant project that demonstrates my good digital citizenship. My website is the platform I use to post all my English course assignments, which causes me to rethink how I write due to its public accessibility. I display the digital identity I have constructed as a student learning from my English course on my website. I have separated my works into my main quests, side quests, and reflections, with all my posts feeding back to David’s website. With all the assignments on my website, I have had to be a good digital citizen and make sure work that is not my own, such as pictures, are appropriately credited. I have learned to be more self-aware of my writing and its effects on various audiences, ensuring that all can properly enjoy at least some of my work. I have achieved proper digital citizenship through this website.
English 101 section 5 is an 8 am course that exposed genuine freedom in writing. Taught by an outstanding and quirky professor, “Play Make Write Think” demanded students think outside the box to accomplish the course’s learning outcomes. I have no regrets about taking David Morgen’s course; the opportunities in his class to engage in a range of assignments has given me a desire to continue to push my writing to be more adapting to new challenges by recognizing the target audience and designating a purpose that formats my writing in an adequate tone. Though this reflection’s goal is to demonstrate that I have accomplished the learning outcomes for this course, I am more proud to have been a part of such an innovative and thought-provoking classroom environment in such a time of my life.