In experiencing this course and writing several essays, I have developed a concept of writing as a learning process. With the experience, I have acquired understanding that competent evaluation of the audience and the purpose of writing constitute the most vital elements for quality writing. Lessons from the course and its experience have influenced my development and maturity from anxiety and fear of writing to a position of confidence in my ability and potential to be creative, skilled, and persuasive in the activity.
Two of the initial fears that I harbored in writing were those of inadequacy and rejection. I feared that the audience would not find my writing appealing or attractive, especially in the face of stiff competition and high demand for quality as the internet and globalization pose challenges for the writing industry. In essence, I was unsure of my ability to please the audience and fulfill the demand for quality and appealing work. I further feared that none of my written works would display adequate quality to influence a significant following and market share, such that I could reap rewards and fulfillment from the activity. I did not consider the potential subjects of my interest in writing as interesting for a potential market, while also being uncertain of the adequacy of my knowledge and skills in writing. In terms of weaknesses in the writing process, I had a tendency towards impatience and the desire to begin producing work immediately I had an idea or conceptualized a topic, rather than committing time to establish a competent plan for the work first. Such impatience occasioned costs and inconveniences in my writing because I often left out essential information and produced work that lacked a free and structured flow of ideas. Rather than a vital first stage towards the production of appealing and quality work, I considered the planning element of writing as wastage of time.
In the development of my writing skills, one of the most fundamental areas of growth concerned a change in my attitude towards writing, the writing process, and prerequisites for quality work. Considering the fears and weaknesses discussed above, such growth in my writing skills represented a fundamental step. I realized that rejection is a part of writing since no individual can please everyone all the time, and that persistence is necessary if one is to be successful in any profession, not just writing. Having investigated the backgrounds and careers of successful writers whose books and works line the shelves of bookstores, I acquired confidence when I realized that at least a significant number of them suffered rejection in their early years of writing. The development of these new attitudes in my writing was essential to overcome the most fundamental hindrance to my potential and creativity – fear. Other essential areas of growth concerned recognition of writing as a learning process and valuation of the planning element as a prerequisite for quality work. By considering writing as a learning process, I abandoned the fear of mistakes and allowed myself to learn from them to achieve continuous improvement towards quality writing (Brooks para. 12-13). These processes of growth have influenced tremendous improvements in the quality and experienceof my writing during the course, strengthening its class and excellence.
I found the persuasive mode of writing most difficult because of the need to choose and apply particular rhetorical and language approaches to achieve particular writing objectives. In future writing endeavors, I plan to focus on improving the quality of my rhetoric and language choices in writing to achieve higher success in the persuasive mode of writing. I plan to read and consult a broad range of published and online writing resources, along with sharing with colleagues and experts, to obtain essential advice and experience to improve on these aspects of my writing (Brooks para. 17-21).
Brooks, Katharine. Writing Anxiety and the Job Search. Psychology Today, July 30, 2010. Web.