METACOGNITIVE REFLECTION: A JOURNEY THROUGH WRITING 2

Jiuqin Duan

Wring 2: Academic Writing(Section 4200)

March 12, 2024

Commencing the journey of Writing 2 has been a transformative experience, not only in

terms of refining my writing skills but also in gaining a deeper understanding of the intricacies

involved in the writing process. This metacognitive reflection depicts my evolution as a thinker,

reader, and writer throughout the course of this quarter. From exploring disciplines to genre

translation, I reflect on the lessons learned, challenges faced, and the growth achieved.

Additionally, I analyze the revisions made in my portfolio, highlighting specific issues addressed

and the impact of feedback received. Finally, I contemplate the application of my newfound

knowledge in future writing and the strategies that have proven most effective in navigating the

complexities of writing.

1. Evolution of Approach:

Throughout Writing 2, my approach to thinking, reading, and writing has evolved

significantly. Initially, I approached writing as a linear process, focusing primarily on shallow

content of the text without much consideration for rhetorical strategies or genre conventions.

However, as I progressed through the course, I began to adopt a more strategic approach, paying

closer attention to audience analysis, genre conventions, and rhetorical appeals. As I read, I

started to ask myself questions such as: why the author use this tone, why the writer includes this

in text, what is the purpose of the article. I also became more attentive to the use of language,

structure, and argumentation in various genres of my writing. As I review my essay, I

phrases and sentences align with the established conventions.

2. Lessons Learned and Their Applications:

In Writing 2, two of the most importance things I learned are genre awareness in shaping

effective communication and cohesion and coherence in texts. Genre refers to the type or

category of writing, which can encompass various forms such as argumentative essays, social

media posts, or memoirs. Whether assigned or chosen independently, understanding the

conventions and rules associated with a specific genre is essential for effective communication.1

For instance, when translating an academic research essay to a blog, I considered the different of

these two genres. To make appropriate translation, I need to summarizing the texts, extracting

key points, shifting the tone from formal to informal, replacing the complex terms with simple

and understandable phrases.

Additionally, I developed a deeper understanding of cohesion and coherence in the essay

writing. Cohesion is achieved when sentences seamlessly connect, with the end of one flowing

smoothly into the beginning of the next, creating a cohesive flow of information. The

information presented in one sentence is echoed in the following sentence's opening words,

ending sentences with unexpected information, and presenting familiar information before

introducing new concepts to readers. On the other hand, coherence is established when all

sentences collectively contribute to a unified theme or idea, with subjects related and supporting

1Jessie Szalay, “Making Choices in Writing,” Open English SLCC, August 1, 2016, https://
pressbooks.pub/openenglishatslcc/chapter/making-choices-in-writing/.
a central argument or explanation. It requires each sentence to share common themes and ideas,

ultimately contributing to a coherent and comprehensive piece of writing.2 The concept of

cohesion and coherence is commonly used when I am rereading my paper. For example, in WP1,

I initially wrote “Psychological research aims to present findings based on empirical

observations. By adopting a scientific tone, the article positions itself within the academic

discourse of psychology, emphasizing the importance of delivering the sport psychology at an

organizational level.” I noticed that the two sentences lack relation and is poor of cohesion. As a

result, I rewrote it as “The tone of the article is typical of psychological research that aims to

present findings based on empirical observations. By adopting a scientific tone, the article

positions itself within the academic discourse of psychology, emphasizing the importance of

delivering the sport psychology at an organizational level.” In this way, the beginning of the

second sentence could echo with the one before, providing stronger cohesion in the paragraph.

3. Portfolio Revisions:

In revising my portfolio, I made various adjustments to improve the content,

organization, language, style, and mechanics of my work. For example, in WP1, I incorporated

additional quotations to bolster my arguments. To illustrate waste management practices within

football clubs in England, I include a direct quote: “The waste per spectator ranged from 1.82 kg/

spectator to 6.81 kg/spectator; mean waste per spectator was 3.27 kg. The total number of

spectators during 2012/13 season was 9,162,067.” Additionally, to enhance the comparison of

methodologies between climate science and psychology, I added a paragraph emphasizing the

21. Joseph M. Williams and Joseph Bizup, Style: The Basics of Clarity and Grace (Boston:
Pearson, 2015), 35.
reliance of climate science on data analysis and the narrative approach employed in psychology.

These revisions, including the addition of more analytical sentences, contributed to a more

enriched and cohesive essay. In WP2, my focus was primarily on refining the formatting of the

translation to align it more closely with a blog style. While the content and tone were

appropriate, the original formatting did not resemble that of a typical blog post. Changes made

included adding a date and estimated reading time at the beginning, introducing a catchy subtitle

"Why the beautiful game is not doing enough?" to engage readers, incorporating visual images

and graphs to enhance comprehension, and concluding with a brief author introduction and

comment section. These adjustments resulted in a more complete and reader-friendly blog

format.

The peer-review workshop during the writing process in class has been incredibly

beneficial for me. Standing in the shoes of the writer, it's easy to overlook the reading experience

of the audience, who may not be as familiar with the content as I am. Therefore, the feedback

from my classmates in the workshop has been invaluable. For instance, in the first draft of WP1,

one of my classmates pointed out that my introduction paragraph was too vague, and she didn't

grasp the main idea until the second paragraph. Taking her advice into consideration, I revised

my first paragraph by removing some detailed comments, incorporating more conclusive

sentences, and highlighting the thesis statement. The precious advice from my classmates

contributing to significant improvements in the final versions of my writing projects.

There is no easy success. Completing all of reading, writing, and thinking in writing 2 is

not a smooth path. Along the way, I've encountered numerous challenges and obstacles that have

tested my perseverance and determination. One particular I faced was grasping the distinction

between genre and discipline. Despite poring over the "Genre Analysis—Guiding Question

Handout" multiple times, I found myself unable to discern their differences. It wasn't until

engaging with practical exercises on genre and disciplines during lectures that I finally gained

clarity on these concepts. Additionally, throughout the writing process, I've continually troubled

with organizing ideas and refining language and style. Finding the optimal structure to present

my thoughts cohesively, meanwhile balancing between clarity and complexity. This issue is

particularly significant in WP1, since the two long scientific research essay include too much

information. Furthermore, in WP2, choosing the appropriate language and style to effectively

engage readers while conveying complex ideas posed a significant challenge. I dedicated

considerable time to shifting the tone from formal to conversational, simplifying intricate

scientific jargon, and enhancing narrative flow. To tackle these issues, I implemented strategies

such as creating outlines, meticulously revising drafts, and seeking feedback from peers and

instructors. I believe there is no short cut strategy of writing. The only way is keep reading,

writing and fixing.

Conclusion:
 In summary, my experience in Writing 2 has been a magic journey of personal and

academic growth. Throughout this course, I have experienced various aspects of writing, from

exploring genre and discipline to refining my writing style and technique. Thanks to my

classmates and instructor for their companionship and support in the writing journey. The course

materials, assignments, writing projects, and revision workshops have all played a vital role in

my progress. As I move forward, I am equipped with improved skills and greater confidence that

will continue to guide my writing path.

Williams, Joseph M., and Joseph Bizup. Style: The basics of clarity and Grace. Boston: Pearson,
2015.

Szalay, Jessie. “Making Choices in Writing.” Open English SLCC, August 1, 2016. https://
pressbooks.pub/openenglishatslcc/chapter/making-choices-in-writing/.