Personal Reflection: Challenge My Identity As A Writer

Upon acceptance to the University of Alabama at Birmingham, I knew not the circumstances to come my way: I did not understand what adversities would appear to me unsuspectingly. Furthermore, I faced these adversities and I had confidence they would inspire growth. Adversity in college also presented itself in this English course by challenging my identity as a writer in the same way that UAB has challenged my identity as a person and a student. When enrolling to UAB, I knew how to write a thesis statement and how to use MLA, but this course helped me develop and hone my skills in an academic setting. This course taught me how to make two-prong thesis statements in a conflicting viewpoint paper and focused on using my rhetorical skills instead of writing on symbolism as I did for the majority of high school. Being a member of EH 101 has helped me develop as a writer, student, and person by challenging me to consider challenges from multiple

In order to build up this ethos, I adapted my credibility, writing process, and overall atmosphere of my paper to a higher level of intelligence. As a consequence of this process, I discovered the importance of variation in peer editors and the correlation it had with my revision quality. The expected level of ethos rose and I doubted my ability to meet the academic expectations. My credibility as an author faltered with my title-- accredited to continuing to understand the extent of my ideas as I turned in my paper. While failing in naming my Mark Strand paper “Elusive Immortality,” I revised the title to “Chasing Life in Mark Strand’s Man and Camel.” Consequently, the update stemmed from the revelation that my ideas were not truly communicated correctly. However, the credibility increased with a title that accurately portrayed the ideas focused upon in the