This course was an interesting and fitting way to end my writing education at UW. Looking at the ways that academics thrink about and teach writing and the writing process, I became much better as a writer. I realized that even with the all the classical tools of writing in my repetoire, the right mindset--one of innovation and adaptability--is required to be able to create that next level of prose. The course featured a motif of 'imperfection;' writing is never truly complete and a writer's goal is just to continue their piece's evolution until they are satisfied. The teaching aspects of this course also spoke to the societal inequalities that exist in our writing expectations, especially those that dertive from cultural and racial disparities. I can bring these lessons, both those around writing and those about inequality, with me to any professional setting, able to express myself to my fullest and teach others more effectively.
For our final paper of the course, we were asked to do research and write in-depth about a topic of our choice that appeared earlier in the quarter. I chose to look into writing "registers," the linguistic and stylistic expectations of different academic fields. My argument centered around the fact that the current practice of often strict registers demarcating writing in different fields fails to fully appreciate student experiences and creates boundaries which dissuade students from exploring new fields. Instead, a "hybrid register" approach should be used.