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Joseph Guerrera ENC 1102 4/23/14

Reflection-in-composing Before taking ENC 1102 here at FSU I did not have a concrete idea of composing. Previous English classes I had taken focused more on composing short narratives based on basic prompts. The most extensive composition work I had done previously was a persuasive research paper. I had never really taken considerable time to consider the audience, genre, rhetorical situation or really even any of the terms we have discussed this semester in composition two. Currently, my key terms map illustrates my theory of composing. I view composition as a mostly linear process with rhetorical situation, audience, and genre at the top. All three of these terms influence each other, some more than others. While rhetorical situation influences audience and genre, I view audience and genre as almost interchangeable. When selecting an audience the genre must be taken into consideration in order to send a clear message. Without considering either the genre or audience the purpose and meaning of a composition can be diminished. Moving on from genre and audience the next set of terms all deal with the content of a composition. The terms knowledge, proof, and support are all interconnected. These terms all relate to the core contents of a paper or composition. Knowledge can be seen as the information taken or learned from the proof and support, which in many cases tend to be primary and secondary sources. These three terms all together are a major part of the composition

process. They make up most of the information displayed in a project or paper. I placed them directly under genre and audience because I feel that thinking about these terms is the next logical step in the composition process. The final set of terms on my key terms map is remediation, circulation and reflection. Circulation is the most crucial part of the final part of composing. Getting a project to the specific audience can have an impact on the remediation and reflection aspects of composition. Once a project is out to an audience it can be remade into a number of different genres or presented to a variety of audiences. Composers can also receive feedback and reflect on their original project, making changes as needed. These three terms are placed at the end of the map because they can directly link back to the original term, rhetorical situation. Once an original composition is finished it can then be sent back through the map and remade into something completely different using a similar set of terms as before. Overall I feel that my theory of composition is fairly straightforward and while it leaves out the finer details of the composition process I think that simply engaging in the process outlined above is enough to create a solid composition. I think that just this past semester has contributed most to my theory of composition. As mentioned earlier, prior to taking this course I really didn’t have a good concept of the technical aspects of composing. In classes I had never discussed terms such as genre, audience, or rhetorical situation. Even though composition two is a required course I believe it is the English class I have learned the most about technique in. I wouldn’t go as far as to say that taking this class has made me rethink the way in which I write due to the fact that my writing style has changed very little. I would say however, that taking this class has made me more aware of the concepts that go along

with many of the tasks I was already doing in my compositions. Being aware of these concepts is valuable as it allows me to think more about why I write and compose the way I do. Previous classes would just send out a prompt and allow me to continue to write and compose, unaware of the concepts I was drawing on to make decisions about audience and genre. Now that I know more about the overall composition process in general I think that I will have an easier time when writing in new genres outside of areas that I am familiar with.

Reflection in composing  
Reflection in composing