Before taking Writing for the Sciences, I loved writing anything related to creative writing and free writing because as a whole writing is a form of art and creative expression. Initially, I thought that this class was going to be difficult, but time went on, I was instructed that we can do research on any topic. This made my experience easier for me because I did not have to worry about technical scientific words.
Throughout this semester, my perception of writing have evolved by being adaptive to the scientific writing style. Although it was hard, I have learned to engage in genre analysis and multimodal composing to explore effective writing across disciplinary contexts. While writing the General Audience paper, Another outcome I was able to achieve is engaging in genre analysis and multimodal composing to explore effective writing across disciplinary contexts and beyond; by explaining to my readers in simpler terms about the research study I read. In addition I used figurative language to understand the topic. “This is relatable between me and my mom; whenever she experiences something scary, she will make me feel scared by showing her reaction to me. This result remains the same regardless if the children are given the equipment because they are reacting prior to the experience they had before with their parents. Similarly, the researchers claim that parents have an emotional engagement with their children who are experiencing fear and lower reactivity. Meanwhile, this connects to the association between parents with higher emotional engagement with their children and parents who face low anxiety for their children”. Thirdly, by using the online database such as CCNY Library database, I learned to practice using various library resources and online databases to locate sources for this general audience paper. I enjoyed writing this paper because it was very unique from writing a formal IMRAD style paper.
One of the objectives I did not accomplish this semester is citing in CSE format because I had trouble using the format on the journals . This was something new I learned this semester because in my previous class I was taught the MLA and the APA citation.

One of the course learning outcomes I was able to do in both the NY Times Summary and the Scholarly article analysis was practice strengthening sources including evaluating, integrating, quoting paraphrasing, summarizing, synthesizing, analyzing, and citing sources. On the other hand, I did not know what to include specifically when I was told to specify the main events. While writing the first draft, I wrote in details about all the experiment that took place in the study. Later on, my peers said, “You need to summarize the experiments into the main parts.” Then, for the final draft I tried to minimize the details and replaced it with all the major findings. Similarly, for the second assignment, I did not know how to properly write the review. From using the notes discussed in class and the textbook, I had a general idea of what this essay was going to be about; however I had a feeling that I was not incorporating all the details from the IMRAD format.

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