Ashley Vargas 

English 21001

Writing for the humanities and art

Professor C. “Meaks” Meaker (they/them)

May 13 2025

Final draft of self assessment essay

Learning to Write Like Myself  Final Self-Assessment Essay

When this semester started, I used to think writing was just about following instructions—doing what the teacher asked, getting the grammar right, and hitting the word count. I didn’t think much about having a personal voice or using writing to really express myself. I remember when Professor Meeks asked us on the first day, “What is something you would like to improve on?” I simply said, “Making my writing sound better and more college-level.” At that time, I thought writing well just meant sounding smarter—using big words, having perfect punctuation, and trying to sound like someone I wasn’t. But after everything I’ve done in this class, that mindset has completely changed. Now, I understand that writing can be personal, honest, and powerful—a way to show who I am and how I see the world.

One of the biggest shifts for me this semester was realizing that the way I naturally speak—the way I talk with my friends and family—is valid in writing too. For a long time, I thought there was only one “right” way to write, and it didn’t sound like me. That belief came from years of teachers telling me to stop using certain words or phrases because they were “too casual” or “too ghetto.” I still remember my middle school teacher who would always praise students who used fancy vocabulary but looked down on the way me and my friend Melanie spoke. She made us feel like our words didn’t belong in the classroom. That stuck with me. I’ve had writing insecurity for as long as I can remember because I always felt like I had to leave parts of myself out.

That’s why reading James Baldwin’s If Black English Isn’t a Language, Then Tell Me, What Is? hit me so hard. For the first time, I saw someone argue that language isn’t just about grammar rules—it’s about identity, culture, and history. That reading gave me permission to stop hiding how I speak and start embracing it. It showed me that there’s strength in writing the way I talk, especially when I have something meaningful to say. From that moment on, I started to look at writing differently. Instead of trying to sound “college enough,” I started to focus on sounding like me.

That shift really showed in my Community Essay. That was probably my favorite assignment in this class because it allowed me to write from memory and heart. I wrote about where I’m from and how my neighborhood shaped the person I am today. I didn’t need sources, citations, or research—I just needed to be honest. And for once, I didn’t feel like I had to fake anything. That essay felt like a conversation with myself and with the reader, and it reminded me why I actually enjoy writing when I’m not stressing about rules or expectations.

Another major lesson I’ve learned is the importance of the writing process. Before this class, I was a one-draft writer. I’d get my ideas down, maybe check it once for grammar, and then submit it. Ididn’t see the point in revising because I didn’t realize how much stronger writing could become with feedback and reflection. But in this class, I had to really slow down and engage with every step. Planning, drafting, revising, editing—it all mattered. The peer workshops especially helped me see my writing in new ways. Getting feedback from my classmates helped me catch things I hadn’t noticed and made me feel less alone in the process. I also liked seeing how other people approached the same assignment—it pushed me to try new things.

The blog posts were another way I tracked my growth. At first, they felt a little awkward—I wasn’t used to writing informally about my own work. But the more I did them, the more I realized how helpful they were. They gave me space to think through my choices, celebrate my wins, and be honest about what I was still struggling with. It felt like a journal of my progress, and looking back, I can see just how far I’ve come.

One of the most challenging but rewarding assignments was the Op-Ed. It was different from anything I’d written before because it wasn’t just for a professor—it was for a public audience. That changed how I approached everything. I had to be clear, persuasive, and thoughtful about who I was writing to. I couldn’t just assume my readers knew my background or agreed with me. I had to explain my ideas in a way that made people care. That assignment taught me a lot about tone and purpose, and it made me more confident in my voice. It also helped me realize that I have opinions that matter, and I can express them in a way that’s powerful without sounding fake.

This class also exposed me to new types of writing I had never tried before: the literary essay, the Op-Ed, and the conference paper. Each genre had its own rules and expectations, and learning how to switch between them helped me become more flexible. At first, it was confusing. I wasn’t sure how to go from personal writing to academic research or how to structure an essay meant for apresentation. But I figured it out by asking questions, reading examples, and just trying. Now, I feel more confident tackling different writing tasks because I’ve learned how to adjust my tone, style, and format depending on the purpose.

Taking a stance was another skill I built this semester. Whether I was writing about tourism in my conference paper or sharing my opinion in the Op-Ed, I had to learn how to back up my ideas with evidence and explain why they mattered. It wasn’t always easy, especially when I wasn’t sure if I was “qualified” to speak on certain topics. But this class helped me see that my perspective is valid and that I can make strong arguments while still being true to myself.

Research used to feel scary. I didn’t always know where to start or how to find sources that made sense for my topic. But through the Literature Review and Conference Paper assignments, I learned how to use the CCNY library, how to find academic sources, and how to bring them into my writing in a way that added to my argument. I also learned how to quote, paraphrase, and cite things properly. More importantly, I started to see research not as a chore but as a way to join a bigger conversation. When I found a source that connected with what I was saying, it felt exciting—like my ideas had backup.

What I’m most proud of is that I no longer see writing as something I have to do. Now I see it as something I get to do. It’s not just a school skill it a tool I can use in my life, whether I’m writing for class, speaking up in my community, or communicating in my future career as a bilingual childhood educator. This class taught me that writing can be reflective, creative, persuasive, and even healing. It helped me find my voice and gave me the confidence to use it. I’ve grown so much this semester, and I know this growth won’t stop here. I’m excited to keep writing, keep improving, and keep showing up as my full self on the page.