On this page, you will find my Self-Assessment Essay of my overall English 110 course.

Reflection Letter:

This essay is my process of evaluating my past assignments in my English 110 course. After completing these past phase assignments, I feel a sense of accomplishment and satisfaction. Each assignment presented unique challenges that allowed me to stretch my intellectual boundaries, engage in thoughtful analysis, and refine my writing style. The process of reflection, both on my work and the valuable feedback that my peers have provided, has been instrumental in my development as a writer.

One of the aspects that brought me considerable joy was the realization of the progress I made over the semester. At the beginning of English 110, I approached these phase assignments with the feeling of just wanting to get these assignments over with. However, as I delved into the intricacies of language, explored cultural nuances, and examined technology and education, I discovered confidence in my ability to articulate ideas and construct compelling arguments.

In particular, the assignment on Artificial Intelligence in education marked a turning point for me. Initially, I was hesitant about a research project, but I found that researching and writing about the integration of AI in education was both enlightening and empowering. The research process broadened my understanding, and through synthesizing various perspectives, I overcame initial doubts and embraced AI’s positive potential in educational settings.

Self Assessment Essay:

Upon deep analysis of my time through English 110, I can confidently say that every assignment has functioned as a pivotal building block in nurturing my linguistic prowess and academic sense. From exploring my relationship with language and cultural identity to analyzing rhetorical strategies and delving into artificial intelligence in education, it has significantly enriched my learning experience. Every phase assignment has been unique in many ways and has brought tons of emotions at the start and beginning of each one. Undeniably, my assignments have propelled my growth in English studies as time went on. I will trace my development across all three phase assignments to illustrate my evolution in my English 110 course.

Throughout Phase I, I explored my connection with language, in particular Spanish, and its impact on my cultural identity. It was one of the more challenging assignments we had to do since it involved critical thinking about one’s past and analysis of multiple different writing pieces related to language. One of our readings was titled “Mother Tongue” by Amy Tan. After a rough rhetorical analysis of this reading, she discusses her mother’s struggles because English was not her first language. Although English is my first language, I grew up in a Hispanic household where I learned Spanish. In my Phase I assignment, I stated the struggles I faced learning Spanish, just like Amy’s Mother did. “At school, I would get called “gringo” because I had sort of an American accent when speaking Spanish. People would laugh at me for not being able to pronounce words correctly, especially when I did not know how to keep a full conversation going.” Learning to read and write in Spanish was daunting, but my determination to connect with my roots drove me forward even with these challenges. “Although learning a new language is difficult, it is incredibly life-changing.” Throughout this phase, I reflected on my past, which helped improve my ability to analyze readings and my past. Through my struggles, such as being teased for not having a traditional accent despite societal expectations, I was able to comprehend my persistence with the analysis of my past experiences.

In Phase II, I transitioned to a virtual interview format, analyzing the narrative of my classmate, Abuba, and his personal narrative essay. The challenges of coordinating the interview demonstrated my initial discouragement for the overall assignment, but surprisingly, after interviewing Abuba, my mood turned. In the first phase, I learned how to analyze rhetorical strategies used in texts. I then took my knowledge and analyzed Abuba’s essay, which blew my mind. “Just like how I felt a sense of empathy after reading Abuba’s essay, I also felt a sense of empathy speaking to him in our interview.” Analyzing Abuba’s essay allowed me to view his rhetorical strategies like pathos and ethos. I gained a profound understanding of Aubba’s narrative and grew fond of the Phase II assignment.

The exploration of Artificial Intelligence in education marked a shift in focus in Phase III. In the Phase III assignment, we had to choose a research topic, and I decided to write about how AI can be integrated into education. Although I am not a Computer Science Major, I am still fascinated by Artificial Intelligence. Many people believe that AI and education should not be paired, but with my analysis of many resources, I explain how the two go hand in hand. I referenced researchers like Claire Chen from Stanford University and Elizabeth M. Ross from the Harvard Graduate School, stating, “Chen and Ross both target professors and students in their essays with the idea that AI is the future.” This highlights the transition from doubt to acknowledging the positive potential of AI in education. Including perspectives from educators such as Mark J. Drozdowski also supports the idea that “AI can guide students through the application process and aid in determining the necessary financial aid for students and the graduation probability of a specific student.” Delving into many different resources on Artificial Intelligence and education allowed me to unveil the symbiotic relationship between AI and education.

My journey throughout my English 110 course has undeniably been a source of enrichment. With each Phase Assignment, I have skillfully maneuvered through the complexities of language, deepened my sense of empathy, and grappled with the nuances of Artificial Intelligence in education. The evidence drawn from the quotes in my assignments is a compelling testament to my evolution—from being a learner grappling with unfamiliar linguistic challenges to emerging as a more insightful analyst. As I look back on this journey, I am filled with a sense of accomplishment and anticipation for further growth in my linguistic and academic endeavors. I thank Professor Borcoman for allowing me to channel the linguistic side I never knew I had.