My path to becoming a stronger writer
Academic writing is an ever-evolving craft, shaped by engagement with new ideas and constructive feedback. Throughout this semester, I have learned to navigate the challenges of creating coherent arguments, analyzing evidence, and finding my voice as a writer. As Cathy Birkenstein and Gerald Graff argue in They Say/I Say, effective writing is a conversation, one that involves responding to and engaging with other perspectives. Through my Building Stories essays, I’ve not only improved my grasp of academic “moves” but also developed a deeper understanding of how writing shapes and is shaped by its context. In this review, I’ll explore my growth as a writer this semester, focusing on the refinement of my argumentation and the evolution of my rhetorical strategies. Ultimately, I argue that my writing has become more nuanced and reflective, enabling me to better engage with complex ideas while appreciating the role of structure in academic writing.
At the start of the semester, my essays often struggled to balance broad claims with specific evidence. My first essay, “Enhancing Originality and Overcoming Challenges with AI,” explored the debate around whether AI helps or hinders creativity. One moment that highlighted this challenge was my attempt to analyze Ted Chiang’s metaphor of AI as a “blurry JPEG of the web.” I wrote:
“Ted Chiang describes ChatGPT as a blurry JPEG of the web. While ChatGPT retains most of the information found on the web, it repackages information by using different words.”
Although this summarized Chiang’s critique, it lacked the analytical depth that They Say/I Say encourages. Birkenstein and Graff emphasize that advancing your argument requires more than just presenting a viewpoint; you also need to explain your interpretation of it. At this stage, I was summarizing ideas rather than engaging with them critically. Later in the semester, I applied this advice more effectively. In my essay on Exit West, I incorporated both a direct quotation and my interpretation of Goyal’s critique. I wrote:
“Hamid’s optimism, as Goyal argues, ‘evacuates the specific historical experience that generates it’ (241). However, this erasure invites readers to grapple with the missing stories and the systemic inequalities behind them.”
This comparison shows my progression from summarizing ideas to integrating them into a larger argument. By the time I wrote my final essay, I was more confident in balancing summary, evidence, and analysis.
As I progressed, I began experimenting with rhetorical strategies to engage my audience. Initially, I relied on a conventional essay structure, starting broadly and narrowing to specific claims. Over time, I adopted a more conversational tone, inspired by the accessibility of online writing. In my AI essay, for instance, I opened with a relatable observation:
- “AI has become a new technology we are starting to use in our everyday life, already infiltrating life in all kinds of ways, from auto-complete to robotics.”
This approach, as Mark Sample suggests in his lecture on AI, mirrors the interactive nature of AI itself, encouraging readers to view writing as a collaborative process.
Additionally, I noticed a shift in how I approached conclusions. In early essays, I often ended with rhetorical questions, such as, “Is Hamid’s portrayal truly optimistic, or does it mask deeper truths?” By the end of the semester, I had moved toward more assertive, reflective conclusions that tied my argument back to the broader context. For example, in my essay on rehabilitation programs, I concluded:
“Instead of working against mass incarceration by giving more money to rehabilitation programs, the government is investing in prisons and jails, boosting mass incarceration. Programs like Homeboy Industries demonstrate that rehabilitation works—and it’s time for the justice system to prioritize this approach.”
Peer critiques and class discussions were instrumental in refining my writing. One recurring piece of feedback was the need to balance analysis with summary. Early drafts often over-explained background information, leaving little room for deeper interpretation. For example, in my essay on Exit West, I initially summarized Mohsin Hamid’s use of magical realism without fully engaging with its implications. After a peer suggested focusing on the symbolism of the magic doors, I revised my essay to highlight their dual role as a metaphor for hope and displacement.
In my essay on mass incarceration, feedback helped me refine the structure of my essay. Initially, the way I wrote the essay did not make sense in the eyes of a reader. I did not explain what Homeboy Industries was and focused too much on other writers’ opinions rather than my own. When Dr. Suzanne Churchill and a peer pointed that out to me, I realized and revised my essay to make it clearer for my readers. This revision not only clarified my argument but also strengthened its connection to the broader debate on criminal justice reform.
The debate over whether templates democratize or constrain academic writing revolves around their dual role as tools for accessibility and potential limitations on creativity. Cathy Birkenstein and Gerald Graff argue in They Say/I Say that templates provide a framework that empowers writers to enter academic conversations by clarifying structure and purpose. They claim that templates “offer a language for talking about writing” and ensure that all students, regardless of background, can effectively engage with complex ideas. Critics, however, contend that rigid adherence to templates can lead to formulaic and uninspired writing, stifling originality. From my own experience, I’ve found templates to be invaluable for scaffolding arguments and organizing ideas, especially when tackling new or unfamiliar concepts. At the same time, I recognize the importance of using templates flexibly, allowing them to guide rather than dictate the creative process. Ultimately, the value of templates lies not in their strict application but in their ability to help writers focus on substance and develop confidence in their academic voice.
Reflecting on my journey, I see recurring themes worth exploring further, including the intersections of technology and creativity, and the role of narrative in shaping social justice debates. Writing online has also shifted my perspective, making me more aware of my audience and the importance of certain writing structures. Moving forward, I hope to build on these insights by experimenting with multimedia storytelling and diving deeper into the rhetorical strategies of scholars like Birkenstein, Graff, and Lamott. Whether tackling academic essays or creative projects, I plan to approach writing with the same curiosity and critical engagement that defined this semester.
PLEDGE EVA VAN DER KOOI
I used ChatGPT (https://chatgpt.com/) to look at the structure of my essay. I asked ChatGPT :” Structure my ideas so they flow logically.”. After that I sent my essay draft, which ChatGPT made flow logically. It also helped me envision how I should expand on my ideas.
Sources:
Birkenstein, Cathy, and Gerald Graff. They Say/I Say: The Moves That Matter in Academic Writing. W.W. Norton & Company.
Chiang, Ted. “ChatGPT Is a Blurry JPEG of the Web.” The New Yorker, 2023.
Goyal, Yogita. “The ‘Refugee Aesthetic’ in Mohsin Hamid’s Exit West.” The Common, vol. 16, 2020, pp. 241–246.
Hamid, Mohsin. Exit West. Riverhead Books, 2017.
Sample, Mark. Lecture on Artificial Intelligence. [Further details needed if available, e.g., date, institution.]
Homeboy Industries. Homeboy Industries website, www.homeboyindustries.org.
Churchill, Suzanne. Feedback on “Mass Incarceration and Rehabilitation” Essay, fall semester, 2024.
Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. Anchor Books, 1994.
https://docs.google.com/document/d/1MUe-3FIwxwQu18TDh2asskauOBUsCwO8YMUJ2f7kiFI/edit?usp=sharing

