Student Learning Outcomes

I. Rhetorical Situation and Genre

In this project, I analyzed and composed within the proposal genre. I identified a real-life problem, stress and burnout resulting from an overloaded schedule, and offered a realistic, actionable solution in the form of a mindfulness practice. My audience consisted of both academics (my instructor and peers) and a broader group of individuals. I used a persuasive yet reflective tone, incorporating ethos through my personal experiences. These experiences, such as the impact of stress on my own life, added a layer of authenticity to my argument. I also used logos via scientific studies and pathos through relatable storytelling. I began with a strong introduction, then outlined the problem, laid out my plan to overcome this "problem" of stress and burnout, then addressed some counterarguments, and ended with a thoughtful conclusion. Understanding the expectations of this genre helped me craft my argument in a way that felt genuine.

II. Writing as a Process

For this proposal I approached the writing by planning and adapting to the requirements. I identified burnout as a relatable personal challenge, which sparked brainstorming for easy and attainable solutions to easily incorporate in my already busy routine. One standout idea was to prioritize self-reflection on my balcony, and this helped me craft a clear proposal structure that enhanced my narrative. While I was writing the first draft, my main focus was on the clarity, organization, and tone of the proposal to ensure I was capturing authenticity. Proofreading helped me refine my work and identify errors, but it was the feedback from my peers and instructor that empowered me to make meaningful adjustments, and overall strengthening the content.

III. Research 2

I ensured that I included outside ideas by utilizing credible sources to support my points. I cited studies that showed how mindfulness and spending time in nature can boost mental health, which enhanced my proposal. The sources I selected, including academic journals and meta-analyses, offered a range of perspectives, encompassing both cultural and clinical research. I prioritized using sources that complemented my own experiences rather than overshadowing them and I was able to create a convincing and comprehensive proposal. I focused on quoting, paraphrasing, and accurately attributing the authors, which helped maintain a high standard of credibility throughout my work.

IV. Research 3

I composed a research-based academic argument by synthesizing multiple sources that examine the psychological effects of mindfulness, stress, and exposure to nature. Each citation was chosen to support a specific element of my proposal, whether it was the mental toll of overcommitment or the physiological benefits of pausing daily. I evaluated these sources for credibility and relevance by considering factors such as the author's credentials and the alignment of the research with my proposal. Then I wove them into my narrative in a way that aligned with the rhetorical goal of encouraging self-care through small, consistent action. Through this I developed a persuasive and grounded argument that reinforces the value of my observational fieldwork for MWA 2.