Student Learning Outcomes

MWA 1 - SLO

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.

MWA 2 - SLO

I. Grammar and Usage 1

Throughout this project, I concentrated on enhancing the clarity and fluency of my writing by utilizing standardized edited American English at the sentence, paragraph, and document levels. I meticulously edited each daily entry to ensure correct grammar, punctuation, and sentence structure, all while preserving a natural, reflective tone. Organizing the final report demanded careful attention to transitions, consistency in verb tense, and the maintenance of a professional yet personal voice. These revisions significantly improved my ability to write fluidly and clearly across multiple pages of reflective documentation. By the end, I felt a greater confidence in my capacity to communicate introspective insights with both technical precision and emotional depth.

II. Grammar and Usage 2

This project helped me better appreciate the value of voice and register, especially in balancing formal academic tone with personal reflection. While I adhered to the conventions of academic English, I also intentionally allowed elements of casual language, introspective tone, and metaphor to reflect my authentic voice. This blend made my writing more engaging and human without sacrificing clarity or correctness. I now recognize how code-switching between formal and informal registers can create a deeper connection with the reader depending on context. This experience taught me how to critically evaluate language choices not just for correctness, but for resonance.

III. Writing as a Social Act

Even though this was a personal project, I came to understand the deeply social nature of reflective writing. My work was shaped by the discourse community of adult learners, working parents, and individuals managing multiple life roles. I composed this piece with the understanding that others, instructors, or future students, might see themselves in my experience. I also realized how mindfulness and self-care intersect with broader national conversations about mental health and burnout. Writing this way helped me recognize that personal narratives, when grounded in shared human experience, are powerful forms of social communication.

IV. Research 3

Research played a key role in shaping my project’s purpose and validating its structure. I used academic studies to explore how mindfulness, stress reduction, and nature exposure impact mental health, which helped me refine my approach to daily practice. Engaging with sources from psychology, wellness, and environmental health prompted me to reflect more deeply on my own beliefs about productivity and self-worth. These findings not only informed my writing but challenged some of my assumptions about what it means to “earn” rest. Writing through the lens of research helped me connect personal experience to larger conversations supported by evidence and expert insight.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MWA 3 - SLO

I. Research 4

This project enabled me to closely examine how academic research in psychology and wellness translates into real-world applications through digital products, such as Headspace. By examining scholarly articles from MWA 1, such as Kumari’s (2025) research on the impact of chronic stress on mental health and Ramanathan & Jella’s (2024) review of mindfulness-based stress reduction, I was able to determine whether Headspace’s setup and promises align with the findings of the latest studies. Headspace claims to reduce anxiety, improve sleep, and help users stay present; using academic literature, I evaluated whether these claims are supported by evidence. This analysis helped me understand not only what Headspace is doing well, but also where it might be falling short or where it is overly generalized. This project also helped me distinguish between academic credibility and marketing speak, particularly in how wellness products might selectively choose research or oversimplify findings for a broader audience. Gaining a deeper understanding of these subtleties enhanced my ability to think critically about digital wellness content. It made me more aware of the responsibilities that accompany sharing research with the public.

II. Reflection

This semester, I’ve grown in my understanding of writing; it is not just an academic task, but also a creative way to think, heal, and connect with others. Working on different kinds of writing, like a research proposal, a daily observation journal, and this multimedia blog post, has shown me how much writing can change based on what you’re trying to accomplish, where it’s shared, and who’s reading it. For example, I chose a calm tone and a clean design for my MWA 3 blog because it matched the soothing nature of the topic. This represented a significant shift from the more clinical and evidence-based approach I had taken in MWA 1, as well as the introspective style I employed in MWA 2. Experimenting with all these formats pushed me to think carefully about how I present my voice and structure. It also made me realize how powerful writing can be when it connects both intellectually and emotionally. Going forward, I feel more prepared to utilize various communication styles in personal, academic, and professional settings, whether it’s pitching ideas, educating others, or advocating for mental wellness. The biggest takeaway for me is that writing isn’t just about the structure; it’s all about the purpose behind it. Furthermore, when I am clear on my purpose, I can choose the best tools, formats, and tones to deliver that message.