Gavin Boland

It’s great that you’re able to pinpoint analysis as your biggest area of growth. The fact that you went from struggling with “what else to add” to having a deeper understanding of analysis shows how much your writing process has developed. Being able to break down information in a way that’s clear and accessible to readers is a huge strength, and it’s not an easy skill to build. Your reflection really shows how practice and feedback throughout the class helped you become more confident and intentional as a writer.

Your appreciation for the reflective nature of the essay really stood out to me. I agree that it’s refreshing to work on something that directly connects classroom skills to future career goals instead of just academic theory. The way you describe the “payoff” of applying these skills makes it clear that this class has real value beyond the semester. That mindset, seeing writing as a transferable, real‑world skill, is something that will definitely benefit you in any profession.

I really like how you emphasize that community is at the center of web writing, not just numbers or metrics. That shift you describe, from seeing engagement as “luck” to understanding it as intentional communication, shows a lot of growth. It’s easy to assume that if something does well online it’s random, but you clearly recognize now that tone, purpose, and audience matter just as much as content itself. Your reflection highlights how meaningful engagement comes from understanding the people behind the screens, which is a huge takeaway from this class.

I think this is a really honest takeaway from drafting across multiple weeks. What stands out to me is how you connect drafting time with realistic expectations for writing outside of college. That awareness feels important, especially since most professional writing happens alongside other responsibilities. One thing you might consider emphasizing more is how drafting helped you plan your work rather than just manage time—understanding scope early can make writing feel more controlled instead of overwhelming. Overall, this reflects a practical, transferable drafting process.

I think the comparison between categories is clear at first glance. The side‑by‑side bars make it obvious that video consistently outperforms image posts across all three teams, and the difference is especially noticeable for Penn State. The design isn’t cluttered, the legend and axis labels are easy to follow, but you could make the takeaway even more obvious by adding a short subtitle (e.g., “Videos outperform images across all teams”). The color contrast works well, though slightly darker labels or value markers on top of the bars could improve readability for quick scanning.

I think this is a really honest reflection, and I relate to it a lot. Data analysis sections can make it feel like your voice disappears, even when the project is clearly yours. Balancing subject knowledge with analytical tone is tricky, but it sounds like you’re starting to see how interpretation is where your voice actually belongs. That struggle itself feels like useful practice for future academic writing.

This makes a lot of sense, especially the idea that strong revision earlier reduces stress at the end. I also like your point about revision creating space to add new ideas instead of scrambling to fix old ones. That mindset shift—from revision as correction to revision as improvement—has been one of the most useful takeaways for me in this course.

I really like how you frame revision as a shift in perspective from creator to audience. That’s something this class has pushed hard, and it’s easy to overlook. Being able to step back and read your work as a user instead of as the writer makes revision more than just fixing mistakes—it turns it into testing whether the writing actually does the work it’s supposed to do. That skill feels especially transferable to professional writing.