Over the course of this semester, I completed three “high-stakes” assignments, each with a different theme. The first was a literacy narrative, which helped us practice our storytelling skills. The second was the student success project, where we had to research and write a review on a service provided by the campus. Finally, we had our rhetorical analysis, which involved analyzing two sources from opposing sides of an argument and finding the different rhetorical appeals used within them. Overall, while all three assignments were helpful in practicing my writing skills and building confidence in my ability to write effectively, my favorite assignment overall was the literacy narrative, as it was a fun way for me to reflect on the memories and experiences that led me to the point where I am with my writing. The student success project and literacy narrative were not bad by any means, I am just quite used to writing research-oriented papers, so they weren’t anything too out of the box for me. For each assignment, I was able to develop my writing skills in different ways. The one I benefited from the most was the rhetorical analysis, as despite it being similar to some assignments I have done in other classes, it forced me out of my comfort zone by having me abandon my preconceived notions of which side of the chosen argument was correct in order to analyze the underlying arguments and appeals of each side. The second most beneficial was the literacy narrative, as I typically don’t use that much creative writing or storytelling in my classes. Finally is the student success project, which, despite being par for the course as far as most of my other writings, was enjoyable, as incorporating my personal experiences with student health services into my student success project put a different spin on my typical research assignments. Overall, the three assignments were both enjoyable and helpful, although they were not always smooth sailing for me. My biggest challenge with the literacy narrative was organizing my ideas in a way that both flowed well but also made sense within the timeline of my story. For the student success project, I struggled to find a source that contained exactly what I needed, as many of the scholarly sources in our school’s library were too specific in their scope or not related closely enough to my topic. In the rhetorical analysis, I struggled with abandoning my bias as stated earlier, but also with following the assignment, as my first draft ended up derailing into a completely different paper, which set me back further down the line. Although they aren’t specific to any paper, I noticed a few other weaknesses over the course of the semester, namely my ability to start a paper, and my confidence in my writing. When it came time to start a draft I often would struggle with even just getting the first few sentences going, let alone the whole paper, but once I had a draft I found it much easier to write, for example, the rhetorical analysis, while my first draft was almost a completely different assignment, I had an easier time almost completely rewriting my essay with a new source than getting the first draft done. Then there was the issue of confidence, where I would constantly second-guess my choices when writing, leading me to get stuck rewriting the same sentence multiple times or wanting to entirely change the order of my papers. This issue resolved itself somewhat, as throughout the semester I realized that most of my concerns were over issues of smaller significance, and despite that, the overall quality of my writing was solid. This newfound confidence also helped with my problems with starting my writing, although a good portion of the problem lies in procrastination. If I were able to change anything about an assignment in this course, I would make the literacy narrative into just a narrative, allowing students to take any direction they want in writing their story, though I would still include the literacy narrative as a suggestion since I found it helpful in reflecting on why I write to begin with. In addition, I might also make the rhetorical analysis more focused on the core arguments and less on the rhetorical appeals, as certain debates don’t really revolve around rhetoric, but rather rely on the substance behind the claims. In summary, I enjoyed my time in English 110C and learned a lot about myself as a writer.