Throughout the semester, I was able to push myself to write at a higher level than usual. Because of COVID, I lost a lot of practice and was challenged in my writing skills despite only being in high school for two years. The first semester of college is generally about trial and error, with the goal of doing your best in all aspects. My expectations for myself were a little higher than what I have achieved, but I am still very happy. English class was never my favorite class, but I knew I always wanted to be a great writer. I enjoyed writing class in college far more than any other class I’ve taken because it was both entertaining and flexible with the topics we learned. I became more aware of the bad habits I used to have during essays, such as losing track of the topic and figuring out how to keep entertaining content going. I was able to reinvent my perception of writing during phases 1-3. Not only that, but I knew to approach my assignments in steps and to understand that everything is an evolving process. 

  Phase 1 was a fairly simple assignment, but I did struggle to find a specific moment in my life to discuss. This assignment made me think about my life and upbringing until I realized the answer was right in front of me all along: my journals. This assignment allowed me to express how language influenced my confidence and communication skills. Phase 1 assisted me in discovering aspects of myself and appreciating the experiences throughout my childhood. I had no idea how close I was to writing until this assignment; it was a release for me as a child. It was very sweet to remember my pink diary with black butterflies on it, and how writing is still such an important part of my personal life. Throughout my essay, I was very focused on my flow and liveliness. I never, and I mean never, want my readers to be bored while they read my work. I enjoy writing with a personal touch. “Recognize the role of language in empowering, oppressing, and hierarchizing languages and their users, and be open to communicating across different languages and cultures,” was the learning outcome that most resonated with me in phase 1. The workshops in this phase taught me a lot about my classmates’ experiences with language and how it affects people’s lives far different from mine. For example, a classmate of mine discussed how they had to learn the English language at the age of seven, which was a difficult journey that had a tremendous impact on their life. The first phase was an excellent introduction/warm-up to English and writing. It was a lot of fun. It was a pleasant way to reconnect with myself and set the tone for future assignments.

  In phase 2, I chose the Amy Tan excerpt “Mother Tongue” to analyze two rhetorical features: metaphors and anecdotes. I wrote rhetorical essays in high school, but never really understood them. What helped me really understand the core of rhetorical analysis was the assignment expectations/prompt. The most important realization I’ve had throughout this phase is the importance of using pathos, logos, and ethos correctly. When I was analyzing Tan’s text, I realized how easy it is to connect to because she prioritized the right appeal in relation to her topic. Inducing pathos when explaining hardships such as injustice and discrimination will help readers feel what the author is explaining. In phase 2, the learning outcome that most resonated with me was “recognize and practice key rhetorical terms and strategies when engaged in writing situations.” Her use of logos had a strong impact because of her personal anecdotes; it felt as if we were living her experiences alongside her. This emotion brings us back to her point about different types of language and how they should be acceptable without labeling people as inferior. Finding joy or meaning in the act and practice of writing is a learning outcome that this phase assignment also assisted me in achieving. This assignment was enjoyable for me because it was interesting to analyze Tan’s text and understand why she chose the writing style she did. It was fascinating to dissect her writing and investigate why she might have shared a particular story or why she used a particular word.

This was a slightly more difficult assignment for me during phase 3. I was nervous because this was my first real experience with a research assignment. I was concerned about writing a research paper. However, as we worked in class, breaking down sections of the essay and working on them one at a time, it all seemed much easier. I believe I was concerned because I am a biology major. So I know I’ll have to do a lot of these in the future, and it brought me very close to it. It was also extremely exhilarating. I was excited to learn and teach about a relatively new scientific topic, genomics. I was excited to learn and teach about a new science topic, genomics. The most important thing I’ve learned from this phase is that it’s not as scary when you first start. When we were told to review phase 3, I kept overthinking about it because I knew I wanted to do well on this paper and in this class, and I didn’t know how to approach it. But, to be honest, most of that goes away when you first begin. Looking at something difficult from afar only makes it appear more difficult; being in the process means it is feasible. Overall, I had a great time with this assignment. I saw my future and enjoyed the challenge that came with it. I now look forward to more search essays because I know I can do them because of this class.  Although it was rigorous, this was my favorite phase.

That being said, there are a few things I still need to work on to improve my writing. I made a few mistakes, but I tried my hardest to complete many of the course objectives. I believe the course outcome I resonated with most is working on our essays and receiving feedback from other peers during workshops was extremely beneficial when creating a draft and revising it. The essay models and the prompt of the phase assignments helped me a lot because when I do work I need very clear instructions on how it is wanted in order to succeed. The only time working on a phase became more difficult was during phase 3, I had a lot of midterms and projects, and knowing I wanted my essay to be great I knew I needed an extension. I appreciated the extra time substantially, I am so grateful for it, it genuinely made my life and mental health improve and made balancing work doable.  The two-course learning outcomes I resonate with most in this phase are “Develop strategies for reading, drafting, collaborating, revising, and editing” and “Locate research sources (including academic journal articles, magazine and newspaper articles) in the library’s databases or archives and on the Internet and evaluate them for credibility, accuracy, timeliness, and bias.” Throughout this phase, I was exposed to work that helped me fulfill these course learning outcomes. I am satisfied with my experience and work throughout these phases, and I hope to only advance as a writer and have a professor as wonderful as Professor Crowe.

Genomics research is the study of our genome, which consists of a full set of our stored
genetic material. Most humans share about 99.9% of their DNA, so what is being researched is
that 1%. Sometimes even less, depending on if we are having our full set of DNA tested (Family
History Fanatics.) The study of genetic material has become increasingly popular in the last few
years, over 26 million people have taken an at-home ancestry test. If the current trend continues,
the gene cellars could hold information on the genetic profile of far more than 100 million
citizens within the following 24 months. What makes these ancestry tests appealing is that
companies can obtain DNA from your cells using just a cheek swab. They run it through a chip
that decodes approximately 600,000 positions where people’s DNA code differs (Regalado). For
only $30-59, you can discover heritage clues and have a chance of uncovering hidden family
secrets, such as relatives you didn’t know about. Finally, your DNA can disclose details about
your physical attributes, such as how your hands are shaped and whether you dislike the taste of
blueberries or are inclined to certain diseases. AncestryDNA, 23andMe, HomeDNA, Living
DNA, and MyHeritage DNA offer more than a dozen such trait reports (Regalado.) However, the
information we provide to these companies may not always be secure, putting us at risk of, for
example, genomic discrimination.

The aim of genomics research is to directly benefit some participants in genomics
research and to make new discoveries in the understanding of these diseases. Planning to
potentially help future patients, and to assist researchers and industrial enterprises in creating
new disease medications treatments and diagnostic exams. The purpose of scientific research is
to advance medicine and the healthcare field so we as a population can live longer and healthier
lives.

So, how does genomic research take place? Consent is a fundamental principle of ethical
guidelines. The contributions of research participants help genomic testing become able to
advance scientific research. Informed consent can help to keep participants safe from the risks of
genomic research. Its goal is for human participants to join research voluntarily and with a clear
awareness of what it entails for them to partake, and for them to give informed consent before
joining the research (“Informed Consent”). Although there are numerous advantages to genomic
testing, it is crucial to be aware of the risks and carefully evaluate the process of giving consent
to genomic testing. Informed consent is not always required by federal regulations (“Informed
Consent”). Participants are a fundamental component of the scientific society, however, the
information they share for advancements may not always be protected. Researchers should
ponder what relevant information participants might need to understand the risks and potential
benefits of taking part in the study. The process of informed consent demonstrates that those who
contribute samples and health-related details to these developments are treated with the utmost
respect throughout the process of research.

When participating in genomics research, we must ask ourselves how is our information
being managed. If it is safe? And how is our genetic information stored, and what are the risks?
It is up to the participant to weigh the risks and benefits of participating, but it is the researchers’
ethical responsibility to inform all participants of what engaging in genomics research entails.
Our genetic material has the potential to either save or harm us. A rape victim recently filed a
lawsuit against the city of San Francisco, California, after San Francisco police used DNA from
her case of sexual assault to incarcerate her for an unrelated property crime (“A Woman Whose
Rape DNA Led to Her Arrest Sues the City of San Francisco”). Fortunately, the woman, in this
case, successfully used her genomic protections to fight back. Acts requiring informed consent
address the issue of exploited genetic information. However, Informed consent is not always
required by federal regulations (Informed Consent | Guidance Portal). Although the San
Francisco woman was able to win her rights, but they were still violated. She claimed that because
her DNA was accumulated while she was the victim of a crime, using it to arrest her for an
unrelated crime was an example of unlawful seizures and searches and therefore infringed her
civil rights. Because her DNA was collected while she was a victim of assault, the woman
claimed that using her genetic data to arrest her for an unrelated crime was an example of an
illegal search, violating her civil rights. This woman was a rape victim, and a person who has had
her physical autonomy violated does not need any additional reasons to refrain from seeking
medical care or trying to report the crime. As stated in the article “Ogren: DNA privacy is a civil
rights issue” Allison Ogren questioned, “How can we keep hearing about patients’ private
medical information being shared with the government without their full understanding and
consent, including rape victims?”

The “Genetic Information Non-Discrimination Act of 2003” is one of the many acts that
protect the rights of genomics research participants. When participants disclose their genetic
information, an unfortunate risk they are likely to face is genomic discrimination. Genomic
discrimination is defined as when an employee or insurance company starts treating individuals
differently because they have a gene mutation that causes or increases the likelihood of an
inherited disorder (What Is Genetic Discrimination?: MedlinePlus Genetics). Misuses of genomic
information can cause people to lose their jobs and be judged over things they do not have
control over. If a person finds themselves in this predicament, being informed of their consensual
genomic rights will help them avoid further discrimination. According to the “Genetic
Information Non-Discrimination Act of 2003,” it is illegal for employers, job agencies, and
training courses to hire or fire anyone based on genetic information. Unless the employee gives
written consent, an employer cannot request, necessitate, or buy genetic information (“Summary
of Genetic Information Non-Discrimination Act of 2003 (S. 1053)”). Informed consent raises the
participants’ knowledge and understanding of such regulations, reducing life-altering risks such as
loss of employment.

Although it is crucial for the participant to do their research on genomic testing. The
researcher initiates the process of informed consent. Researchers and research participants should
engage in a discussion about the specific considerations associated with contributing genomic
data (“Summary of Genetic Information Non-Discrimination Act of 2003 (S. 1053)”). Informed
consent is not always required by federal regulations, however, I believe that informed consent
should be required for all research involving genomic data. The requirement of informed consent
protects citizens from discriminatory practices and violations of their personal autonomy. When
sharing genetic information, the researcher must prioritize open communication of all of the
variables that the participant may encounter.

This consists of the potential risks and benefits of genomic research. As mentioned before
a risk of participating in genomic research is experiencing genomic discrimination, other risks
include the emotional, social, or financial consequences of the test results. Many of the risks
associated with genetic testing involve the sentimental, sociocultural, or financial repercussions
of the medical reports. Individuals may even be upset, depressed, agitated, or remorseful about
their outcome measures (What Are the Risks and Limitations of Genetic Testing?: MedlinePlus
Genetics.) In some instances, genetic screening creates tension inside a household since the
results can disclose details about the other members of the family in relation to the person who is
tested (Informed Consent | Guidance Portal) ). Because of the risks associated with genomic
research, the general public may be hesitant to participate without fully grasping the concept of
informed consent. As a result, I believe that informed consent must be obligated in all case
scenarios when genetic material is withdrawn. The risks of genomic testing can be
counterbalanced with proper attention and understanding. Although the risks of genetic testing
may appear intimidating, which is entirely plausible, the benefits substantially outweigh the
risks.

The benefits of genomic research include, genomic medicine has the potential to make
genetic disease diagnosis, a more effective and cost-effective process by limiting DNA testing to
a single step. Genomics research aids in advising participants about prospective medical issues
throughout their lives. In the article, The impact of genomics on the future of medicine and
health | The Medical Journal of Australia, by John S Mattick, Marie A Dziadek, Bronwyn N
Terrill, Warren Kaplan, Allan D Spigelman, Frank G Bowling, and Marcel E Dinger, conclude
the continual advantage of genomics research. The article explains the implementation of
genomic data to technical advances, health research, and medical services will also have a
substantial impact on the country’s economy, including both in terms of lowering disease treatment expenses and presenting new knowledge. Restorative development, healthcare distribution, and population health can all profit from genomic analysis. The general public must
recognize that we can make a contribution to the tremendous potential of customized and
individual genomic medicine. Overall, genomics research is an incredible advancement that our
generation and century are extremely fortunate to witness. However, as with anything else,
precautions must be taken to ensure that such a significant advancement is carried out safely.
Informed consent enables this, making it the most important aspect of genomics research. It
serves as a link between research and the general public. It is what keeps incidents like the San
Francisco police violating personal data from occurring.

To limit the instances of genomic data being unlawfully misused, we must prioritize and
require informed consent on a federal level. It serves as a protection and agreement between
scientific progress and the current population. Participants in genomics research directly benefit
from new discoveries when they can clearly understand what comes with partaking in research.
Planning to potentially assist future patients and researchers and industrial enterprises in the
development of new disease medications, treatments, and diagnostic exams. The goal of
scientific research is to advance medicine and healthcare so that we can all live longer and
healthier lives. Despite the possibility of genomic discrimination and data misuse, continuing to
pass bills such as the “Genetic Information Non-Discrimination Act” will make participants keep
safe and respected. Informed consent enables research advancements and has the potential to
transform the future of global health. Informed consent is based on being honest and transparent
with individuals as well as providing a safe space in healthcare systems.

Amy Tan is the author of “Mother Tongue.” She is a world-class American writer of fiction and nonfiction. She studied at five colleges, two of which were San Jose City College and the University of California at Berkeley. Likewise, she received her B.A. with a double major in English and linguistics, followed by her M.A. in linguistics. “Mother Tongue” explains Tan’s experience with language, coming from an immigrant family. She explained that language comes in different forms in her life, depending on who she is speaking to. In the unconventional form of language, which she usually shares with her mother, she speaks in incomplete sentences without perfect grammar. This form of language, in eloquence, is usually looked down upon and portrays the speaker as simple-minded and unworthy. Her story focused on the need for immigrant children to rely on code-switching to feel like they belong in different environments. Code-switching is when a member of an underrepresented group changes their language, grammar, and social behavior to accommodate the dominant culture. To deepen her audience’s understanding of her experiences, Tan relies on rhetorical appeals. For instance, she was using personal anecdotes and real-life examples as a logical appeal. To accurately share her emotions during her experiences, she applied emotional tones like humor or disappointment. 

Tan began her text by stating, “I can only offer my personal opinions on the English language and its variations in this and other countries.” (Tan 1989. ) This established her credibility as a person who has experienced code-switching first-hand. Her text “Mother Tounge” mostly consists of her personal opinions, stories, and definitions of the English language. Using these rhetorical appeals throughout the text helps the audience relate to and understand her life as a Chinese-American. 

Along with strong logos appeals, Tan effectively makes appeals to pathos in the middle sections. Her text is full of emotionally-charged words and phrases that create a descriptive image. She shared different situations where her mother’s “broken” English impacted their lives. First was a more humorous setting of Tan’s mother being angry at a worker and saying, “What he want, I come to New York  tell him front of his boss, you cheating me” (Tan 1989.) This story shows the light-hearted side of having a parent who does not speak fluent English. Coming from an immigrant family myself, Tan accurately illustrated the playful aspects of language. It can bring family members together and give the speaker a chance to fix their pronunciation for future reference. Using her logos and pathos appeals, Tan is able to accurately describe the peaks and valleys of having a parent who struggles with the English language. 

Her personal anecdotes with strong emotional tones make the audience relive her experiences with her. As she began to share the more upsetting reality of being a Chinese-American, she used words and phrases like “lack of sympathy,” “suffering,” and “daughter with perfect English.” In this portion of the story, Tan shares that her father and brother both passed away from brain tumors. This resulted in her mother being extremely vigilant about her health. When her mother went to the hospital, she used her best English, “no mistakes,” but the doctors still did not apologize for their negligence. Tan’s mother found out she had a brain tumor for a month. She explained that the doctors were immensely uncompassionate when she told them “her husband and son had both died of brain tumors.” (Tan 1989.) These words contribute to the unfairness that immigrant parents face, and they are an appeal to pathos, or the readers’ frustration and anger at injustice. With Tan’s choice of words, personal anecdote, and emotional tone, she connects to the audience on a personal level. Sharing this personal story shines a light on the discrimination struggling English speakers have to face. 

In the conclusion, Amy Tan is able to connect with several types of audiences due to her use of rhetorical appeals like pathos and logos. Her intimate tales and numerous emotions reveal a deeper understanding of her perception of English. She concludes that there are different forms of language and that there is no “wrong” form. Everyone personalizes aspects of their lives, this includes language. Although some may argue Tan’s mother’s way of speaking is inarticulate, it is perfectly clear to her. Her so-called mistakes are what make her way of speaking unique. As she mentioned in her text, “It has become our language of intimacy, a different sort of English that relates to family talk, the language I grew up with” (Tan 1989). Her story, including her mother’s CAT scan, settled her point that those who aren’t fluent in English are disregarded. Tan victoriously humanized immigrants and our form of language. A lack of perfection in language does not express a person’s ability or value.

Language and Literacy Narrative

“Dear Diary, I just saw the most horrifying video of how animals are treated on farms.
I’m so thankful pigs are haram; the way they’re treated is horrible! So are the little chicks. If
they’re sick or unneeded, they get burned, suffocated to death, and don’t get me started on cows.
” I closed my diary and started tapping it with the end of my pencil. I started wondering if I
should go vegan, but I knew my South Asian mother wouldn’t be too happy with her 11-year-old
daughter cutting out meat. I flipped open my diary again and stared at the page. Was it even
worth writing my thoughts down on this piece of paper? I’ve never had a good relationship with
English. I felt as if my thoughts and expressions of words were always reduced to a single
number or grade. Red ink crossing out words, adding periods or colons, or saying my thoughts
were a B+. But I quickly realized that with this book, it was all mine. No rules or outlines are
needed. Just me and my thoughts without second guessing my words or rewriting sentences.
The teacher I had in 6th grade was really strict with our narrative or creative writing,
which now looking back was kind of ironic. She made me rewrite papers because they weren’t up
to her standards. However, I was still determined. I got extra help from my older brother in
college, and I still never felt like my writing was enough. The strictness of it discouraged me
from writing. But after watching that horrifying video of how animals were treated at 11 years old,

the first things I grabbed were a pencil and a book. I found that journaling a few times a
week improved my writing, especially about things I was passionate about–like feminism or
animal cruelty.
Going into my 7th-grade year, I fell in love with writing. I became very optimistic about
my writing and daily improvement. Looking back, maybe my 6th-grade teacher wasn’t that bad.
She just saw the potential that I didn’t see in myself. I needed a fresh start with writing. I had the
right mindset this time. I just really wanted to be a good writer to effectively communicate
without over-explaining myself. I paid more attention to grammar and convinced myself to read a
book. I went to my eldest brother’s room and searched through many titles. Not only that, but I managed to find a
book called “The Art of Thinking Clearly” by Rolf Dobelli. My first impression of this book
(only looking at the cover and title) was that it was the perfect book for my journey of learning
about myself and the world. The author, Rolf Dobelli, managed to be lively and humorous while
simultaneously being very informative. His form of writing inspired me to always aim to be
engaging with my writing. For persuasiveness, narrative, and description, I needed to actually
practice the language. And how to efficiently use language to communicate. Real communication
with honesty and purpose. But this mindset came along pretty late in my journey as a writer.
When I was about 11 years old, I bought my first journal. I was inspired by the movie
“Read it and weep”. A movie about a teenage girl like myself and her journey as a writer. She
seemed to enjoy journaling, and my younger self was very intrigued. Her book caught a lot of
attention, and she was a soon-to-be author. My first journal had a pink cover with black
butterflies on it. I would usually write about my days, and it would go something like my
thoughts on animal cruelty.

As I got older, I fell in love with English. Even if it wasn’t always
that way, I grew to love the articulation and punctuality of it all. To this day, I always aim to

become a better writer and do my best when communicating my life to others. Although writing
in my journal helped me grow my love for academic writing as well, the way I deliver the two
will never be the same.
I realized that the way I use language depends on the circumstance and to whom I may
be speaking. I wouldn’t text my friends the same way I would talk to a teacher, and that’s
because there are influences that form the way we communicate and how. When I talk to my
friends, I am more open with my choice of vocabulary because of my comfort with them.
Whereas if I was talking to an adult, some vocabulary words may not be appropriate. I believe the
broad spectrum of how I can use language and fluctuate in different settings is what drew me to
it is more. Sometimes, communicating my thoughts freely without having to wonder how well my
sentences were articulated, was freeing. But, also being able to express my ideas or opinions in a
revised and well-sought-out way also felt rewarding and validating. My intrigue about how to
become a better writer is what grew my relationship with writing. It takes practice and a lot of
constructive criticism. As people, we always have to be willing to understand where and how we
are wrong in order to improve, and that is the beauty of learning.