This Composition II class has taught me a great deal about APA research writing. I have learned that writing a research paper is a focused and methodical process. This class has broken that process down into small pieces, making it easier to recognize and follow. I wrote an MLA paper in a separate class this semester. The differences made the structure in both classes extremely challenging, but the research parallels were helpful. Although I found it challenging to adhere to the APA structure, perform quality research, and maintain focus on the thesis statement, I learned a great deal about formally formatted, research-based writing.
The APA structure is a lesson in strictly following directions. There does not seem to be any actual purpose in the structure, and there is even room for customization, but exactly the same rules must be followed throughout the paper. I am a middle-aged person returning to school after many years. Following directions “like a student”, where you do not seek to improve or enhance the structure, is not natural to me. The rigid APA rules are a catalyst to learning to adhere to a rigid structure. The annotated bibliography built the framework, and coupled with the APA structure and citation strategy, made for a constant “compass” for the paper.
Citations in a research paper force thorough investigation into the source material being researched. The questions that must be answered to build a proper APA citation provide excellent fodder for determining credibility and validity in research material. I eliminated many sources after carefully examining the foundation of the information, and thinking of them from a research perspective. Instead of researching source material simply to grasp the concept, I learned to analyze a source based on the influence it could have on the research paper. Instead of researching a body of work primarily for information purposes, I learned to think critically about the material’s purpose and origin to develop a firm opinion on the message. Fortunately, the internet provided virtually unlimited research opportunities for delving deeply into the information being conveyed, who conveyed it, how it related to my existing comparative information repository, and new theories I had not previously considered.
Although an extraordinary research tool, the internet exacerbated a challenge that has plagued me virtually my entire life: focus. My perspective changed, sometimes slightly, and often substantially, with nearly each new source. Once I began to reconsider my position, I would lose my direction and drift into a different argument. This arguments were no less valid, but not a contributing factor to the thesis statement. I have learned to focus steadfastly on the thesis statement with every sentence.
I am a more effective writer today than I was in August because of the tools developed in this class. I have interacted with the APA writing model enough to appreciate the logical structure hidden under the mystique. My research method is comprehensive and targeted. My writing is focused on conveying and defending my thesis statement. Working through the entire paper, from start to finish, has enabled me to see the process more clearly. This class has improved my ability to deliver a convincing argument through structured writing, thorough research, and consistent focus on the foundational purpose. In the future, I will spend more time building the outline, a will not start writing the rough draft until I have a clear vision of how I expect the paper to end.