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Academic Argument & Real-World Reflection - Binary Stars — Argument & Imagination

In astronomy, a binary star system is made up of two stars orbiting around a shared center of gravity. Each has its own force, its own brightness, but they move in sync, held together by invisible tension. That’s how I see this group of artifacts—two very different pieces, both pulling from different parts of my writing identity: one grounded in logic and structure, the other led by instinct and emotion.
 

Module 3: Challenging the Five-Paragraph Essay is my analytical star. It’s a fully mapped academic argument where I used research, critique, and structure to challenge an outdated writing norm. It reflects control, clarity, and purpose.
 

One for Sorrow is the poetic twin. It’s quiet, emotionally charged, and intuitive. Written quickly and without a rigid plan, it represents the part of my writing that drifts through metaphor and vulnerability.
 

Together, these pieces show that my writing doesn’t orbit just one skillset. I can analyze with precision and express with depth. I can structure and improvise. My growth as a writer has been about learning to hold both — like two stars in motion, illuminating the same sky.

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Star Systems Aligned (Outcomes):

  • #3: Variation Across Contexts

  • #4: Decision Making and Production

  • #5: Writing and Power

Module 3 – Challenging the Five-Paragraph Essay

Assignment details

This academic essay asked students to critically examine a widely accepted writing construct—in my case, the five-paragraph essay—and evaluate whether it should be retained, revised, or abolished. I was required to analyze my own experiences, conduct independent scholarly research (minimum of three peer-reviewed sources), and make a supported argument about the value and drawbacks of the construct. The project aimed to develop skills in research, rhetorical awareness, and argumentative writing.

Reflection

This assignment pushed me to think critically about something I had always accepted without question—the five-paragraph essay. I’ve been taught this format for years, and for a long time, I saw it as the “correct” way to write. But through this project, I started to understand how it can be limiting, especially when it comes to creativity, voice, and real-world communication.

Researching for this essay helped me grow as a thinker and a writer. I had to find credible sources, synthesize ideas, and develop an argument that wasn’t just based on personal opinion. What made this piece especially powerful for me was the realization that I wasn’t just analyzing a format—I was advocating for change. I was making a case for writing that reflects complexity, voice, and adaptability.

Looking back, this essay challenged me to write in a more structured and formal way, but it also encouraged me to think bigger. It taught me how to back up my ideas with research, how to question things I’ve been taught, and how to engage with writing as a tool for reflection and change.

Feedback

Main Feedback Points

Formatting and Citation Issues:

  • Several MLA formatting errors, especially missing page numbers in in-text citations.

  • Incorrect formatting in the Works Cited page (article titles should be in quotation marks; journal titles italicized).

  • Incomplete publication details for sources.

Content and Organization:

  • Paragraphs tended to be organized around individual sources rather than developing my own cohesive argument supported by multiple sources. This made the essay read like a "collection of ideas" rather than my own claim built with scholarly support.

  • Some awkward phrasing in the introduction and transitions (especially shifting perspectives from teacher to student abruptly).

  • The final body paragraph presented positive aspects of the five-paragraph essay, which weakened the argumentative stance rather than strengthening the overall position.

Strengths:

  • Clear position against the rigid use of the five-paragraph essay.

  • Strong use of scholarly sources to support the critique of the format’s limitations.

  • Effective critique of how the five-paragraph structure can limit creativity, voice, and critical thinking.

  • Strong conclusion emphasizing the need for flexible writing instruction.

Feedback

Awkward; "middle school" and "standardized tests" are not similar things; say either "From grade school to high school" or "From essay to standardized tests."

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This, too, is awkward: I began by addressing teacher perspective on the format and jump to student perspective.

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Citation requires page number

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I could had made this not merely about myself but a broader group.

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author's name shouldn't be repeated in parenthetical if it is referenced in the sentence. Page number missing.

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I introduced positive aspects of the FPE (benefits for beginners) after critiquing it, which confused my overall position.

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Article titles should be in quotation marks; journal titles should be italicized.

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Article titles should be in quotation marks; journal titles should be italicized.

Weekend Writing Practice #1 – One for Sorrow

Assignment Details

For this assignment, I had to write a short story (maximum 250 words) incorporating three mandatory words from a selected list. I chose baby, magpie, and ring. The goal was to craft a complete narrative while seamlessly integrating these words, using vivid detail, creativity, and emotional depth. After submitting my story to the discussion forum, I also provided ratings and feedback on four classmates' submissions, as required.

Reflection

This short piece started as a creative freewrite, but it ended up being one of my most emotionally layered works of the semester. One for Sorrow was my attempt to capture grief, hope, and longing through metaphor and poetic imagery. I didn’t overthink structure or formatting—I just focused on capturing a feeling. And sometimes, that’s where the most honest writing comes from.

This artifact matters to me because it’s a reminder that writing doesn’t always have to be analytical to be powerful. It helped me reconnect with the storytelling part of myself and reminded me that even in academic spaces, creative expression has value. It also connected back to my literacy narrative in a subtle way—both are about moments of emotional clarity and internal conflict.

While this piece might seem small compared to a research paper, it represents a different kind of growth: trusting my voice, leaning into imagery, and allowing vulnerability to exist on the page.

Feedback

Main Feedback Points

  • Story had strong emotional impact; readers mentioned feeling the somber tone clearly.

  • Description and imagery were detailed and helped readers picture the scene easily.

  • The poetic style stood out and was noted by multiple classmates.

  • The required words (baby, magpie, ring) were incorporated smoothly and didn’t feel forced.

  • Ending was especially powerful and left a strong impression.

  • Peers responded positively, consistently awarding high scores and offering thoughtful feedback.

  • Instructor awarded extra credit for the overall quality, though I still see areas where I can continue improving my narrative pacing and subtlety.

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