When it comes to deciding what to focus on within the larger body of material in unit 2, I found it reasonably trouble-free. While doing my work for Unit 2, there were gaps I found throughout various sources. The most significant gap I saw was the lack of a simple explanation for defining terms. Most sources quickly jumped into more complex analysis when I wanted to find clear and straightforward sources that created a foundation. I knew that for Unit 3, I would discover background, essential information for people my age. This way, a further complex analysis could eventually be understood, and there could be room for educational growth.
The most important thing that I learned while researching for this project, in Units 2 and 3, was that if I wanted to propose precise, foundational work, I had to make my writing clear. Not only did I have to make it clear, but brief and straight to the point. However, I feel as if I did this, but it has always been a struggle that I still have to work towards. I found myself wanting to say so much, but since my infographic/ poster platform does not allow for much room, it was very challenging. I had to include the information that I felt was most important while scratching the data that did not present the same importance. This was very hard since my topic regarding intersectionality and bias is so important. However, thanks to my peers and Professor Oakes, I was able to learn some tricks. I could still include quotes from real people by implementing a QR code, which happened to work out better than including written quotations on the page.
Since my target audience was people my age, I did not have an issue with using a specific tone of voice. I wrote as if I usually would while also addressing the readers using “you” and “we”. I did this to not only keep my poster personable and relatable but to have readers intrigued. When someone talks directly to me, I am bound to listen, whereas if someone is talking to a group as a whole, I subconsciously feel less inclined to listen. I thought this was an interesting tactic because my work does speak to a whole while also directly talking to individuals within it. Writing for this platform felt more normal to me, and I might implement it in my work here at SU. I found it rewarding to engage with people my age and inform them on important issues and fun.
What I valued the most about this work was what I mentioned above, engaging from afar with people my age about critical subjects that tend to be overlooked. I loved it the most because I found a gap within all my sources and created one myself. I was always looking for a clear conception of information that could help develop a foundation, so I tried my hardest to make one myself. If I were not educated on intersectionality and bias, I believe my infographic poster would intrigue me, and I would surely educate myself even more after reading it. However, since I made it myself, this is “biased,” so I hope my students and peers can engage with it and learn from it. That is what is most important, I have found.
Writing work is a lot more interesting, I have found, when you have an actual audience that you’re writing for. We spend a lot of our writing training preparing for imaginary audiences–the real ones mean a lot more! And you’ve developed some good skills in that area. Keep going!