Recursive Process

The revision process is a crucial step to writing a paper. It starts with an idea which is developed through a series of prewriting exercises. It is then loosely put into words within the rough draft. After completing a peer review, revision occurs to complete and adjust the thoughts into the final draft. In paper three, I developed my ideas from reading and discussing the sources. I tested my understanding and explored the message that I got from them. Then, I was able to start my first draft which included weaker arguments and did not have a very clear idea. Revision was useful in this scenario because I was able to reflect on what I had written and see what I wanted to do to improve it. My third body paragraph in the first draft attempted to provide a counterargument. However, neither the counterargument or the rebuttal was very strong. During revision, I went back and created a new counterargument. That allowed me to develop a rebuttal which more effectively supported the main argument of the paper. Within this paragraph, I had initially introduced ideas that inherently went against what I was trying to say. It weakened my argument and was confusing. However, I was able to get rid of the opposite arguments and make my sentences more clear. My paper improved greatly from these simple revisions. The revisions were substantial and made my paper better overall.

Paragraph Three from the First Draft:

Students who may not have experienced diverse experiences such as meeting people of other backgrounds may find an inclusion of diversity beneficial. Research from Effects of Stevens 1 Diversity Experiences on Critical Thinking Skills Over 4 Years of College shows that being exposed to racial and cultural experiences can increase critical thinking skills. However, the effects of critical thinking skills are more apparent for white students than students of color. “[S]uggesting that the most pronounced cognitive benefits of diversity experiences during college may actually accrue to White students” (Pascarella et a.l. 6). This change in education may be beneficial for white students, but it also inherently contributes to the exclusion of students of color. A solution to this predicament would be to include curriculum and experiences that students of color could also benefit from. This could be as simple as including more widely representative content and topics that can be challenging. Some may argue that this solution fails to benefit both sides of students. In reality, every student can be impacted positively since the inclusion of representative topics allows every single student to have their history and heritage represented in the curriculum. Additionally, teaching opposing viewpoints and diverse topics allows students to practice their crucial thinking skills and should show improvement in all students. 

Paragraph Three from the Final Draft:

Predominantly white students who may not have experienced diverse experiences may find an inclusion of diversity beneficial. Research from Effects of Diversity Experiences on Critical Thinking Skills Over 4 Years of College shows that being exposed to racial and cultural experiences can increase critical thinking skills. This research states, “[I]ndividual diversity experiences such as attending a racial— cultural workshop and making friends with someone of a different race were significantly and positively linked to first-year gains in critical thinking scores” (Pascarella et a.l. 2). However, the effects of critical thinking skills are more apparent for white students than students of color. This change in education may be beneficial for white students, but it does not fix the problem that students of color are facing with the liberal arts. A solution to this predicament would be to include curriculum and experiences that students of color could also benefit from. This could be as simple as including more culturally representative content, teaching topics that students can challenge, and acknowledging all sides of history. Some may argue that the inclusion of representative content only caters to students of color and neglects the needs of white students. In reality, every student can be impacted positively since the inclusion of representative topics allows every single student to have their history and heritage represented in the curriculum. The current model of the liberal arts is focused on the typical white student, but increasing representation does not center around one race. Representation should come from all races and backgrounds to ensure that every student feels included. The act of learning about other cultures and diverse topics allows students to become more accustomed to the world, while still actively engaging in their liberal arts skills. The liberal arts need to effectively teach to every student, and not just white students.