As I come to the conclusion of my capstone course, I am drawn into a state of reflection–how has this course influenced my writing? What kind of a writer am I now that I’ve completed the minor?
The way I’ve decided to come at this question is through an analysis of the general stages of the capstone process and how I approached them. At least in my class, there were seven stages, each defined by a deliverable: the pre-proposal, the pitch, the proposal, general drafting, site construction, introductory essay drafting, and final touches.
First, the pre-proposal: This stage required that I put a few of my ideas on paper. I was tasked with providing write-ups describing four possible project topics and how I would approach them. Many students chose to move forward with one of these topics, and many others chose to pivot in some way or craft an entirely new idea. I was in the latter group.
Second, the pitch: Here I was asked to generate a five-minute pitch addressing the question or idea I had narrowed in on and wanted to explore through my project. The pitch was meant to explain why I had chosen this question or idea, what conversation(s) I would be joining, what genre I would like to write in, and who I perceived my audience to be. (Note: You can pivot at any reasonable point in the capstone process, even after you’ve begun making more definitive-seeming choices.) At this point, I thought I would explore the juncture of intuition (as a mystical, anomalous phenomena) and science.
Third, the proposal: At this stage, I was encouraged to ask multifarious questions of my intended project (as an extension of my pitch). Questions included, “Why does the topic I have chosen matter?” and “What research methods, genres, techniques, or media will best enable me to join the conversation [that my topic intersects with] effectively?”
Out of these questions arose a proposal: a written description of my topic of choice, the reason I chose it, the goals I wanted to achieve through my project, and the communities and conversation that I intended to merge with. The proposal was meant to convince my capstone professor (Shelley) that my project was simultaneously provocative and feasible.
In addition to the proposal, I was asked to submit a preliminary research list containing work that inspired my project as well as work that informed its content more explicitly (and tied more directly into the conversation which I had planned to join). I was also asked to submit a production plan describing how I planned to achieve what I had outlined in my proposal. This plan served as a first step in defining the form, genre, and medium that my project was going to take.
At this point, I thought that I would explore the complicated coexistence of psi (psychic phenomena) and western science. I was driven to this exploration as someone who has (and continues to) experience psi phenomena but is also heavily embedded in the world of western science. I planned to perform my exploration through the podcast medium.
Fourth, general drafting: This is where my project really began to take shape. Students might spend most of this stage performing research, or they might spend most of this stage creating. I focused mostly on performing research because of the nature of my project–I spent a good deal of time just narrowing down my pool of articles, videos, podcasts, etcetera to include only those which were truly useful for my project.
About midway through stage, I began writing. Through this act of beginning to create, I realized that I no longer wanted to follow the podcast route. Instead, I decided on a multimedia platform inspired by “The Case for Reparations” by Ta-Nehisi Coates.
Fifth, site construction: At this point, I constructed the skeleton of my website. The site serves as a home for all of the work that came out of my capstone class (similar to the gateway course). It’s just as purposeful in design and layout as my multimedia drafts are in writing.
It was not necessary to add anything to the site at this point, but I found that I was ready for this and needed to start organizing my text, interviews, and information on a single platform. I spent a good deal of time playing around with Wix and exploring my layout options for the various components of my project. Ultimately, I think this organizational process allowed me to determine which pieces of my project I should move forward with through additional drafting stages and which pieces I should scrap.
Sixth, introductory essay drafting: One of the final components of my capstone project is an introductory essay–this essay serves as my audience’s introduction to my site and all that it explores. Through it, I address my project in the context of my own life as well as in the context of the larger conversation(s) that I had wished to join.
I actually wrote the first draft of my introductory essay when I was following the podcast route. Although I had to change the tone and style of the piece, the meat of it remained the same. I had created a record of my intentions for my project across the timeline of my capstone course (although not purposefully). I found this incredibly useful–I was able to keep track of my overarching goals and thus pivot more effectively when I felt pivoting was necessary.
Seventh, final touches and an annotated bibliography: My annotated bibliography addresses the works that I cited or explicitly utilized as well as the work which served as inspiration for my project.
I am currently working through this final stage of my capstone–I am reading through my text, listening to my audio, making design edits, and continuing to draft my work. There are a few items left on my list that I would like to complete before the capstone/gateway showcase on Thursday.
So–how has this course influenced my writing? What kind of a writer am I now that I’ve completed the minor?
I’m certainly more purposeful in my writing, but also less compelled to self-edit as I create drafts. Instead, I try to write my whole draft prior to beginning the editing process. This way, I can be purposeful while preventing myself from getting wrapped up in minutia or from accidentally getting rid of something that had unappreciated potential.
I’m also more in tune with the creative process in general–I recognize the importance of research in all modes, mediums, and genres of writing. Research leading up to writing might include anything from extensive reading of the genre you plan to write in to the collection of complex scientific journal articles that you plan to summarize in a more accessible manner.
Additionally, I recognize the breadth of the term itself–“writing” encompasses an incredible amount of creative avenues (podcasts, resource guides, film, textbooks, an much more). This seems to be the underlying message or at least a main takeaway of the writing minor.
I’ve also become much more comfortable with creating when I feel ready to create. Here’s an example of my internal monologue post-capstone: Feel like you should start writing even though you haven’t checked everything off your research list yet? Just do it! Compelled to improvise a podcast episode even though you haven’t yet dived deeply into the genre? Just do it! You can always go back and edit or redo, but you can’t recreate sudden bursts of inspiration.
The capstone course has certainly influenced my writing, as has my progression through the minor as a whole. I’m better for it; I understand writing much more deeply, from terminology, to the creative process, to the emotional/spiritual grounded-ness that opens you up as a writer in a way I’m not yet able to verbalize. Here’s to hoping that you all derive grand things from this minor and from the capstone course as well.
Writer To Writer Literary Journal 