Growing up as an immigrant, language has simply been a tool used for communication. Voicing thoughts, expressing concerns, and making silly jokes, it was never as intricate as I thought it would come to be. English is my third language. To me, it was just a different way your tongue and lips move to make different sounds in hopes of getting a laugh. After all, language only has to be understood to be effective, so as an immigrant, when I struggled to throw out jumbled words and sentences in English, my sweaty hands and crouched body would put all their faith in being understood. Most conversations went like this: “Hi, where can I find the nearest McDonald’s? “ In a shaky, trembling voice and an accent that was difficult to distinguish. Then, a long pause, or at least it felt like it. In the seconds a stranger would try to help me, I would curl up and drown my thoughts in a negative perception of myself. “Why do I sound like that…” “Did he even understand me…” “Why am I so awkward…”, and these were just a few. What should have been a passing conversation became a haunting memory. Now, four years later, this course has explicitly taught me the importance of understanding how linguistic standards in a society can have positive or negative effects on the vast majority of users. As my own experiences dictate, and the effective research this course has analyzed, language isn’t just a tool to communicate; language is the feelings you feel and putting them into words, language is telling your loved ones the kindest words you know, language is aligning your goals with who you truly are. At the end of the day, language is most effective not when it is understood, but when it satisfies the self and brings you happiness.

One of the most important lessons I learned this semester was that language is deeply connected to identity, confidence, and social belonging. Through readings such as Mother Tongue and the documentary Talking Black in America, I began to understand how linguistic standards can both empower and marginalize individuals. In Mother Tongue, Amy Tan reflects on growing up as the daughter of Chinese immigrants and discusses how society unfairly judged her mother’s “broken” English, despite it communicating meaning effectively. Tan explains that her mother’s English “had an effect on limiting my possibilities in life as well” (Tan). This quote is strongly connected to my own experiences as an immigrant learning English because it demonstrates how society often judges people not by the meaning of their words, but by how closely their speech aligns with standardized English. Similarly, Talking Black in America expanded my understanding of how dialects such as African American English are often stigmatized despite having their own grammatical structure and cultural significance. These materials helped me realize that linguistic prejudice affects many communities and identities. As a result, I learned that language does not simply communicate identity; in many ways, society uses language to define identity itself.

In addition to changing my understanding of language and identity, this course also strengthened my ability to analyze, adapt, and communicate ideas to different audiences. One of the projects that most contributed to this growth was my Research Adaptation project titled The Red Pen Effect. This adaptation explored the psychological effects of linguistic discrimination and the fragmentation of identity through visual rhetoric and symbolism. The project was designed to resemble a corrected school essay written on notebook paper, reinforcing themes of education, conditioning, and social correction. At the center of the adaptation, I included a sentence written in a natural dialect: “I ain’t never had no problem explaining myself, people just don’t listen right.” The sentence was covered with red pen corrections, such as “Incorrect” and “Unprofessional,” symbolizing the criticism individuals often face when their language does not align with standardized English. Around the page, I included faint thoughts such as “Say it properly,” and “They’ll judge you,” representing the internalization of linguistic discrimination and stereotype threat. Beneath the corrections, the original sentence slowly faded into the background alongside words such as “wrong,” “erased,” and “not acceptable,” ending with the question: “Is this still my voice?” Through this adaptation, I learned that communication is not limited to traditional essays alone. Visual symbolism and rhetorical presentation can communicate emotional experiences just as powerfully as written language. More importantly, this project demonstrated my growth in analytical thinking, rhetorical awareness, and audience-centered communication.

Another important insight I gained throughout this semester was understanding that language is deeply individual, even among people who technically speak the same language. In my LLN essay, one of my central arguments was that every person has a unique way of speaking shaped by their culture, environment, and experiences. Before this course, I often viewed language differences mainly through fluency or grammatical correctness. However, I began to realize that no two people truly speak identically because language reflects personal identity as much as communication itself. This idea strengthened my understanding of linguistic diversity and challenged the assumption that there is only one “correct” way to speak. Through this assignment, I developed stronger analytical and argumentative writing skills while also learning how to connect larger social ideas to personal experience.

Finally, one of the most valuable parts of this course was the peer review process. Being able to share ideas with classmates and receive outside perspectives significantly improved my writing and analytical thinking throughout the semester. Peer review helped me recognize weaknesses, strengthen arguments, and better understand how my writing was being interpreted by others. More importantly, it made my growth as a writer feel linear and collaborative rather than isolated. Through feedback and revision, I became more confident in expressing my ideas and more comfortable refining them over time. This process taught me that strong writing is not created perfectly on the first attempt, but through reflection, revision, and communication with others. By the end of this semester, I no longer viewed writing as something purely academic or focused only on grades. Instead, I began to understand writing and language as forms of identity, expression, and connection. Through the experiences, assignments, and discussions explored throughout this course, I not only developed stronger writing and analytical skills but also gained a deeper understanding of communication and the role language plays in shaping both individuals and society.

– Muhammad Hamza Shehzad