In completing projects one through three over the course of ENC 2135, I learned a lot about rhetorical strategies, genres, and composing. Throughout my high school classes, we were taught a lot about the differences between logos, pathos, and ethos. However, we never really delved into the ways that the three could interact. This course taught me how to pair rhetorical strategies together to maximize their impact. Using ethos in conjunction with logos is an important combination; people need to know they can trust a source providing them with facts. This class taught me a lot about different genres and how they function. I learned that there are three main categories of genre: academic, workplace, and public. Academic genres are used in school settings to prove mastery of knowledge of a subject or rhetorical technique. Workplace genres are used to respond to needs in a professional setting and communicate ideas internally and externally. Public genres are used to argue positions or join continuing conversations. We looked at examples of all of these categories of genres in order to determine their purposes, audiences, exigences. During ENC 2135, I composed three different projects, but in far more than three different genres. These genres included annotated bibliography, position paper, researched essay, meme, PowerPoint, artist’s statement, and screenplay. I learned that I must address the audiences, purposes, and exigences before composing the actual piece in order to have a clear and cohesive vision for it. While writing, I had to use ethos, pathos, and logos to make convincing arguments. I also had to make decisions about passive versus active voice to further my claims. I looked at the way others have composed similar pieces in the genres and took cues from common practices. In the first project, I had to conduct professional interviews for the first time. I learned that to get the best full statement out of someone, you have to talk around the issue until they come up with a full sentence you can use in your writing. These interviews were also difficult and time-consuming to transcribe. In the future, I will try to rely on written interviews over spoken interviews, unless I have a large amount of time to transcribe the interviews. In the second project, I again faced this difficulty. I chose a podcast as one of my sources, but I didn’t have enough time to transcribe the entire podcast. In the future, I will try to rely on podcasts that already have transcriptions or text-only sources. I examined how podcasters and writers use rhetorical devices, purpose, audience, genre, passive versus active voice, and exigence to communicate what the composer wants to say. In the third project, I had a hard time determining what the best genres would be to communicate my point. I eventually decided on a screenplay, a PowerPoint, and a meme, but if I had more time to work on the project, I would have chosen a paper or a video essay over a PowerPoint so that I could add more information.