t this point in the course, you've put the work in and have thoroughly committed to being both a writer and an academicat least, for the duration of your college career. How do those two identities work together, and how are they distinct from one another? In "Writing with Teachers: A Conversation with Peter Elbow," Elbow addresses what might be perceived as differences between being a writer and being an academic. He states that a reasonable goal for his students is to:

• end up saying, 'I feel like I am a writer: I get deep satisfaction from discovering meanings by writing figuring out what I think and feel through putting down words; I naturally to writing when I am perplexedeven when I am just sad or happy; I love to explore and communicate with others through writing; writing is an important part of my life.' Similarly, I would insist that it's a reasonable goal for my students to end up saying, 'I feel like I am an academic: reading knowledgeable books, wrestling my way through important issues with fellows, figuring out hard-questionsthese activities give me deep satisfaction and they are central to my sense of who I am.' (An Insider's Guide to Academic Writing 617)

In a thorough paragraph of 75-100 words, take a moment to reflect upon your research project in its entirety.

Respond to the following questions:

• Who is the intended audience? How did you focus your writing toward that audience?
• What did you set out to achieve? Did your project achieve that goal?
• What skills did you develop through this project? What challenges did you encounter?

The topic is Police Brutality: Excessive or Justifiable?