The daybook writings was an in class activity that was socially meaningful to my learning and reflective process. We would collaborate in class on certain subjects such as characteristics in speech communities and your specific identity within it. After collaborations we would began to write in our journals and reflect on the subject. These reflections were helpful in my learning process and literacy discovery. I was able to reflect on my literacy journey and my speech community. As I discussed before, at the beginning of the semester, I had no clue as to what a speech community was. Many different in-class activities and assignments helped me discover the idea of a speech community and how I was related to it. Daybook writings allowed free writing which was a concept I wasn’t use to. I got use to creating some form of outline or map of my ideas and thoughts before I put them on paper. Instead, free writing encouraged writing without an organizational method of gathering your thoughts. Free writing exposed my raw thoughts, which was an idea I wasn’t comfortable with in the beginning. I began to warm up to the idea of free writing because there was no fear of rejection on my thoughts or correction from the “red pen.” Writing my thoughts down on paper without fear of correction or rejection allowed me to reflect on my genuine thoughts and knowledge. Without the daybook writings, I would continue to struggle with my consistent attempt at perfection in my writings due to the constant fear of rejection.