Tea is something that I drink a lot, so this is my take on what makes ENG 101 a good class as ingredients of tea-

  • Tea leaves- the most important component, it’s the major assignments we had like the literacy narrative and the game comparison essay
  • Water- the 2nd most important component, it is the many reflection posts we did for class
  • Milk- the readings we had to do for class which taught us the importance of games and how people try to get over trauma through playing games
  • Cardamom – the side quests that we had to do for each week where we sometimes had to get creative in order to do them
  • “Masala”- this is something that almost all Indian tea lovers put in their tea, it just makes tea even more lovable. This would be the podcasts and twine games we did that made this class even more enjoyable.
  • Cup- the class itself, ENG 101 taught by Professor David E Morgen 


ENG 101 in a Virtual Semester: drawn by me

It has been repeatedly established that 2020 has been an extremely strange year. I was thinking back about how my semester has been, and it’s impossible to do so without visualising my laptop screen. Therefore, for this assignment I chose the represent my learning in the class as a function of my laptop screen. The main takeaway from this drawing, according to me, it just the sheer variety of things I’ve learnt. Each application resembles a different part of the class, and consequently, a different skill I have acquired over the course of the semester. Together, they showcase what the class is all about– “Play Make Write Think”.


For my Assemblies side quest this week, I created a multi-step stair that includes both horizontal and vertical steps. This graph represents me as a writer and student for this class. Horizontal steps are steps of pause, the time when I rehabilitate and reflect upon my work. Vertical steps are steps of movement, the time when I work, probe, and be creative. I realize that as a student and also a person, I constantly engage in the switches of directions from horizontal to vertical, and vertical to horizontal. And every piece of writing that I had fits into the 5-step process that this diagram shows. I always started with preparation and ended with stagnation, where it would lead me to either the next project or the second-round of reflection. And I believe that the learning outcomes of this course rest in not only vertical steps, when I take actions, but also horizontal steps, when I spend time on making reflections and developing new ideas.


Image drawn and photo taken by Ryan Song

For this side quest, I drew out a game progression diagram like a “select quest” screen in a game that represented all we have done so far. For how this class is organized, what I drew out could also be considered a timeline since our assignments have been organized in a fashion that represents quests from a game.

We have the main quests/assignments in the class shown as the main storyline of the game. Players must complete main stages to progress to the next stage, each with different purposes, playstyle, and lessons.

Following each main quest are the reflections for each, kind of like ending scenes that sums up what went on in the main chapter the players just completed.

 Aside from the main stages, there are also side stories, which are the side quests. Side stories are fun and interesting mini quests that gives players insights into extra information aside from the main story. These might lead to the main stories like how Gone Home Liveblog and Gris Liveblog is necessary before entering the Game Comparison essay stage.

The last main quest in line is the Final Portfolio and Reflection letter, serving as the final ending for the game. It sums up and polishes what has happened in the story line so far, makes sure the players reflect on what they have learned, and leads thinking of possible future fates.


For this side quest, I constructed the picture around the image of an iceberg. A great portion of an iceberg is usually buried beneath the ocean surface, similar to the inner meanings that games convey. I centered the outline based on the name of the course, “Play, Make, Write, Think.”  Therefore, playing the game represents only a tip of the iceberg. Through this class we were led thinking deeper beyond the ocean surface, making games and podcast episodes, writing analyses, and building reflections upon games we played.

Side Quest 10: Assemblies

For this assignment, I listed the four main parts of the class work that helped me progress throughout the semester. It can be easily seen through these four sections, which I see as the overall writing skills, the podcasts, non-linear comprehension, and the side quests. Side quest are daily work, they are interesting little activities, but they allow for constant stimulation during down time. Overall writing skills helped me to comprehensively reflect on my poor English skills and hone them. The podcasts helped me, by utilizing teamwork, communication, analysis, and video/audio production. Lastly the non linear comprehension of the assignments benefitted me to think outside of the box and put more effort into my work without the downside of an “impossible” assignment. These portions built the class to a point of stability and likeness to where I got through.


For this assignment, I mainly listed the four main parts of our class work that help us progress throughout the semester. It can be easily seen that each component contributes differently for our learning and writing. Side quest acts like a daily work, seemingly interesting and relaxing, but also intriguing for us to explore what attitude a gamer should keep; narratives help us to comprehensively reflect on our learning stage in term of game and writing structure. Podcast facilitates us from multiple aspects: teamwork, communication, analysis, and production. It is through these work that we could fully comprehend the concept and knowledge of game.

Side Quest 10 Reflection Post

In doing this Side Quest, I actually think I broke the rules in a few ways. Firstly, the image I made doesn’t explicitly reference my own learning. Since the game and the rules of the game are in second person, I didn’t actually show how I individually learned, but instead tried to have the player of the game go through the motions of my learning (the Podcast task explicitly says not to just argue what makes the Game fun, which is one of the traps I fell into in doing the first podcast episode.) The second way I broke the rules was that the writing for the game was not actually a part of the image, rather, it was attached as the rules. I enjoyed making this assignment a game overall.