What Came First, Reading or Writing? Thinking back upon my education in my early childhood years, school has always been the foundation to the learning process of my reading and writing experience. From learning the letters of the alphabet to actually being able to form sentences and placing my thoughts into words, I have learned the correct usage of reading and writing. But I didn’t understand the different concept of what it means to read and write until my senior year of high school. My AP English teacher taught me what it means to read and analyze work to not just overlook what the author has written.
In the past, I have struggled in understanding what I have to improve on as a Pre-AP English student. Throughout this year, I hope to be able to comprehend myself as a student better to achieve my ultimate goal of success. I anticipate many challenges for the school year ahead of us, one of which includes my writing style. A key point that I deeply want to emphasize on is my efficiency and comprehension as a writer. In most cases, my struggle is when I am put under a timer.
They learn this because of their teacher in Mr. Keating and the Dead Poets Society, which they found out about because of Mr. Keating. There are many parts of Dead Poets Society that tie in with transcendentalism. One of the first ones is the English class. In the very first class, Mr. Keating says “Gather ye rosebuds while ye may, the latin term for that sentiment is Carpe Diem” (Dead Poets Society). Mr. Keating then asks what “carpe diem” means, and one of the students replies with “sieze the day.” Mr. Keating wanted the kids to learn on the first day, that it’s okay to go after your dreams, even if it’s stupid or you have people saying no.
Krosoczka moves smoothly from one idea to another by being light and complex sentences then starts to transition to short simple sentences to wrap up his idea and the speech. He uses so form of punctuation to emphasize that what follows is
Drucker Reflection After having taken the Sheltered English Immersion course this past summer, much of the information that was presented in this article was a review for me. However, there was some information that I found to be interesting and will now look upon my current instruction to see if I should correct my strategies. One area in particular that I find to be essential for literacy instruction with intermediate English Language Learners is developing vocabulary. For example, one point that I found interesting was the integration of vocabulary with instruction rather than just pre-teaching vocabulary. This seems contrary to was I was told in my SEI course as we learned about the Seven-Step Process and Illustrated Dictionaries as strategies to teach vocabulary.
In Alex Johnson’s text, “Why Isaac Bashevis Singer, Truman Capote, Joseph Conrad and Virginia Woolf (Among Others) Were Having a Bad Morning,” Johnson discusses the difficulties that college students and beyond face when writing essays. In reading Johnson’s piece, one thing that I found particularly interesting was when he discussed the product versus the process of writing (159). I found this part of the reading particularly interesting because I have found that the way I go about writing essays has changed drastically since high school. Generally speaking, as high school students, the key to success was to meet the deadlines set by teachers. For example, in my senior year english class of high school, my teacher had set various dates for
During my first few weeks in English 103 I learned so much from my professor. The JITT posts help me become a better writer because I was exploring different styles of writing. When doing the JITT post sometimes we look at different authors writing styles and purpose in the text. When analyzing sentence structures in the text it help me to better understand the reason why the author might choose those specific words in a sentence. It helps me better understand that certain word choices helps to create a tone and an image in the readers head.
We have reached the end of the semester unconsciously. During this semester, we’ve practiced and improved our writing by outlining, composing, editing, and revising. Throughout the process, I discovered my strengths and weaknesses, meanwhile, I tried hard to refine my writing skills. By now, we have focused on a few types of writing: rhetorical analysis, critical analysis, and argument. Remembered our first in-class essay was a rhetorical analysis of an argument.
As I have learned how to conduct writing conferences, I know that the words that I choose to use will greatly impact my student’s learning. Questions such as, “What are you doing as a writer today?” will challenge my students to see themselves as writers and be able to think through their process of writing. (25) In addition, while teaching number talks, I have asked the question, “How did you figure that out?” (31). This shows the student that I care about what they have to say and how they solved a problem. I have learned in all the readings this semester and in every class how important it is to be student-centered.
First of all, my first lesson is how to developing content. This is an extremely important part in the process of writing a well-developed essay where it helps the readers to understand what the writers trying to prove in the essay. In order to do that, all these supporting points and ideas are needed to be clear and understandable and support the thesis. Throughout the process of writing in ESL 273, I learn the method PIE method where using Point out, Illustrate, and Explain. I didn’t learn this directly in the class but I learn it through peer review with my fellow classmates.