I was not confident in my writing before, but now I am. Professor Karl taught me ways to incorporate new techniques into my writing, as well as following the proper rules required by the University. Furthermore, the textbook was a life saver, it reminded me of small details that I learned back in high school that are quite important when writing a paper. Subsequently, I will continue to practice my writing and incorporate everything that I learned throughout this course in the future. Learning never stops and I’m always open to learning new techniques that will help me become a better writer.
Author E.M. Forster once said, “How do I know what I think until I see what I say?”(Forster). Academic writing has the ability to reveal the students inscribed thoughts and opinions in ways that may surprise even them. The better get at writing analytically, the easier it is for them to apply those skills to other aspects of their life. People who write in journals often find it a useful form of exploring self-awareness (Ribeiro 2015). By writing down student ideas and perspectives in essays, even in non-academic disciplines, they hone their own expression skills, identify patterns, observed events and consider possible solutions.
Throughout the term there has been many writing assignments —big or small— that helped reflect my writing process or the process itself. In the beginning of the course I felt like I was an “ok” writer, but lacked some skills such as: organization, sentence variety, and vocabulary. Also, I did not like to write and had a feeling of dislike when forced to write. I felt like I improved on everything I wanted and was seen throughout the semester. I know how to organize my ideas, the worksheets given in class to work on sentence variety really helped, and vocabulary was built on some level.
To some people it is not. Some teachers say that the book is challenging for students. Now, this novel may be difficult for students, but that is how students learn new information. If students weren’t to have read harder pieces of literature all throughout their schooling career, they would stay at the same level of reading for most of their life. The reason why students should read more challenging novels are because they learn new things, and they could also learn how to act in a certain situation based on the type of challenging story they read.
Taking this class has showed me how to be a more effective writer and a more effective researcher. When writing my paper I have learned to improve by reading what I have created out loud and making sure it make since, I also have peer reviews and personal review to go back and make sure that my grammar and punctuation is where it should be. Next, when I am conducting research I create a create charts and compare the information I have gathered. Then when it comes to organizing information I take little to know time because I am nine times out of ten very organized before even starting the assignment. In addition, when
The author was merely being rhetorical and sarcastic (Lovin, n.d.). Seeing the essay for the first time, my impression was that it would be difficult to comprehend and would require a high cognitive level. But as I repeatedly read through it, I was able to understand it. And with further reading, I was then able to see in in between the lines. The author's interesting choice of words were had me engaged on reading more and doing my own research on the
However, I now have a new perception and appreciation for professors and teaching assistants. It takes a great extent of work and time to put together a large lecture style course. Some of my teaching assistant duties included taking attendances and grading quizzes, test, or papers. I did not realize how much time it went into grading quizzes, test, and papers. Since the tests were composed of a multiple-choice question component in addition to a short essay, I was able to reinforce my past knowledge of concepts and course material when deciding if the essay answers were accurate.
The answers I got were mostly boiled down to “What I pick during my time searching for a book all depends on my mood at that moment,” and “I pick based on interest. Sometimes the original book I’m searching for becomes something that I don’t want to read by the time I arrive to get it, so I choose something else that I know I’ll enjoy much more.”. Those answers told me that the process of choosing a book is largely dependent on a person’s emotions at the time of the choosing. Now armed with some basic knowledge on the subject, I returned to my observing people in hopes that somehow I would suddenly understand what exactly happens in the process of book choosing. Alas, it was all for nothing, because while I had a small idea of what might be going through these people 's minds, I didn’t actually have the slightest clue.
One last challenge I overcame was the expectations I had for this class. Walking into this class, I assumed that it would be an easy A in, however, this became the only class I am struggling to get an A in. I was challenged with thought-provoking class assignments, and demanding essay choices. While being challenged with the material we covered in this class, I also acquired high expectation of myself and my writing. I aimed to improve my writing and I believe I have taken great strides in doing so.
While writing the unit 3 paper, I got to practice and meet the course objective of actively reading. While reading the assigned articles, Begley and Heilbroner, I left comments in the margins as well as underlining quotes that stuck out to me that I could potentially use in my essay. Another objective that I struggled with is the idea of properly combining my ideas with the ideas of others. I understand that doing this can make your paper stronger. It can help open more doors and help you go someplace in your paper you didn’t think you could go.
As well, I plan on elevating my writing skill by developing better word usage and transitional phrases; two particular areas where I have yet to pay attention to when structuring an essay or other paper. There are several means to do so at the Bethel library. As our current facilitator relates, “The good news is we’re a writing-based program, that means no tests. Then, “The bad news is we’re a writing-based program, you’ll be writing” (Bethel University, 2014). One particular method that I will use is to read my writing aloud and have someone else read it aloud to me.
In reading Lamott’s essay I found myself compelled to keep reading. It was the first time I read an article on how to be a better writer that basically says, do your worse work, and then learn from it. Interestingly enough there are components in her article that I can relate too such as in paragraph five where she discusses the initial writing and not being able to start the writing process. I can relate to this because when writing I sometimes stare at the computer screen thinking of the right words to open my essay with, even though I have ideas for other parts of the paper I am left stuck at the start line. Overall her article brought a type of excitement to me as I read it, almost as if it has given me hope for writing, especially with the thought of a five page paper lingering in the back of my mind.
As we continue to read, we approached a new yet very familiar literary device that I would often see when people are repeatedly listing things. If I were the writer of a book, the device such as polysyndeton is definitely one of the necessary and helpful writing techniques. Like we have discussed, the author wants to make sure that the readers will pay attention to the context, what he 's trying to tell so he would slow down the sentence with the repeating conjunction such as "and", "or" as it 's also used to list out some of the important factors or matters that happened in the story. One of the examples of polysyndeton in this chapter have ensured me the definition as well as the use of polysyndeton. " And on Mondays eight
While the student is reading through their essay, they should also delete all the unneeded words from each sentences. While I was reading this essay, there were a few times that the student could have gotten their point across by using less words. An example of this can be found in opening sentence of the essay when the student states “what the essential pieces are in this puzzle are controversial”. The student could have got the main idea of the sentence simply by deleting the words “what the” and continuing the sentence from there. As far as formatting goes, I think that the student should research correct MLA formatting and become familiar with it.