What a Feeling to be in First-Year Composition: A Writing Analysis on the Important Qualities First-Year Composition Instills in Sacramento State Students for Future Success in Academic Writing First-year composition should be a requirement for all first-time college students at Sacramento State because it’s vital in guiding students through the courses they will take in college no matter their major or career path. The course introduces students to shift from high school writing to college level writing and enhances the necessary skills already present in first-year college students such as critical thinking. College writing compared to high school writing greatly differs. Throughout high school, students focused on narrating an essay, …show more content…
He argues the importance of the believer and how the skills apply to any course because “we need the believing game to help us find flaws in our own thinking” (5). The believing game helps readers examine ideas from the writer’s point of view and seek ways of bettering it so they can understand the text. Professor Elbow’s second idea concerns the doubter, and how this method leads to the development of critical thinking, “the doubting game can reveal flaws or bad logic in arguments that support one position or another” (6). A doubter becomes skeptical of ideas presented to them. They distance themselves from ideas to form a better judgment. One’s critical thinking skills are used in both methods because they try to find any contradictions or additional reasons about why they do or don’t believe the writer’s ideas. Critical thinking in this way is crucial because it will lead to critical readers, reiterating the important role it plays in other …show more content…
Another reason the course gets neglected is because students feel that taking a writing course when they are hoping to pertain within the field of science, technology, engineering, or mathematics also known as the STEM field isn’t necessary. These STEM programs require intense courses that seem more important to students than a first-year composition requirement is especially if they want to graduate in four years. In addition, university professors David Kaufer and Richard Young state their agreement in “Theory and Practice in the Teaching of Writing: Rethinking the Discipline,” when discussing enrollment in a first-year course makes no difference when they argue, “pretty much the same [language] skills of writing will develop no matter what content is chosen” (80). However, the development of skills the WPA addressed at an earlier stage such as a first-year composition course is more beneficial. Students have more time to enhance their skills, gain new ones, and students in a first-year composition course continuously work on said skills rather than their usage being on and
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In this chapter, John Bean suggest that beginning students think of writing as a separate skill when actually it is an integrate part of the critical thinking process. When I think of what Bean is saying, I can hear classmates saying, “I will just BS this assignment. ” Students tend to think that as long as they can write a decent paper then the content nor the process are very important. I like how Bean makes the writing element such a crucial part of learning so that one is not successfully achieved with the other.
Have you ever thought that a new way of learning could be even more beneficial to education than the traditional way of learning? The U.S high school english curriculum typically has its students interpret texts with a formative approach. This means that when analyzing a text, the reader focuses on what the text reveals on the surface and synthesizes it without fully considering the deeper meanings with multiple perspectives. Critical lens theory is a new and innovative way to understand a text that high school English classes can use to push and improve their students' thinking. The difference between critical lenses and a formative approach is that critical thinking offers a formative way of thinking but also many more ways to read a text.
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
After concluding and graduating from high school, I was confident in my skills writing literary analysis: breaking down the diction, literary devices, characterization, and imagery present within the realm of a novel to form an argument regarding the novel’s central theme. Yet, the writing assignments and expectations held at UC, Irvine would catch me off guard my first quarter. Unable to enroll into Writing 39B in the Fall Quarter, my first writing experience at UCI was producing formal lab reports in Chemistry M2LA, deviating from the simple worksheets I was used to in high school. Therefore, we had to figure out what the T.A. was looking for through trial and error, hoping for a good grade each week. I would put together my objective, procedures,
Based on my experience, multiple perspectives of literature exist through the application of critical
The writings presented by Stewart and Teller present vastly different views on composition instruction. While Teller presents an argument that criticizes many of the techniques implement in a composition course, Stewart defends most of them. Both authors convey possible solutions to the problem, however, Teller, definitely presents an overtly pessimistic tone throughout the article. Assuming the blame for the failure of the students is one of Stewart’s main points, however, Teller shifts the blame from himself to the students and their irresponsible behaviors. I gravitate towards the points made by Stewart in the article.
Over the course of the semester, my main goal was to become a more precise writer and develop my identity as a writer. According too, the Portfolio Letter assignment sheet, becoming a better writer consists of precise planning, draft and revising. It also includes understanding a variety of academic genres by examining the basic characteristics that defines each type. In order too efficiently meet my goal of becoming a better writer, it was very important to have my work evaluated by others and myself as well. The use of rhetorical knowledge, critical thinking, reading and writing all are the important aspects in this course.
In the fall semester of 2015, my English Composition 1 class with 3 classes-per-week started. To conduct this paper I will briefly describe me. I am a freshman with the major of Petroleum Engineering. This information is relevant, in fact, because I will compare my expected major writing and the writing I am using right now. In a way to introduce me to future academic writings, the course of English Composition 1, indeed, has taught me important skills that can help me cope for future non-major required courses for me and in some aspects of my major.
Transitioning from high school to college can be overwhelming. Before English 1301, I did not worry about preparing for college. I quickly realized that my little background in writing essays was not enough for college courses. Writing is not just a skill that I will need for English classes. In college, I will have to use effective writing skills in all my classes to complete research papers, essay tests and communicate with professors.
When registering for this class, a wave of worry ran through me, because I had minimal skill when it came to writing, particularly in the field of formal writing. The high school I attended was academically poor, we never wrote formal papers, just informal book and movie responses. Therefore I was apprehensive about this class. This course was quite intricate, but I attend skills that will aid me for the rest of my academic career. Rhetorical knowledge, critical inquiry, process, and conventions are all concepts I have acquired.
Throughout the class, I have learned that my writing has grown greatly and what undercover talents I think I have within writing skills. In classes previously to Composition One, I have gotten very good grades on papers and the classes came very easily to me. Although, Composition One has showed me that I’m not a perfect writer and I still have many things to work on to get to the level that I would like to be at. One goal that Composition One helped me learn was how to demonstrate effective writing as a recursive process.
Writing has always been an issue but yet interesting subject of mine. As hard as I try and write essays, and papers I just can’t get the hang of writing. But after taking this class, I did learn different writing technique and improved my writing proficiency, material body of formatting, and how to uncovering and properly use sources. Through class exams, essays, and a research paper, I was able to learn new writing skills. Although I have learned a variety of things, my writing still needs improvement.
My Writing Experience In previous courses, my writing skills have been mediocre or just enough to pass the class. Throughout the duration of this course, I have written a variety of papers using different techniques and skills. Previously I would write assuming that the only audience would be my instructor. This course has helped me realize that there are many steps and skills involved with writing a well-organized and easy to comprehend essay.
Today’s educational system forfeits the fundamentals teachings of basic writing and literary in order to maintain the attention spans of technology driven students. Basic composition skills such as following the written process and creative writing skills such as Many scholars and K-12 teachers blame to lower literary compositions skills on that lack of interest in reading and writing among not only students but school officials. Due to the lack of writing efficiency colleges of across the country find themselves reteaching basic fundamentals to freshman in topics ranging from reading comprehension to poor grammer. Why are things such as poetry and basic sentence skills not being taught to students K-12? Compared to previous decades many public schools in the United States have seen a decrease in to number of test scores for state mandatory test