Reflection Essay I was excited when I learnt that part of my course work this semester is English 1301, a writing class. I am aware that there are specific writing requirements for academic writing for college level work. I was concerned about my ability as a foreigner to fulfill the academic writing standards for college level assignments. This class promises to teach me how to meet the writing standards for this level of study.
Starting off the year, I was and still am, very intimidated of a college level writing course. Since it was an engineering based writing class, my worries eased up a bit. When I attended the first class I didn’t know anything over the technical communication writing style. Slowly I developed an understanding over the writing style by reading the text book and other supplemental readings. When our group (Construction Management and Nursing) was assigned with the first group project, I was able to apply what I’ve learned so far in the class.
In my previous English 101 class that I took last semester I had to write a rhetorical analysis on a topic I am very passionate about. My paper was titled “Why Everyone Should Be Feminist.” The assignment was that we had to read an article, and analyze the components the author used. After analyzing the work, we had to write our own rhetorical analysis using what we learned from the article. The purpose was to get us used to picking out writing tools, so we could learn how to put them in our own work.
Having my high school at the AP program established under SCNU was always one of my luckiest things happened to me. At here, I was trained to be priorly familiar with the U.S. education system and successful after coming to the U.S. where all the students were supposed to go. In order to be prepared, I was trained to write different kinds of essays, including laboratory report, social science research paper and literature expository writing. I have started to write all these kinds of essays since grade 10, and every writing assignment has gone through the process of outlining, drafting, peer proofreading and editing. At college, my writing style hasn’t really changed, yet, the way I write an essay has changed.
I am writing about my writing experience in my Writing 101 class. I am recently taking writing one on one class at University of Maryland University College. This is my evaluation of my Writing 101 class here at the University of Maryland University College. The purpose of this paper is to reflect on my first to last writing assignment by reflecting on my writing skills at the beginning of this course to now by looking at the quizzes, discussions, and papers written for the course Writing 101. Writing 101 here at University of Maryland University College was a very challenging course for me.
I began my year with four classes and one of them was my fourth block class, Dual Enrollment English 111. Typing papers and discussing interesting readings from the textbook has always been a good end to my day. Through the many English classes I have taken, this class has taught me the most so far. The experiences that I have in this class will guide me through college with a stronger understanding on how to write effectively and efficiently. Through Dual Enrollment English, I have learned how to write a well thought out paper while managing my busy schedule and have learned many lessons along the way.
Prior to writing this paper, my expertise as a writer still appeared to be on a High School level; however, upon completion of this reflection paper I feel as if I have learned a completely new technique on how to write a paper. I have learned how to be patient with a paper and obey a certain type of writing process, rather than trying to gather all of the components for my paper at the last possible second. Through these innovative techniques and this new writing process this paper has exposed some of my greatest strengths as a writer; consequently, this paper has also uncovered some of my major weaknesses as a writer. Throughout my stretch of four years in High School, writing was always one of my biggest enemies, but what made this even worse was my lack of knowledge on how the writing process essentially worked.
I’ve familiarized myself with my writing style, strengths and weaknesses through the various practice essays and in class assignments. I specifically remember the last Rhetorical analysis essay as a break out essay. The article was taken from the onion (a satirical publication) and detailed a new product called “MagnaSoles”, shoe implants which were supported by “science” to relieve a host of maladies. In my first rhetorical analysis, I struggled with identifying rhetorical strategies, using RIP words, and connecting the strategies to the author’s purpose. However, by following the template given the day before the essay (one of the most helpful tools I’ve received in regards to rhetorical analysis), I eliminated RIP words, identified correct examples of satire in the article, and did well connecting to the purpose.
A semester have passed in a blink of our eyes and we are heading toward the end. Therefore, it is time to reflect upon my writing skills. Earlier in the semester, I aimed for an A in this class and I also wish to become a more efficient writer. In order to do so, I planned to use a lot of the available resources such as the writing lab, Learning Curve, and
Experiences and challenges allow myself to feel more determined in achieving the same level of success in writing as in other subjects. I have had many writing experiences in the past years, especially at this school alone. The best writing that I remember producing was last semester in my Humanities class. We were supposed to write a compare and contrast essay on the movie The Shawshank Redemption and the book Just Mercy. Because the topic was
I have learned a lot about myself as a reader and a writer. When I first began class, I tried to read the DRP test. I had forgotten everything about college vocabulary that was on the test since I left the university in 2013. I had not read any books in a few months until teacher recommend for me to take fifteen minutes to read
As a reader one has to know what to look for and identify the main idea and understand what the author is trying to argue. Before taking Writing 10 I felt I was a good reader and able to identify the main idea in a prompt, but little did I really know. After going through the research process and trying to identify reliable sources I have essentially cut out the unnecessary information and I go straight to the idea or argument being made by the author. As of before, I would focus on every detail of the writing. Having been assigned readings and having discussions about the readings during class, I soon realized that writing is about an argument being made with supporting evidence.
Starting the age of 5, we come to school everyday to learn something and expand our horizons. We start with the basics, such as the ABC’s and our 123’s, until we work our way up to a more in depth discussion of each subject, such as English II. This semester, I have learned topics in the field of English II,such as grasping the underlying meaning a book presents, the 12 archetypes, even the subject of debate. The semester began with the discussion of “The Secret Life of Bees” by Sue Monk Kidd.
This artifact is a research paper that we had to write for my English 12 class. We could pick any topic of our choosing as long as we could find 12 credible sources that support our topic. The topic that I chose was the history of racism. I felt like people in today 's society doesn 't realize how racism started and the effects that it could cause. This artifact relates to the page "writing samples" and to English 12 because it is a wring sample that I wrote in my senior year of high school.
As a class assignment, we were to read five different rhetorical, persuasive, argumentative peices and examine their use of rhetoric to determine if it was an effective peice or not. We then chose one article to to write an essay on to discuss its rhetorical effectiveness. I had decided to write my essay on the article that I saw as the most effective as oppossed to the least. We brought our first drats into class, disscussed the articles, and had a peer editing/review session.