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.
In college, we start to understand that this knowledge is not enough as to write flawlessly, you need to know more than just the structure of the essay and the ways to use resources in your writing. In this article, we are going to discuss essay writing habits that we acquire in school but that have nothing in common with high-quality writing. Moreover, we will give you several recommendations on how to turn these ineffective habits into the effective ones. Never paying attention to the subject of the essay
Subsequently, the first essay I had to write about was using Mark Edmundson’s Pay Attention! Since this was the first essay I was quite nervous about it because I was not confident with my skills. However, before I did my essay I read Chapter 20’s “A Rhetorical Guide to Research” and it helped me immensely. Chapter 20 explains how to actually use sources
“Living” with the piece and my analysis had a positive effect on the final draft. Even though I edited out many of the ideas, editing it every day allowed me to expand on fewer points. I critically read the final draft multiple times to identify awkward sentence structure and poor word choice. Making small changes over several readings, improved the final
I found it difficult to find a balance between the running recording notation and the notes about student comprehension and fluency. In the text Taking Running Records, Shea (2000) highlights the importance of gathering information about the entire reading experience (p. 23). Personally, I found it difficult to focus on every detail because I felt overwhelmed by the process. I remained focused on the running record notation as the student read, noting as much as I could remember about expression, pauses and fluency after completing the running record. As a result, I missed revealing details about the student.
Likewise, creating a cover letter taught me many useful strategies that I will definitely put to use when it comes time for me to submit an official cover letter to a company. One of the biggest things that I have learned from taking this course is that good content is more important than sophistication. Both are very important in essay writing, but it is more important to have clear content and material so that the audience can understand your position. Last year, I always seemed to lose points on essays for not having sophisticated enough prose, so I came into this class under the impression that the most important things in a
I think it was either second or third grade when I got assigned my first book to read. This also came with a book report. Thinking to myself, “I wish I didn’t have to do this.” Graff had the same experience in my mind. We both weren’t motivated to read, just didn’t like doing it. Knowing I needed to good on this assignment I read the book and continued with doing the book report, I was not motivated all at to do it but I did it because I knew I needed to keep my good grades.
Being proper and always having a college level academic tone when writing was something that was very important. In addition, using slang or other unfamiliar terms could make an audience confused, leading to a very messy paper. Also, I realized that audiences have a different perspective on things and they can make assumptions, leading to counter arguments. When writing, I learned that I must be constantly aware of my audience questioning things in my
It is still initially based on his own experiences, but he brings up a problem that plagues most students: a constant fear of intellectual inadequacy. Personally, this is a fear that kept me silent during my first years as an English major. I felt that I had ideas, but the ability to intellectually convey them. Graff claims that literary theory can help a student gain confidence by exposing them to the style of discourse they need to contribute to a scholarly conversation. As a person who likes structure, I agree that reading criticism can help one frame his or her own writing.
After getting my essays back, I would see I had not noticed all kinds of grammar errors. I would be looking over my essay, looking for the errors I made while wondering how I did not see it before. When someone else would read my essay they would almost instantly notice my grammar errors. Which made me feel like I really need to learn how to better see my own errors. When I thought about my essay I realized I never truly revised my essays, I just cleaned it up a little then turned it in.
But that should not stop you from not giving credit to the people that help you complete your work. When looking up pragriasm websites, I did a little research myself. i turn in one of my essays on the website and it told me I had 38 pragrisized work on my paper. It did not seem right because my essay was talking about my life and how could have it been wrong, it 's me. seeing it did show me that punctuations where wrong and run over sentences that i nor my professor didnt even catch.
I know now as an adult I should start thinking about my dream but, I just never really though I need the dream. I do agree that there is a dream and that people can achieve it but, I think for me I don 't need the dream. Now, with the essay done, I can finally breath because this paper found all my weakness and I really struggle to try to get all my thoughts on to paper. I definitely hit my braking point many time while writing this paper, It wasn 't hard to say that yes, no, maybe, that The American Dream is still alive today. I was incredibly frustrated at myself many times trying to put my thoughts on to paper.
In the first draft the author jumps right to the thesis statement and the publisher’s purpose. He does not have a clear introduction because it was missing an attention getter. The author started talking what the essay was going to be about, and for me it was just like the author didn’t want to spend more time working on the introduction. The author had some problems with sentence structure, moreover, I think that the author wanted to be more specific about what he/she was talking about that sometimes he/she confused himself. For example when the author was talking about the audience, the author said: “Having his article published in an online news source, Inside Higher Ed, allows for Jaschik to have an audience of first year English..”, for me he/she could had gone to something more simple like: “Jaschik had his article published in Inside Higher Ed, which allowed him to have an audience the fitted audience for this article...” When the author was talking about the rhetorical choices, he/she could use more examples because it seemed the author just wanted to be very brief, and not specific.
Before this class, I perceived myself as a poor writer. When someone has never been taught the proper way to write a paper, you struggle through college SOC 300 (Dr. Stephen Adair) and hoped to get more out of SOC 478 (Dr. Fumilayo Showers) as you attend classes. I never thought about the process that it took to write any paper before these classes. However, these two professors have been very inspirational toward my writing. They have taught me that structuring your paper is the key element to good writing.