At first I started off taking 1 or 2 classes per semester, but outside interference had me gradually upping the classes. Between work, a lack of motivation due to not having any idea of what I wanted out of life carved out, and pressure from family, I found myself not prepared for these classes. This is what you will see as you look up and down my transcript and see W's and WF's. You will see the unachieved goals, the times I thought I was an angel, the times I dreamt of being perfect. At the time of writing this paper I am 23 years old.
At first, it took me a while to accept my responsibilities and get over my fear of failing and getting nowhere. Now that I am within the “unknown” there are many challenges that I face every day and will continue to face. There is the challenge of finding out what I want to study in college, doing well on standardized tests, and getting good grades in all of my classes. There are also temptations I have to face such as choosing whether to hang out with friends or do the homework that is due the next day. But I am able to overcome most of these challenges and temptations with the help of my parents, teachers, and friends who help push me to be the best I can be every day.
I had an issue deciding if I was to use the words “Running Header:” before my title. That question was answered by Ms. Hatcher in an email. Because this project forced me to read and re-read my assignment instructions over several times I feel confident that I could reproduce this with more ease in the future. Ending a semester usually proves to be a happy event, however, I wrote my entire paper for module four before realizing I selected a topic in the wrong convention. This is just a sign, that I need to continue forcing myself to take English classes.
The entire year we filled up our purple notebook with stories that flowed straight from our imagination, and I was having the time of my life. Writing came so easily to me, and I could write for hours on end about anything in the entire world. After second grade ended, I didn't stop writing. I continued to compose wild stories about my friends and family going on extreme adventures.
Good morning students and teachers. I honestly can't believe I've made it through my last year of schooling here at Southern Cross. Throughout my senior English studies, I have realised that individuality is something that is unfortunately lost amongst the trends and expectations of a developing society. Especially in regards to adolescents, I believe that it can be incredibly difficult to maintain a sense of independence and uniqueness in a society where everyone is expected to conform to the majority. Over the last two years, texts such as “The Kite Runner”, Shakespeare's “Othello”, Robert Frost's “Into My Own”, and the film “The Breakfast Club” have definitely inspired me to be myself and to stay true my own beliefs.
Despite not placing in the competition, participating in the FBLA county competition was important to me because of the valuable lesson I learned. I had a long speech prepared that I had spent several days preparing and memorizing, and was confidant that I was going to ace it. But the second I stood in front of the judges, I stumbled over my words, lost my place on my note cards, and was so eager to get it over with i rushed through the rest of my speech and didn 't make the time limit. I was so prepared to give a winning speech, i was dissapointed in my inadequacy. Noticing my disappointment, when my adviser came to discuss the performance, he told me he was proud.
Looking Back Looking back through my papers that I have written for Dual Comp. English III, I realized that I struggled greatly with the use of transition words. I had always used the same few in my papers for other classes and did not understand their importance. I learned that transition words can make a paper really good if used correctly, or really bad if they are non-existent. While writing for Dual Comp.
This was by far the most difficult challenge I faced in connecting with my students. While students became pretty eager to attend the FIG session throughout the semester, they were not as enthusiastic about doing things outside of the class. The first event I tried to organize was a study session in preparation for the first round of midterms. I chose a location that was very central to where many of them lived and on a day of the week that they said was best. Throughout the week, I constantly reminded them about the study group session, however, on the day of the event, I sadly only had two students attend.
Before coming into VU Composition, I was in AP Language/Composition. At the end of AP Language, I felt that I had strayed away from who I was as a writer because of the timed writing atmosphere. I was often worried about finishing the essay rather than the details and the overall content. After completing this semester of VU Composition, I definitely feel that I have returned to my writing abilities prior to AP Language and have been able to better understand the grammar concepts that go in to writing a well-rounded essay. Overall, I have definitely seen improvement from my Literary Narrative Essay to my argument essay.
The transition from middle school to high school was a big change for me. The 3 reasons why the transition was a big change for me was because I don't have classes with my friends, I don't have effective teachers, and my curfew was extended when I entered high school. Having to adapt to this change has been hard for me, but slowly I am getting used to it. Having different classes from my friends is one of the reasons why the transition from middle school to high school was a big change for me. For example, in middle school, I had all my class with my best friends.
She stated in her paper that for many students the idea of revision makes them uncomfortable and can lead to them not spending very much time working on it. She found that the students were never taught how to truly revise their essays (Sommers 380-382). After reading and
Attending classes on a daily basis when I first attended college wasn’t all too well. I had personal problems going on that I was worried about, not knowing that my school work was getting a overload on me. Walking into MS. Bailey’s class hearing that I had an essay due within a week. Me being lazy, and dragging around having other things on my mind, I decided to do my paper at the last minute.
The first week I was wondering how I could possibly fit into this setting because there were no group lessons going on and just independent work. I was also frustrated by the amount of “down time” that seemed to be happening. Luckily, my teacher was open to change and we changed our schedule to where all the students could go to special area at the same time. Then, I started taking over my second week teaching reading in small groups and leading morning meeting.
When I turned into a freshman, I decided to transfer to a deaf school for my high school years and graduated there. By then, my struggles with my writing and reading were improving by working hard. IN my freshman, there was an English teacher, Mrs. Copeland-Samaripa, a strict teacher I ever had seen and I failed this class once because of lack of my doing in homework and tests. I didn’t want to repeat the grade so I decided to work hard by studying notes for test and turned homework in on time.
Going through the Writing Composition II (WRC II) course this semester was a lot different than I thought it would be. Coming into my first semester at the University of Texas at San Antonio (UTSA) I knew I had always been a strong writer so I believed I would be able to breeze through the course, but I was very much mistaken. I learned quickly that writing in high school and writing in college are two completely different animals. The WRC II course mainly focused on writing persuasive arguments, something I had done in high school only a handful of times.