Putting in a lot of time and effort just to have someone critique seemed harsh, but it helped me as a writer to realize mistakes in my writing. I tend to choose people wisely, having reliable sources can have a positive effect on my final draft. Editing other people’s essays helps me exercise editing for my paper as well. Practicing editing benefits both the reader and the writer. Understanding my peers strengths and weakness helps me translate what I can do with my writing.
For this paper, the overall editing was also done with much thought. As said earlier, I, as a student, like to receive the best grades possible. I also dislike making mistakes and tend to not easily get over same. Hence, being aware of the expectations of the lecturer I was preparing the paper for, I tried nervously to eliminate as much grammar issues as I could find. From memory, as a result of doing classes with Miss Daley before, I knew she has a problem with my paragraphing.
2. The audience for the narrative paper was my classmates and my professor. The audience made my writing a bit more complex. The content was more descriptive to help my professor and classmates better understand my writing process. The little details that I do throughout my process of writing was included to help my audience understand my writing process thoroughly.
2. Student Review HMRC has a process whereby the learners are asked to provide anonymous feedback on their tutors by answering specific questions and adding freehand comments, this can sometimes be difficult feedback to hear but it is invaluable in understanding the areas on which the learners consider that the tutor could improve upon. One piece of feedback I received was that I can sometimes focus too much on the detail without providing sufficient context or background to the material I was delivering. This made me consider on whether I was focusing too much on the technicalities of the legislation instead of the exploring the purpose of the legislation with the learners first. I took this on board and I changed my delivery method to include a discussion/general overview at the beginning of each session.
I originally did not know it was a group assignment, so I had a topic I really wanted to write about, but the other members did not want to use my idea. I was frustrated, but I used the compromising approach to negotiate the problem. We all expressed our ideas, and were able to come to a solution even though we were all giving up part of what we wanted. While there are other ways to manage it, Levi suggests using a collaborative approach when dealing with conflict (143). With this said, it is necessary to search for a solution that will satisfy both sides of the party and being cooperative.
As mentioned in my previous journals the tutor is the backbone in my learning journey for this course. As a convention, I try and read the tutor’s comments several times to occupy in the real message so that I can concentrate on my faults. Because writing composition has always been my challenge I try and pay close attention so that I don’t keep taking in the same errors. Although, my emphasis is normally on what the ask of the assignment is, but I feel I get side tracked and make the mistakes that I can avoid in the interim. For the most part I conceive I’m ok, but at times I get swayed out with long sentences.
This is where I learned the most about myself as both a writer and a reader. Initially, when writing my first draft, I focused on just the most prominent aspects of the article such as how Schulz framed her argument through a story and kept things factually and historically based rather than outwardly asserting her bias. Both subjects became the crux of my analysis, but my original draft lacked the analysis aspect a bit in that I had to dig deeper and provide better examples to support my stance. For example, in my original draft I focused a bit too much on bias and went to the extreme of saying that Schulz kept all bias out of her narrative and kept it completely objective. After further digging into Schulz’s background, and for what publication this article was established under, I had to rephrase this subject to acknowledge the bias but counter-argue why her credentials does not devalue the points she makes in “Citizen Khan.” I was prompted to reevaluate the phrasing and depth of the topics I addressed in my analysis by the comments on the first draft by my Professor.
There are so many things to learn about public speaking. I will walk you through my experience of each speech On my informative speech I was terrified, because I didn’t know what to expect, but after I was done the panic was gone. I didn’t know what was going to be my performance according to the checklist but it didn’t go as bad I was thinking. The fact that my classmates gave me were evaluating the speech added more pressure, but it was worth it afterwards. This give you a sense of what you are doing wrong so that way you can work on those aspects that they notice that you were having trouble
My Reflection of Real Talk for Real Teachers Real Talk for Real Teachers written by Rafe Esquith has been thought provoking as well as entertaining to read. I have learned a great deal from reading this book and I hope to implement a few of his ways in my future classroom. I can relate too many of the stories that have been told in this book because this is real life in a school environment. I would like to break my summary down chapter by chapter. Chapter One –Badlands (7-15) Esquith states that he offers “sugarcoated advice” (7) to new teachers but he really wants new teachers to know is that there will be bad days.
One of them explained that, I like teaching writing because this skill helps me teach my students how to write a paragraph using the structures and vocabulary given. It is important to help my students express their ideas by writing in addition to by speaking. It is also the opportunity for me to improve my writing skill. I would rather teach writing than listening and speaking. (Teacher 12) Sharing the same view with these two participants,