This shows that the instructor values the basic writing mechanics because it is necessary for us to be able to succeed as professional writers. Another thing strongly emphasized in the syllabus is using writing and journaling to develop critical thinking skills. Again, in the “English 1110 Outcomes Statement”, number two talks about integrating your on ideas with the ideas of others to create your arguments as well as be able to utilize texts
This process allows writers to take into account new ideas and thoughts and to have the opportunity to incorporate it into their writing. High school students have more extensive knowledge about a topic than they reflect in their initial writings and when they often run out of things to say, it is not because they have limited knowledge but because they may not have the methods of articulating what they know. This will certainly inform how language teachers teach writing because if students are allowed to writer and rewrite, then their final products would truly reflect their abilities and help students to greater tap into their knowledge. 2.3.Peer Editing and the Writing Process Peer editing is a form of collaborative learning wherein students critique and review each other’s work. At the heart of it, and in the context of writing assignments, collaborative work recognizes writing as a social process rather
I wound up changing different drafts of my papers in these classes. I feel like this is something essential that I have learned from these classes. Learning to reexamine and determine mistakes to have the assistance of my associates or my professor is something that will incredibly help the nature of my writing. I had a feeling that I was a solid writer coming into this class however now having the capacity to adjust my writing to distinctive styles and having the capacity to make fitting and compelling revisions to my work I have a feeling that I am a more finish English student. I was exceptionally stubborn to alter my work before these classes, on the other hand I now understand that modification are a vital piece of life as well as they are a critical piece of learning and writing.
Web pages, blog sites, textbooks, peers and colleagues are valuable recourses that can be drawn upon to challenge and improve ones ability to write with success. I have developed a plan that utilizes these tools when doing specific assessment tasks, for example this piece of writing will be submitted through Paper Rater (http://www.PaperRater.com), but also one that on a weekly basis seeks out quizzes and further reading to assist in developed a more academic style of writing. As I engage in the weekly readings and explore using newly learned skills I believe my writing skills with
For example, I write on the board a key word of the topic in study and I ask them to brainstorm words that they relate to it. I have noticed that this activity helps them to focus and at the same time it motivates discussion regarding the topic and the words being said. Another activity that my students love is the KWL (Know, Want to Know, Learned), it is a pre-reading activity that they complete based on the title of the chapter or the text. They have reported to feel involved with the text because they discover that they actually have questions and that they may find the answers in the text. In the case of while reading activities, I always motivate them to underline important ideas and when we read together I stop at the end of each paragraph to ask them questions.
After taking the measures of facing my writing hindrances, the words are actually flowing a lot easier in the proper direction I need them to go. The techniques and guidelines, provided in my textbook are essential to follow, especially to meet the required word count for this particular assignment. I feel that the combination of journal writing and free writing are the best techniques for me. There have been plenty of times I have lost my way with writing papers, poetry, even with keeping a simple daily journal, but I have found to be effective is combing strategies and techniques. “Having Freewriting as the foundation is good and it can also be conjoined with the preparatory work needed before a formation of ideas or words are written” (VanderMey, 2012).
I assumed that my writing skills were efficient. However, as I begin this course, I realize that I have a lot to learn about writing. Nevertheless, I feel that I have a good relationship with writing. Consequently, the reason my relationship with writing is complicated bears on the fact that I have fears and apprehensions about writing. Furthermore, I want to be a good writer, and make excellent first impressions with the recipients of my writing.
It has become easier for me to seek out problems and how to solve them, specifically when I’m doing assignments such as the timed writings in class. I’ve become more comfortable with each writing methods and I’ve become better at structuring my writings to have a better chance at success. I do have a handle on how to discover new ideas. Through my writings, I’ve tried to expand my topics horizon and have become better at finding more accurate and relevant sources for my pieces. I definitely think I’ve improved on my ability to communicate through writing and speaking, striving to make my arguments more clear and concise.
I have been able to graze the surface of a few of the course goals, but I am aware that there is still a massive amount of room to grow and learn. One of the biggest issues I had with my essays was backing up my thesis with sufficient evidence. In the beginning of the ENGL101 course I thought I was proficient in that. I was sure that my
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,