My motivation for self-improvement reflected my fascination with the course content. I was excited to learn about new information that taught me new writing tools I applied to my stories. For example, once I learned of passive and active sentences, the subject-verb-object sentence structure, and rules to structure dialogue encouraged me to return and edit past stories. This small example shows that a stronger commitment to this goal will be necessary to spark improvement. My experience in the course will serve as an example of why I’ll need to commit to this goal If I want to pursue legal studies
This gives me a jump start, or flow of ideas that can later on benefit my paper. In the article, Writing What Matters: A Students’ Struggle to Bridge the Academic/Personal Divide Emily Strasser uses the following sentence to highlight and pinpoint the real true value of writing “Writing can and should be much more than sophisticated sentence structure and nuanced word choices. The devices of grammar and rhetoric remain superficial skills until a writer employs them to express important and powerful feelings, thoughts and ideas” (WaW Pg.200). I enjoy writing about myself because it helps me express my feelings. A paper may include correct grammar and word-context, but until the writer can intertwine powerful thoughts and feelings into the work, the writer is unable to accomplish the overall intended goal.
Over the course of the semester, my main goal was to become a more precise writer and develop my identity as a writer. According too, the Portfolio Letter assignment sheet, becoming a better writer consists of precise planning, draft and revising. It also includes understanding a variety of academic genres by examining the basic characteristics that defines each type. In order too efficiently meet my goal of becoming a better writer, it was very important to have my work evaluated by others and myself as well. The use of rhetorical knowledge, critical thinking, reading and writing all are the important aspects in this course.
The content of this course is well organized, and the readings move students through the course smoothly. Moreover, students can review sample writings from previous students, and conduct peer reviews to assist each other in becoming better writers and understand the writing process. Each reading assignment gave me a better understanding and awareness of how writing works, as well as how writing changes depending on the purpose, audience, and situation. My theory about writing, as well as what is considered a nursing skill, is get to the point, be direct, and state the facts.
I tried to take thorough notes and ask questions when I struggled. I have learned to analyze everything I read in a beneficial way that helps me grasp the story and see it’s full meaning. I mentally ask myself questions while reading and try to find every perspective. Furthermore, I learned multiple crucial life lessons that will benefit me as I mature. For example, “Less is more”(Jane Sullivan).
But if you were to ask me if the writing instruction I received in high school was effective in helping me prepare for the next step in my life, the answer would be no. The writing instruction I received in high school did not adequately prepare me for college. The first reason that I believe I wasn’t taught
The readings have helped my writing by giving me a sense of guidance and examples of how my writing should be. The class discussions had helped me when it came to writing by shaping me to be able to analyze and self-evaluate my own writing. Things have changed and becoming a more analytical and evaluative participator is social issues have helped me gain more confidence when it comes to my work. My analytical abilities have sharpened by being able to continue to keep my creative juices flowing, but when it comes to my logical abilities they have stayed the same since I always think realistically when it comes to my writing.
I was able to use critical thinking skills in a variety of ways when I used questioning, researching, analyzing, and evaluating to create a piece of work. Also, I was able to analyze, evaluate, synthesize, and apply information from a variety of sources when I researched on my topic to write an essay and then complete a lesson activity relating to my piece of writing. Additionally, I was able to think metacognitively to become more aware of my own learning processes when I progressed toward the completion of a task by following a series of steps. Likewise, I learned how observing my writing through time can be very effective towards my writing process.
Most of my writing struggle#s start with me staring at a blan page trying to thin of how or even what I am going to write down. I believe the correct term for this issue is $writers# bloc.% I have found out that using a piece of paper to write down my random thoughts and ideas that come to mind seem to help me with getting some in on the blan pagethat sits in front of me. For some reason when I see the paper full of my thoughts I begin torelax, and this allows me to start building some confidence toward writing. When I feel I haveenough info I can use to get my writing process rolling, I start writing my draft not stopping tothin about my spelling, punctuation or grammar.
After a semester of FYW, I realized that my writing gets better the more I write. In FYW we had papers and writing exercises that allowed my writing to improve. A big help also was The Field Guide to Writing, which allowed me to see examples of good writing, taught me how to write correctly, and was a source of great information for writing. Coming into this class I wrote a lot of music which helped my writing as well but it was not formal writing so the transition to scholarly writing was hard because I looked over a lot of mistakes when writing papers for school. Due to FYW and the help of my class mates peer evaluations helped me overcome that issue.