one’s individual. As a social being man who knows to identify the needs of others,
English 102 through the Alabama Early College Program has taught me the importance of writing skills. When I first began online classes for English, I quickly started learning techniques that I needed to keep up throughout the semester. Each assignment and essay is due at midnight, therefore starting or finishing an assignment early allows the writer enough time to turn in the assignment. Throughout the five modules, I have learned how to write an argument and rhetorical analysis, conduct research and write an exploratory essay. In each module, I learned writing techniques and skills that I never knew before. English 102 has prepared me for future college classes and future job opportunities. During English 102, I struggled with rhetorical
AVID is a program not intended for everyone. This program exposes you to a variety of skills and mastery for adolescents desiring to attend college. Avid focuses around organization, teamwork, and for you to critically think. These skills are new to many and are provenly beneficial, however these skills do not favor those that have already had these skills and are show casing their full potential. Therefore, Avid is not for me since it interferes with my academic courses, mastery of avid skills and would not be beneficial for me because I have gained much of the skills and would rather interfer than assist.
In 1991 Richard Felder and Barbara Soloman has created a 44 questions set termed as Index of Learning Style Questionnaire. The ILS questionnaire finds the preference of learner on four dimension of Felder Silverman Learning Style Model , . The web version of ILS Questionnaire is available at . The ILS questionnaire along with scoring sheet and report form is available at . Reliability and validity of ILS Questionnaire on different aspects is done in , ,
English 101 was a class that I put off taking my first semester because I knew that this was one of my weakest subjects. As time moved on, my skills improved, even though I always dreaded taking this class, because I had a fear of writing bad papers. I chose to have a positive attitude an open mind about my writing assignments to get the best outcome. I learned to be more organized and set time aside to read the book, write down the key points that I want to address to my paper, then analyze what I’ve written. Nevertheless, by doing this, it helped me to make the appropriate changes when it came time to submit my final drafts. It was imperative to be organized, then put thoughts into words and this shows my ability as a writer with expressive
According to Hogston and Simpson (2002, p398) reflection is "a process of reviewing an experience of practice in order to better describe, analyse and evaluate, and so inform learning about practice". Wolverson (2000, p24) includes this is an important process for all nurses wishing to improve their practice. I hope that by using reflection I will be able to identify my strengths and weaknesses. This will enable me to focus on particular learning goals and benefit more from my placements. Driscoll (2000, p17) states that reflective learning will help you become more self-aware in your clinical practice.
In this booklet we want to challenge you to think about reflective practice and how you might use reflective practice in your workplace to improve the way you practice, your working relationships and ultimately achieve better outcomes for you and the young children you work with.
Writing is a vital part of everyday life for most people, especially for college students. With writing comes a process. My writing process is my personal experience of what works for you when writing. Writing is unique to each person; everyone doesn’t use the same writing process or have the same writing skills. There aren’t any specific order or steps for a writing papers, but rather what works best for you to get the job done. My writing process consists of pre-writing/ideas, first draft, second draft/revising, editing/proofreading, and finally my final draft.
The freewriting assignment was like a diary for me. I spent most of my time writing about what was going on during that day or what ever was on my mind. To be honest, I felt a little weird just knowing that someone was reading them. I really didn’t hold back when I was writing at all. I said what was on my mind at that moment in time. Most of the time I did not run out of things to say before the time ran out. I felt like there may be too much going on in my head to be able to do freewriting with that much ease. There is a lot going on for me but I felt like that was not the point of freewriting. If freewriting is learning to write about your inner most feelings or the ramblings of a mad woman -I nailed it! I found myself frantically typing
I selected WRTG 101 because it was a required class towards my undergraduate degree. This is a class that I should have taken earlier in my pursuit of my degree; it would have been extremely beneficial to me with my writing assignments for other classes. Being a student of WRTG 101 employs me to use my critical thinking skills in conjunction to my writing skills. Prior to taking this class, I thought that my writing skills were above average; however this class has provided instruction and feedback that I needed improvement in several areas.
What new insights have you gained on your Commentary topic throughout the process of drafting, researching, and revising? Did your point of view change at all? If so, how or why?
My writing process is what some might say is the least conventional and probably not the best, but I enjoy the way I write. I write the same way people brainstorm, the same way someone talks without revising in there head. I take the topic given and I think of a few ideas I could go with. Once I believe I have the idea I will go with, I open word on my lap top and begin writing. I first write the base of my paper getting the idea down and all of my thoughts. Then on to the introduction and the conclusion, after all of that I revise and review what I wrote to make all of it make sense. Taking my jumbled decoded idea to something everyone can understand.
There is a variety of ways to answer this question, so I am going to answer it in two ways. The first way I am going to answer it is “why am I here in Quincy”. Well for starters I am from Los Angles where I live in a city called West Covina. I heard about this school from my grandparents. They live in Greenville, which is a 30 minute drive from Quincy. I had applied to four different CSU that I wanted to go to, but it turned out not to work out the way I wanted because I did not get into of them. I was very disappointed, but then I realized that it was my fault because I did not try in high as much as I should have. I am the type of person who has back-up plans for mostly everything. I had three back-up plans if the whole college thing did not work out.
I can consider my professional development experience in two parts: Before I became a teacher and after I became a teacher. During my teacher education at university I used to imagine myself as the teacher of that lesson and I used to try to draw some tips for my future job. I observed my teachers’ way of teaching, their rapport with students and their reactions. I always commented on why or why not they behave in that specific way and search for examples to be applied in my future job as a teacher. I believe that these observations provided me with some valuable and conclusive clues for my job. For example, one of my English literature teachers at university was the most outstanding example for me to be considered as an effective teacher.
Honey and Mumford (1986) adopted Kolb 's model and created their own version. They renamed the "learning styles" as activist, reflector, theorist and pragmatist (Sarabdeen, 2013).