The structure of coursework improved my writing skills. In one experience, my peer editing session explained that my childhood story showed a simple and clear writing style, but it wasn’t concise. This feedback forced me to evaluate my story and see in what ways it could be concise along with other writing tools that I incorporated. I realized from the experience that this was the first time I focused purely on improving my writing skills rather than understanding the course content. The course enabled me to confront my weaknesses in writing that I couldn’t in other academic classes.
After making these changes, I think the analysis is more focused and condensed than it was originally.
Adapting the sentences to active voice helped, but they still needed words trimmed to be as concise as possible without losing meaning. The first sentence of the third paragraph was too wordy, so I split it into two sentences and condensed them. Then I searched for any phrases I could prune words from. The word “downsize” replaced “cut down on their” in the second paragraph, and I reworked the boilerplate to make it more concise. I also removed the words “thank” in the second paragraph and “supporting the school” in the quote.
Questions were ranked as easy, medium, and hard based on the order in which they were administered (both the tests that were used order questions by difficulty) and adjusted this by how many questions individual participants ended up answering (these tests had ceilings, so after a certain number of wrong answers in a row, the test would terminate). Researchers found that all levels of difficulty showed more correct answers for cognates, but that the medium and hard words showed the largest cognate advantage. This supports that there is a cognate advantage for Spanish-speaking ELL students and that it can be particularly useful with more difficult English vocabulary questions. However, only 60% of students on the PPVT III and 83% on the EOWPVT exhibited this advantage, indicating that it does not appear uniformly in all Spanish-speaking ELL
Although there were difficulties in communication at times, I felt much less anxiety signing than in ASL I. It was interesting to sign with an ASL II student because it was a comparative way to see how much I have grown. I am nowhere near fluent, but I have certainly
I did not know in-text citations were so important until I took this class. It was great to understand the different types of plagiarism and different techniques to avoid plagiarizing. My weakest writing assets would have to be coming up with a great introduction and building my body so it runs smoothly. I had and am having trouble with
In fact, my analysis wasn’t even analyzing anything about the quote but how the quote proved a certain situation. This meant that my analysis was very weak and not developed. Now, looking at my quotation journals, my analysis are more content focused and more developed than
At the start of the third quarter, I read a book called Even In Paradise by Chelsey Philpot. This book’s content was easily comprehendible and I did not have to focus very much. Even though it was an easy read, this book was not one that I really liked. This was a good thing for me because it made me push through the material even though I did not
I also had a problem in balancing the words in a pair, so that they have the same kind of structure, this will make a sentence clearly and easy to read. Parallel sentences that follow read more smoothly than the nonparallel ones. I have a great problem putting matching words and ideas into matching structures. Some of my sentences were fragments with incomplete phrases. English 1010 class helped to improve and change my level of writing.
I came into English, with very poor writing techniques. One of the reasons that probably caused me to not get full grades on essays in school is because my first draft is what I would submit, rather than reviewing and editing it to improve it. Something I take great pride in is my grammar and spelling. Although I sometimes
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.
Unit 2: EA2 Argumentative Essay Reflection What I feel I did well on this argumentative essay was my research. I had many sources that provided me with facts and statistics and they helped me to decide what side I was on. There were many sources that I did not use but that I had read through. What I struggled with was commentary.
1. What is her primary claim? in her article “the end of the college essay” Rebecca Schuman argues that college essays shouldn’t be used in required courses anymore. Schuman claims that “everybody in college hates papers” and that many students have trouble writing college essays either way therefore she feels there’s no need to have students write college papers. 2.