I would watch tv and recite things that sounded important as though they had purpose. I liked going to see my pediatrician because of the nice professionalism of the women there; all the files and colored papers and nice handwriting was admiring for me. Soon enough I realized I was into math and science, which turns out to be the medical field. I was always a good student but battled with consistency, all during high school it was an uphill battle getting myself to understand that high school was a given for to enhance myself for my future. During College I have had some similar issues I have been working to break myself out of the cycle of being in an inconsistent state.
Her standards lead to a change in her actions because she wants to excel in her English classes. Although throughout this story Amy demonstrated interruptions, at the end she embraces her all her identities. She decided to write a book that included her mother’s English and her peer’s English. Amy says, “Apart from what any critic had to say about my writing, I knew I had succeeded where it counted when my mother finished reading my book and gave me her verdict “So easy to read”. Amy seems to have pride being able to include both identities at the same time.
I wanted to take the time to thank you for what was the most challenging as well as refreshing English class I have ever taken. I thought the choices of authors were a wonderful representation of a range of modern literature; I have definitely taken down a few of the writer’s names so I can check out more of their works. In a way, this class was what a student dreams that college classes are like: discussion-based, complete with a tiny class size; the professor acting as guide to the daily discussions, allowing the students to lead the flow, something you did masterfully. You pushed me like no professor has before, and for that you have my sincerest thanks. Taking a Sousanis approach to the Langston Hughes analysis was a really fun way of
Which made me realize that she was not only aware of herself, but she was also aware of her mother, “I wondered if I would go through fire and water for it as my mother had done for Charles Dickens”. Welty’ proves that the awareness she has of herself is pretty great by saying, “I live in gratitude of my parents for initiating me-and as early as I begged for it, without keeping me waiting-into knowledge of the word, into reading and spelling, by way of the alphabet.” She wanted everyone to see how supportive her parents were of reading and purchasing book by using imagery to explain it. The most important literary element that takes place in Welty's’ essay is imagery. Between describing all the times her mother would read to her and imagining her opening all of her gifts from normal childhood toys to books, really makes the reader aware of the development of her life changing force. Her mother and father were very involved in her development and if it was not for them, she would have never began “to read before starting school.” It is Weltys’ imagery that has achieved the best awareness of herself and does the best job of displaying how books greatly impacted and changed her
I know that what I am writing clearly reflects what I am trying to convey to the reader. I feel as though I improved as a writer after taking English 1101 class. The research paper, as you know, had become extremely challenging for me. Essays have killed me since every teacher I had in the past told me different things. No one sat down and explained how to write an essay like
In her first bullet point (which draws attention to her statements and reveals key ideas) she bluntly states her worries about highschool students not trying their best by writing, “I worry,” at the beginning of each of the three sentences. This repetition solidifies each meaning behind her sentences. The reader knows that this author is sincere in her words if they choose to say it over and over again. Using the same phrase to start each sentence makes you read each sentence fully and not skip over anything because it catches your attention. The next four bullet point starts with “when I,” and then an action that she does to the students that could make them upset.
The first thing that came to mind was definitely you’re class, where I grew to be a confident writer. In my class we read about the importance of “shitty first drafts” which I think helped take the pressure off writing an amazing paper from the get go. I learned how to write for the genre and tried to hone in on my audience for the paper. Once I had my first draft finished there was a peer review in class, which is helpful because not only do you get feedback from them, but you also get to read their papers, which can give you ideas on what you could do better. After that, I took their feedback, revised, and then turned it into my professor to get more feedback.
The writer in me came out in the paper offered, and the teacher was thrilled with what I had written. All I needed was that little push from the teacher and assignment, and my love for writing took off. I was also interested in reading (more so than I am now). My love Stephen King books started in ninth grade. I always loved
In Freshman Composition II with Professor Shaw-Tillmon, I have learned so much about how to become a writer. When it comes to reading and writing, I would prefer math or social studies because reading and writing have always been courses that somewhat struggled in. However, I enjoyed being in professor Shaw-Tillmon class, even though I was not very enthusiastic when it came to writing essays. I honestly do not remember if I ever wrote an argumentative essay in high school, so hearing ethos, pathos, and logos were something new to me. Professor Shaw-Tillmon’s writing class has taught me how to achieve many of the goals when it comes to writing papers, such as establishing satisfying critical thinking skills and using of ethos and logos appropriately;
They gave us picture books to start with. We took our time as we read aloud and followed along with our finger. After partaking in this reading program I was skilled in reading and was finally sent back to class. I put my reading skills into action any time the teacher needed a volunteer to read from the textbook. Confidence was pouring out of me as I skimmed through the passages.
Writing in My Own Perspective My experience with writing is not that great. When I was a child in elementary school, my teacher asked us to write many essays in Arabic. I remember that when I went back home, I started to tell my mother about the assignment and that I did not want to write it. My mother began to search for information related to the topic. She always loved to help me with my essays.
“What educator served as a champion for you as a student and why?” My 4th grade teacher, Kim Howell, is why I’m the person that I am today. She’s a real life hero and by all meanings of the word a champion too not only me, but all students that she comes into contact with. She only sees the potential in her students. She never told me how far behind I was, but instead reassured me about how far I had come By the time I entered 4th grade I was significantly behind in reading and writing. Up until this point I was growing into a student that hated school because I struggled.
Previously, in Dr. Boyce’s literacy class, we rigorously studied and learned how to apply reading strategies to specific texts. Thus, the text ‘Stupid Lady From Denver’ by Chris Tovani (2004) struck me as especially familiar. Everything that was stated in the article brought back memory after memory of all the various reading strategies we covered last semester. Tovani (2004) states that “Good readers separate themselves from struggling readers when they recognize that they are confused and do something to repair meaning”, which rings especially true to my memory as well (p. 5). She encouraged us to seek out challenging portions of the text that confused us, use our marks to label what was unknown, and then use the strategies such as ReQuest,
A seemingly unlikely pair, they are drawn together by the one common interest; their love of writing. While they do have writing in common there is still some contrast; Skeeter was able to finish school and obtained a degree in English and Journalism whereas Aibileen was forced drop out of school when she was a child to help support her family. Subsequently she “writes an hour, sometimes two every day” so that she stays sharp. (175) Aibileen was apprehensive of her relationship with Skeeter, she worried that she could not truly trust her and that she would be in trouble, but as they continued to write the book Aibileen knew she would need to put her trust in Skeeter. Trusting Skeeter was especially difficult since she was telling Skeeter stories she had never told anyone before, such as why she writes every day.
Sarah and Janie still couldn’t decide on a topic for their project. Sarah wanted to do a project on Emma, her older sister. Sure she wasn’t a historic figure but the girl was a straight A student and a little bit on the wild side. Joking about Emma leaded to making a list of bad girls of history. Both girls wanted to do their project on someone with a story worth telling people about.