Tom Wayman, a Canadian author and professor, spent several of his years teaching English and writing classes (Wayman, “Bio", par. 2). Similar to any other teacher, Wayman invested his time and life in the next generation, giving students opportunities and figuring out the best ways to teach his material while also keeping everyone attentive. However, when an absent student shows up and asks whether or not they missed ‘anything’, the idea of shrinking his class into one word seems to reduce all of his teaching efforts into nothing. In order to convey his reactions and frustrations, he created the poem “Did I Miss Anything?” (Wayman, “Did I Miss Anything?” par.
I would not say writing English assignment is very hard for me, but I mean I make some mistakes. We wrote four paper assignments this quarter, two of them about the story we read in class, one from a story and outside material and one about English 101 class at itself which is this paper. We must submit the rough draft before the due date of the assignment, which helps us to have clarification from our instructor and from a classmate. I am always improving after each paper I wrote, because I follow up with the comment I received, edit my paper then make an appointment with my instructor before I submit my final draft. These comments make me feel confident in the next paper.
Having writing as my weakest point makes my room for improvement greater and more achievable. Experiences and challenges allow myself to feel more determined in achieving the same level of success in writing as in other subjects. I have had many writing experiences in the past years, especially at this school alone. The best writing that I remember producing was last semester in my Humanities class. We
Other people find themselves to love reading and writing as a child and they grow out of it, becoming more involved with sports and social outings. Whatever the feelings a person has about reading and writing as a whole and how it pertains to their life as an adult—reading and writing had some sort of impact on everybody at some point in their life. In my personal journey with reading and writing, I have learned to love the art even more every year. I began reading at the early age of three, I could read on an eighth-grade reading level when I was five. I was well above other students' academic levels, starting from early ages.
“Come to the edge,” he said They said, “We are afraid.” “Come to the edge,” he said They came. He pushed them. And they flew… -Guillaume Apollinaire, French poet *** My classroom reading experiences had developed tremendously throughout my high school years. The extensive exposure of English literary texts in class without a doubt has allowed me to appreciate the worthwhile and enjoyable experiences that I have gathered and I would like to express my deepest gratitude to my English teacher, Miss Che Mah for that. Quoted by C.S Lewis, he mentioned that “literature adds to reality, it does not simply describe it.
I found joy and relief in fluidly writing ideas on paper. As I passed through elementary school and middle school, my favorite subject was English because I was able to write creatively and read fiction novels that sparked my imagination. However, my early schooling years did not prepare me for writing in high school, where writing became dreadful. In high school, all my papers were research based and strictly academic. For every assignment, I felt like a robot typing on a computer trying to incorporate academic vocabulary and significant facts into my papers.
Throughout grade and middle school and now high school, the diverse selection of teachers that I have written for have each instilled a slightly different view of writing in me. My natural love for writing flourished throughout elementary school, where I wrote primarily on personally chosen subjects. The tide changed as I progressed into middle school, during which time a particular class caused my appreciation for writing to diminish. Since then, my writing journey has taken twists and turns, sometimes productive, sometimes enjoyable, and sometimes frustrating. From first to sixth grade, I had the opportunity to expand my love for writing, while learning the fundamentals of great writing: creative
For example, children may identify themselves as the star of a sporting event or as the heroine or hero of an adventure story or fantasy. Often children could read these stories without difficulty even though they contain many words the child might not recognize otherwise. Stories the child has created are easier for him to read because he already knows the storyline. After all, he is the author and so has a sense of what words to expect. Children who take pleasure in writing/ dictating stories will often get a lot of enjoyment from reading them over and over to family members and friends.
From what I have noticed since the start of learning English, I continually find myself having numerous strengths and weaknesses in different aspects. One of many strengths that I encountered was that when it comes to creative tasks including written pieces like poems, short stories, I have always loved to be extremely detailed, as to me that was the easiest way to show my imagination to the audience, making them excited to read my writing. To do this, I constantly found myself drawing on all five senses, using similes and metaphors and thinking outside the box when writing. At the start of the semester, when the class was given a task to rewrite the Cinderella story, my detailed work can be seen. [My part of the story can be seen below.]
Moreover, being a good writer will greatly impact your education, your career, and your personal life (Coulthard, 2014). I was taught the basics of writing during my elementary education. Furthermore, it was reinforced during high school. Consequently, I have forgotten much of what I had previously learned. However, during the first week of this course, I have increased my knowledge and understanding of basic writing principles and strategies through research.