2
Gebretsadik
Looking back on my first term of University, I would say that I made extensive progress
towards my academic goals. I had identified reading and writing strengths such as being able to
apply content and concepts found throughout the text to other examples or situations; along with
being clear and concise, with a variety of vocabulary. Additionally, I had identified reading and
writing weaknesses such as my engagement towards the text; along with my ability to adapt to
different writing styles.
To address, my weaknesses first; when I read text throughout the course, I often did them
in segments, to assist in understanding and engagement. The rationale behind this was that I did
not have to read for as long therefore allowing me to become more attentive. I feel that this
strategy helped me in understanding, and ultimately improved my engagement.
As to my writing weakness, I used the text “Language Awareness” (Eschholz et al.) to
improve my skills. Since reading this text, I have realized that there is a process to writing. There
are multiple drafts, edits, and once these steps are complete, the writing process begins (Eschholz
et al, pp. 226).
Furthermore, Eschholz et al. emphasizes writing for your audience; stating that the writer
must put themselves in the situation of the reader and ensure that they provide the reader with
information in an easily absorbed way that they either require or are interested in (Eschholz et al.
pp, 228). Throughout the term, I have worked toward improving this aspect of my writing, for
example ensuring the dyslexia article written earlier in the term was understandable to an
elementary school teacher as they were the intended audience for the writing piece. Even now,
writing for the professor (you), there is a sense of formality and performing at a certain
university standard. Additionally, during the term a scratch outline was introduced to us; for
