Analysis Of Anne Beaufort 's Words, A Better, Product

When I first entered english composition 1101, I expected this course to be manageable. As an outstanding english student at Clarke Central high school, I believed that I had enough knowledge to excel in this course with no challenges. Dr. Catherine Rogers was able to knock me off of my high horse and make me realize that I has a lot more to learn about reading and writing. She is very comprehensive and analytical, which caused her to give me a c average on my midterm assignments. I put the blame on myself because I believe that I should have been more open to Dr. Rogers’ methods with pre-writing and revision. Now I think highly of reading and writing.

A freshman college level English Composition course aims to improve students' abilities with writing, critical thinking, mechanics and usage, punctuation, grammar, and vocabulary. By studying English 101 at Luzerne County Community College, I will work diligently to improve in all of these aspects. My main focus is to develop skills specifically to create clear and concise thesis statements, strong and persuasive essays with cajolement, and to develop different perspectives on narratives and other essays. These writing skills may also improve my critical thinking and reading skills.

According to “The Demise of Disciplinary Authority” by Louis Menand academic literary studies is more important than one may think. Menand claims that there is two background categories condition for the academic. The first one is “that knowledge accumulates brick by brick.” The second is the discipline of literary studies. The author goes on to say that the literacy studies have existed since 1960. There was a time in society when literature was not known as its own genre. The author wants the readers to learn and understand that literature is itself genre. Literature studies can be understood as an independent discipline. An author named Levine argues in this article that the future does lie in interdisciplinary work. There was a research done that showed that academic literacy studies became disconnected from the institutional structure it inhabited. The American university was covering up and enjoying a pergola of rapid expansion. The challenge of literacy studies was that it could have simply been put in the existing system.

Understand the ways that reader and writer wrote in and beyond the university. On way is writing essays about certain discourse communities like the “Persuasive” essay, where I had to write about a discourse community I was part of and how it used writing. It was a challenging essay on the part where I had to explain and give examples since my discourse community was my criminal justice study group. It was hard to describe how writing took place and make it persuasive showing why writing is important to my discourse community.Second is reading different articles that were connected to different discourse communities from each other. And writing a response to the article was great because it makes me think little and look deeper instead of

“Additionally, issues of identity and values are important factors in neophytes ' abilities and willingness to learn to write in and for new workplaces, as they must choose between ways of thinking and writing with which they are comfortable and new ways that seem foreign or at odds with their identities and values” (Wardle 285) When I was first accepted into The University of Arkansas, the first thing that came to my mind was to put effort into my grades and into building my resume. Those would be my top priories. Before I knew it I had been accepted into a discourse community of members that were striving for the same ideals that I was-The Greek fraternity Lambda Chi Alpha. Through the proses of being an initiate, I learned life long core values of community between other members. Interviewing the president of Lambda Chi Alpha, Luke Crenshaw, I uncovered the rigorous involvement of academic writing skills and how that plays a giant roll in this discourse community. These benefits are included in the values and beliefs of a discourse community.

The primary aim of English 1101 is to prepare the student to effectively communicate, and identify or create new knowledge in various spheres of life. English 1101 assisted me to have control over the writing conventions through extensive writing practice or reading, guided by evaluations and feedbacks from my course instructor. The course contains several topics namely; effective writing processes, rhetorical organizations methods, academic writing formats and styles, critical reading skills, researching, and citing the researched sources.

“The Novice as Expert: Writing the Freshman Year” reflected my writing experience while I transitioned from elementary writer to a critical writer. Sommers and Saltz write, “freshmen need to see themselves as novice in a world that demands ‘something more and deeper’ from their writing than high school” (Sommers and Saltz 134). This line highlights the hardship that most students face when trying to write successfully. My earlier written works were much weaker than my current pieces because I often wrote for the sake of passing the class. While developing my writing, I focused on the new ideas that were introduced rather than limiting my argument to familiar techniques and ideas. Because of my new attitude towards writing, I began to demand

In “Materiality and Genre in the Study of Discourse Communities,” authors Amy Devitt, Anis Bawarshi, and Mary Reiff discuss genre in discourse communities. The article is pretty much broken into three different parts with each author writing about another genre. Amy Devitt discusses jury instruction which basically just means that she wrote about how jurors are not able to grasp the genre of jury instruction like lawyers are able to which means they are not able to make a good verdict for defendants. Anis Bawarshi discusses the medical field and the language there. He said that only people familiar with medicine relate and honestly understand what is going on when people talk about medicine. Then lastly, Mary Reiff talked about ethnography

In the article by Downs and Wardle “Teaching about Writing, Righting Misconceptions”, the author’s state a common misconception of writing for first year composition is that academic writing is somehow universal. This idea can be misleading since teachers have always taught that there is a basic set of rules for writing. However, I agree with the idea that writing is not universal because college students write for a various number of discourse communities and do not have one general audience. Content, context, and genre are bound to change while attending a university.

The six course goals of this English 109W course are to Engage in writing as a process that includes planning, revision, and editing based on feedback from peers and instructors; Critically read and analyze academic texts; Understand, identify, and analyze the rhetorical situations of academic texts, including their contexts, audiences, purposes and personas; Understand, identify, and analyze the rhetorical situations of academic texts, which may include genre, format, evidence, citation, style and organization; Develop an awareness of and preparedness for the writing they will do through their majors through research, exploration, and or practice of the discourse community’s conventions; and Engage in formal and informal writing that analyzes and critically reflects on their major’s writing conventions and their own writing practices and choices. I perceive that I have achieved all the goals for this course through the various drafts I composed, polished papers I produced, and the supplemental work that I have selected to include enclosed within my portfolio.

Upon acceptance to the University of Alabama at Birmingham, I knew not the circumstances to come my way: I did not understand what adversities would appear to me unsuspectingly. Furthermore, I faced these adversities and I had confidence they would inspire growth. Adversity in college also presented itself in this English course by challenging my identity as a writer in the same way that UAB has challenged my identity as a person and student. When enrolling to UAB, I knew how to write a thesis statement and how to use MLA, but this course helped me develop and hone my skills in an honest setting. This course taught me how to make two-prong thesis statements in a conflicting viewpoint paper and focused on

Proficient writing is an essential skill in all aspects of academic and professional achievement. English 101, Introduction to Composition and Rhetoric, provided the framework to good writing, teaching me composition and rhetoric fundamentals, polishing up my grammar and style, and expressing a clear message. English 102, Composition, Rhetoric, and Research, continued to build on the skills I learned in English 101, focusing on the subject matter research process and employing various rhetorical and literary devices to better express a clear message to the reader. The course also improved my critical thinking capacity, allowing me to culturally evaluate my target audience, present logically flowing arguments using appropriate language and structure, and critically reviewing my writing projects for content and expression. Every writer inherently knows there’s always room to improve and I hold fast to this mindset in all academic, professional, and personal writing projects. English 102 has both challenged and inspired me to grow into a much better writer than before I began the class, providing the necessary skills to be not just a good writer, but a great writer.

Paré 's (2014) article introduces rhetorical genre theory (RGT). RGT tells researchers how to do qualitative research, how to write correctly in different

Genre is known to change discourse by the format the information is presented to the audience (Varela, 2008). It is also a category of composition that is characterized by a particular style, form or content as dictate by Webster Third Dictionary. However Trosborg (n.d) stated that for the past decade, genre identification, classification and description have been scholarly concern. Certain scholars dictate that genre is defined primarily around its basic external criteria such as journals and newspaper discourse while other scholars stand on the opinion that genre can be classify by its communicative purpose, linguistic content and form of role its play in the discourse made (Trosborg, n.d).

The writings I’ve worked on for the Research Problem have helped me towards achieving course learning outcome number 3: “Use a flexible writing process and varied technologies to produce texts that address the expectations of the student’s disciplinary or professional discourse community in terms of claims, evidence, organization, format, style, rhetorical situation, strategies, and effects by drawing on an explicit understanding of the genre(s) being composed.” This learning outcome is focused