Edification Learned

Before starting English 1102 I was so excited because I knew who class I wanted to take; but, his class was full. I was a very sad cookie. Then my friend Josh told me her knew a professor that was better than the one I wanted and that I would love her class. I’m glad I trusted Josh and took this class. In my English 1102 class I evolved as a writer, experienced a lot of new things, made a few mistakes, and learned from them.

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.

Many students have struggled with essays for their English class. They have difficulties due to many issues, the least of which are poor writing skills. Each person has their own area of writing which gives them the most trouble. If this lack of skill is not addressed then a student can be certain that his or her grade will fall. Personally, I have the most difficulty with conclusions, transitions, and comma usage. To address these issues I conducted research and found three effective sources; The Little seagull Handbook, Smart-words.org, and grammar.ccc.commnet.edu. These three sources assisted me in improving each of my three skills, which I struggle with.

After this semester of English 102, at Bristol Community College I feel that I have gained the skill to articulate what I want to convey to the reader in many ways. I don’t just look at grammatical error, but instead I look for ways to make my sentences more effective and concise. Nevertheless, I hope that this strategy will continue to help me improve my writing even further on in the future.

In English 1102 students will learn many different techniques throughout the course to understand and compose an analysis on an array of topics. After the course is over it is up to the students to apply what they have learned to everyday life. Many students throughout this course have questioned why they have to learn this material and that it will not even help them in the real world, but they are wrong. Each and everyday people should look at the deeper meaning and analyze situations very carefully or else one may find themselves being deceived. Being able to analyze is a very important skill no matter what career choice you choose. In this course the material assigned also had many life lessons in them. A great example of a reading assignment

So, you’ve got Bywater’s English 1010 class and you don’t know what to write about? Don’t worry, you are not alone. Although Professor Bywater’s class may seem intimidating, it truly is one of the most rewarding classes you will take at DSU, and it will help you throughout your college career when it comes to writing papers. Professor Bywater’s class comes with an amazing textbook titled Rules of Thumb and a checklist, or Writing Guide 101, and this checklist will save your life and your paper. Using transition sentences between paragraphs, understanding pronouns, and using the correct point of view are the most important points in Professor Bywater’s checklist, and I will show you the correct usage and implementation of all three. Read and retain the following information and you will succeed in English 1010 and gain the skills you need to succeed in college making your life, and your papers, easier.

A student at Walden University will write in a scholarly manner and follow the principles and guidelines for doing so. It is of importance for a student to obtain research material that supports their writing from credible sources. With the Walden University library, a student can ensure that they are using credible sources for research material, reviewed, by peers and other scholars in the field. Programs such as grammerly provide the students of Walden University with the additional resources to check grammar and punctuation. The combination of these sources enables the student to improve their writing skills and achieve a scholarly writing style.

Many students have struggled with writing essays for their English classes. They have difficulties due to many issues, the least of which is poor writing skills. Each person has their own area of writing which causes them the most trouble. If this lack of skill is not addressed, then a student can be certain that his or her grade will fall. Personally, I have the most difficulty with conclusions, transitions, and comma usage. To address these issues I conducted research and found three effective sources; The Little seagull Handbook, Smart-words.org, and grammar.ccc.commnet.edu. These three sources assisted me in improving each of my three skills that I struggle with.

In English 131 we are expected to meet four outcomes that will help improve our writing. Outcome One aims to demonstrate us how to adapt to various forms of audiences and styles of writing. Throughout this course, I have been oblivious on how to meet Outcome One, but with time I became more comfortable in meeting it. One of the key factors in meeting Outcome One is being able to adapt to an audience which can be done by utilizing the correct vocabulary, tone and style. Another factor to meet is to know to write in various forms of writing by using the components stated above, but also the organization of the text.

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.

To truly be conversant, you have to form your own questions, not just scan for answers (107). When reading to absorb, and translate you must read actively and critically. (108) In order to do this you must, “pay attention to the actual words in a reading and to use them when you write” (Rosenwasser 108). This can be done by individually breaking down passages, and picking apart the meanings (108). When “Passing your eyes or highlighter over the text or generalizing about it or copying notes from someone else's power point will not teach you the skills to become an independent thinker” (Rosenwasser 108).

English 111 is typically the first course of English that a new college student is required to take. The objectives of English 111 are for the students to develop adequate writing skills among a variety of genres. The genres written about include a narrative, analysis, argument, evaluative, business letter, memorandum, bibliography, and report. By the end of the course, students are expected to master thesis development, revision, and writing as a recursive process. Along with learning a variety of writing strategies, students benefitted the most during the final unit of research and inquiry. Objectives of the research and inquiry unit were to develop the skills to recognize quality sources, cite them correctly using the MLA format, and for students to develop the act of presenting found information. English 111 is a valuable class for students since it is highly filled with pertinent information.

The overall course of English 102 with Professor Lyn has impacted my writing and me as an individual. Not only did the course help me improve my writing, but it helped me think of the ideas and norms that we ascribe to in the world as more complex. This portfolio shows how some of the learning objectives of English 102 reflects my growth as a writer and thinker. The papers that are included in this portfolio demonstrate my mastery of the learning objectives of this course. There are first drafts to show where I began in my writing process and final drafts to demonstrate my understanding of what was wrong in my first submissions. My ability to edit and recognize errors in my paper shows my improvement of writing. The different types of writing and audiences the papers are intended for impacted my approach of writing these papers.

There are many different theories on the best way to read, and there are just as many essays trying to explain those theories. Sven Birkerts and Emily Martin have both written essays explaining their theory of the most helpful way to understand. Birkerts, in his essay, write about horizontal and vertical reading, and how the best way to get something out of a text is to read it thoroughly many times to understand every piece of it. Martin, on the other hand, explains how knowledge can and should be related to one’s own life, and by doing so one is stimulated by the information and able to extrapolate wisdom from it. Throughout this essay, I will introduce two examples of understanding and applying knowledge, one dealing with retaining information and the other with one’s own beliefs.

Coming from a high school English class, English 1102 was like a foreign country. I adapted to a different kind of AP writing in high school, and it was very different than the culture of this English course. In high school, I grew a habit of writing down my thoughts in a