Engl 101 Case Study

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.

Composition 1, also known as English 101 or FYC (First Year Composition) is an entry-level course taken by a majority of college students to introduce them to college-level reading and writing. FYC is a prerequisite course at many colleges and universities and therefore must be taken before students can enter into courses specific to their major. Though FYC serves as a bridge to college-level reading and writing many students and even some compositionists (those who teach writing in a college or university) do not see the relevancy of the course and instead view FYC as a course with very little applicability within the majors and future careers of college students. Others, including Nathalie Singh-Corcoran, believe FYC is a crucial prerequisite course that does teach skills crucial to the futures and lives of college students. In her essay, Composition as a Write of Passage, Nathalie Singh-Corcoran first, speaks to the purpose and overall goals of an FYC course before explaining how the skills learned in FYC can actually be applied to the majors and future careers of college students.  From the very beginning of her article, Singh-Corcoran establishes a strong foundation from which she can reach her main audience, but, she fails to support her main points in the best possible way by a very sparse use of non-anecdotal or personal experience based evidence.

I am excited to complete this course. Anything that will aid in my personal and professional development is extremely important. I see the advantages of taking a composition course however I feel that some of the material is somewhat redundant. However, I understand that this course is meant for demographic with a wide range of linguistic competencies. I don’t feel that any personal feelings I have will have any negative effects to the quality of work I submit for this module.

I set up an interview with his parents to discuss his progress and find out some information about David. A translator will be needed due to his parents not speaking English. I’ve asked the parents how David’s behavior is at home and how his attitude is towards his school work. I also asked his parents how he reacts when asked about his classmates and school in general. Is he excited to go to school? Does he like learning? Does he have any friends he talks to? After this, I discussed how David is in class including his behavior. He tries to participate sometimes in school and just sits quietly at times. I have noticed him trying to work harder and understand certain material. He will try to reply when spoken to in his best ability. When he is in a group whether it’s playing or working on a project he will attempt to converse with the others.

I do not understand how can someone see people be treated the way patients at Willow brook were treated and no do anything about it. Patients at Willow brook were suffering. Seen their families talk about what they went thru made me very sad. I do not blame the parents for taking their sons/daughter to this facility. They did what they thought was right. They probably never imagined that this was going to happen. They took their children there thinking they were going to get help and get the right treatment. Thankfully some of them were taken from their families just in time, before something worst happen. The students and their parents, they were all victims of the inhumane way they were treated at Willow brook.

At the beginning of this case study I did know any students that were ESOL. However, after talking to friends about my predicament, they began to give me suggestions and I was able to get two students to use for the case student. Originally, I hoped that I would have been able to work with three ESOL levels four to five students, but one of my students went on vacation, and I had to change one of my students because I was not able to me meet with them. I also wanted to work with them as a group, but I could not get both the students to come together for the assessment at the same time. So I had to work with the students apart for the assessment part of the case study.

In duet reading, a stronger reader is paired with a less-fluent reader. The stronger reader sets the pace and provides visual tracking by moving his or her finger below each word as it is read in unison. In audio-recorded books, the student reads aloud with an audio-recorded version of a book. The purpose is to encourage the weaker reader to read along with the tape. In echo reading, the adult reads a short passage and then invites the child to “Say what I say” or “Copy me,” encouraging the child to repeat what the adult has read (Robertson & Davig, 2002). In this way, the adult models fluent reading and then provides the child with an opportunity for immediate practice. In paired reading, children who are struggling with reading fluency are paired up with a more capable reader. In this strategy, the fluent reader and reader take turns reading by lines or pages (Mathes, Fuchs, Fuchs, Henley, & Sanders, 1994).

I did not receive any answer from your instructor requestin a feedback of your academic performnce inthis class. Thus, I encurage you to meet with your instrutor when you come back from your break. You need to handle a Feedback Request Form to be completed by your instructor. You need to know you current grade in this class.

As the Fall 2017 term comes to end, I look back on what I have accomplished in this class. English 102 – Composition II was one of the most challenging and toughest class I have taken at UW-Stout, but feel as though it has helped me to improve my writing skills. Even before the semester started the feeling of anxiety had taken over, as writing has never been my strongest skill, but stayed positive and confident I would be successful. Much to my surprise, my instructor, Michael Critchfield quickly addressed that this class would not be easy and amazingly changed my views of writing throughout the entire semester.

Notes: the data suggest that the pre-females had a higher survival rate at a younger age as the post 1900 stayed constant. But has the pre1900 female survivorship declined the post 1950s increased.

1. This is a notice of our intent to revoke the Meritorious Service Medal awarded to you on 27 May 2014 by the Commanding General, 82d Airborne Division, Fort Bragg, North Carolina issued in Permanent Order 147-16.

English is one of the most widely spoken language, so it is key that you learn how to write and make sense when you write. In this class you will learn how to be confident in yourself and your writing, always prewrite and peer review. To succeed in English, you must learn to be confident with yourself and your writing. If you pick topics that have no interest to you, how are you going to write a paper on them? You must pick things that you enjoy and that you will have a fun time writing about.

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.

I entered this class with a general idea of what was going to be expected of me and what I was going to have to accomplish in order to be successful, and I credit the extent of my preparation for this course to the extensive instruction and critiques provided for me by my high school teachers. By them I was taught the fundamentals of composition which allowed me the time and energy to more deeply understand the intricacies of good writing which I would be taught in college. Although I learned many new concepts in English 101, I feel as though I had a stable foundation to build on and enhance with more refined skills.

ENGL 101 – English Composition I: You, your ENGL 101 instructor and I had a conference to discuss your progress so far in this class. Your instructor has said that your assignments are top notch and you are doing a great progress in his class. He said that you submit papers of good quality, and, more than the grades that you are getting for them, you are learning from the experience of being a college student. Your instructor suggested to take breaks during your study/work sessions to be refreshed and continuing doing the good job you have done thus far.