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English 101 Class Analysis

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I learned a very broad variety of English skills in my English 101 class. From the time of doing research before writing an essay, I wrote from the reader’s perspective, considering first what the reader would be benefited from hearing. I discovered methods of writing so that the reader would be able to easily follow my ideas and see connection between them. Along with that, I learned to actively read what others have to say, alter my writing based off of them, and courageously participate in the academic conversation. During this English 101 class, I acquired necessary English skills to participate in the academic conversation.
First, I learned to collect and introduce topic information in a way that would best benefit readers. For example, …show more content…

In the past, I often had issues with making something I write “flow” well enough. It was difficult for me to connect ideas, and my essays were often criticized for having “read like bullet points.” Although I tried to use transitional phrases, it was hard to think of a fitting transitional phrase to use, or where I could incorporate them. From this class, however, I learned how to properly use transitional phrases to make my essay flow well. For instance, in my persuasive essay, the last essay I’ve completed, I comfortably used a transitional phrase to introduce every paragraph and used many words such as “also,” “however,” and “moreover,” throughout each paragraph. Because of these signal verbs, the reader is given a better idea of where I am trying to take my ideas and how they’re connected. Therefore, my essay sounds more like an eloquent conversation or speech, and less like a series of bullet point …show more content…

The College Reading Tips handout suggested that someone should skim what they’re reading before actually reading it thoroughly. I found that this piece of advice was very helpful to me and allowed me to understand readings much more easily. Therefore, I began to regularly skim texts before reading them thoroughly. The College Reading Tips handout also suggested annotation of texts, and I therefore regularly began to annotate texts I read: highlighting parts I found notable or wanted to remember, writing questions and comments about the text in the margins, and circling vocabulary words to lookup later, then adding in the vocabulary words’ definitions. Taking these actions caused me to understand texts I read better, and furthermore, beyond understanding them, be able to better analyze texts. Most importantly, I learned to courageously enter the academic conversation in an appropriate way. I gathered enough information from my research to form an opinion, or a central idea, on my writing. One of the most important things I learned from the class was that everything that can be written is persuasive. I also learned how to state my own beliefs, agree, disagree, and plant a naysayer in my text. Now, I have a fundamental idea of how to enter the academic conversation in relation to

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