English Composition : Valuable Tools Learned

The first few years of college student’s lives are not necessarily the most enjoyable time, having to take the basic core classes. Unless someone is planning on getting their degree in something that involves the basic core classes like; Math, Psychology, any Humanities, or English. English has not been my strong suit and I know that I still have work that needs to be done to make me a better writer, but I believe that I was able to meet and achieve the goals and requirements of this Composition two class.

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.

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.

As spring semester began, the anxiety pushed into my life. Since I knew I was going to be the youngest in the class, I was concerned if people were even going to talk to me. I expected to come into the stressful English 101 class as a relatively inexperienced writer; however, I was astounded when I started writing my first college essay. Our topic “monsters” has taught me ways to analyze and compare certain people and objects. My recommendation for those entering this composition class is to not wait until the last minute and ask as many questions as you can to reach your goal towards fantastic essays. Although spring semester is coming to an end, I will continue to improve my writing skills and reasoning as I advance in my English and college career.

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.

This course offers numerous opportunities to improve our writing. In this class, I not only enhanced the skills I already had, but also learned new writing concepts. Before I took this class, I knew that my writing is poor, and I have always wanted to improve it; however, I did not know how and what aspects of writing to improve. So, I came into this class with the ambition to improve my writing, and I have accomplished my goal although there is still room for improvement. At this point of this course, I have learned the elements that successful writing is composed of, and I am now able to categorize the various techniques that can work together to define strong

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.

Describing the Class: The class to which the syllabus relates is the first class from two designed to help students develop their abilities to produce unambiguous expository writing. Focus and concentration will get placed on written composition processes like analyzing audiences, selecting topics, developing the fundamentals they will need later in writing a thesis, and making revisions. By the time they’ve completed the course, each student will produce prose adhering to English writing standards, works displaying coherence and unification, plus solid developmental quality.

As a writer, I have improved greatly since the first exploratory narrative essay. There have been many challenges that I have faced in my writing, but I have dealt with them in the best way possible. Over the course of the three papers I have written, I have improved in the flow of the papers, as well as the content of the papers. This semester, I have managed to overcome most of the challenges in my writing and have grown as a writer because of it.

Throughout my time in the class I've become accquainted with fellow students and recieved lessons on the principles of writing. I hope to gain as much knowledge on this subject throughout the semester as well as in RWS 1302. Graduating as soon as possible is a goal I am set to accomplish.  Therefore, I will strive to work to the best of my abilities in order to complete the course and obtain a well deserved grade.  In this website I will present my writing pieces, goals, and information about myself. Please feel free to offer constructive criticism and contact

As the semester started, I had set my mind that I was destined to achieve a lot. During the start of the semester, I had several difficulties writing English assignments especially in terms of grammar. During the first week of the semester, I sat down, organized my thoughts and comprehended that throughout the semester, I had to achieve all that I had planned for. As a student of English, I had planned that throughout the semester, I had to improve my skills as a scholar, writer and critical thinker. Now that the semester has ended, I can reflect all the semester activities to depict how my writing skills and critical thinking skills have drastically improved. This paper presents a reflection paper of how this

Over the course of this past semester, my ability to write has improved tremendously. Prior to undertaking this course, my expertise in writing was not as fine-tuned as it should have been. I had never previously been enrolled in a class specifically tailored to writing-- which was quite clear. Upon reading my past works, it becomes apparent that my writing style consisted of fluff, small words, and inconsistently structured sentences. These problems have, for the most part, been remedied with the coursework I have tackled in College Writing. Rather than long, drawn out papers that take an eternity to reach the primary point, my recent work is much nicer in terms of composition and grammar. I credit these improvements to the three primary

This essay taught me that I needed the composition course to help better prepare me for future college writing. I realized that I was not prepared. After completing this essay, I was not sure I could be a successful writer.

I have been writing since I have been in Middle School. I have realized that by college it was easier for me to write down my thoughts in order for me to remember what I have said or done. Writing out my thoughts gives me a sense of recollection, knowledge, and pacification that gets me through my day. I pictured writing to be as simple as jotting down a few sentences, but as I got farther in school I realized that there is more to it than just writing sentences. English has been my most difficult subject I have ever endured, but I have somehow been managing to make excellent grades and achieving all requirements. First in the essay, I will discuss my experiences in the English life that I’ve taken so far up until college. The second part will list my struggles in creating a thesis, a work cited, and properly citing my sources used in the papers.