English Language Reflection Essay

When I first got accepted into Stuyvesant High School, I heard countless of rumors stating: “Oh the workload is terrible”, “The competition is so fierce” or “Out of schoolwork, extracurriculars, or sleep: you can only pick two.” I found it hard to let it faze me, since I graduated from one of the most prestigious middle schools. However, the rumors transformed into reality when I stepped into Mr. Nieves’ Freshman Composition Class. The workload at the beginning of the year was brutal, coupled with assignments from other core classes that seem unaware of the workload of other teachers. Reading assignments were a regular, and there were journal entries and occasional quizzes to keep us in line. What made it bearable was the friends I made in that class; everyone had their own opinion about the topic we were talking about, and listening to other perspectives really broadened my horizon and enriched my learning experience in Stuy. Another thing that this class has taught me is the importance of time management, a skill that I will carry on for the rest of my high school career and life. When I choose to sign up for Mr. Nieves’ AP American Literature class in my Junior Year, I was hoping to relive the discussion-based lesson plans and meet more outstanding peers. I was not disappointed, to say the least, reflecting through all the experiences at the end of the course. The lesson plans he laid out for us were an interesting mix between small lectures and class output, and what I

To begin with, I joined English 101 because I am doing general studies at the moment. Secondly, I took the placement test and the score I received was best suited for English 101. In addition, writing was never my strongest subject, but I am willing to put the effort to be a better writer. I expect to gain from taking English 101 is to argue and support a position, edit and proofread thoroughly, and understand the stages of the writing process. I’m sure I will have concerns in the future, but I’m not worried about them because I will seek for help when I’m in need. Furthermore, I will use all resources available such as going to the teacher for help, getting toured, EMCC Computer Commons, Buckeye Campus- Student Services, EMCC Library, and

Many people experience exclusion in their lives; yet, when they feel included, they experience the process of healing. In the memoir Coming Back Stronger: Unleashing the Power of Adversity, Dw Brees’ journey to healing is explored. This experience of exclusion to inclusion is also discussed in Becoming Human by Jean Vanier. The New Orleans Saints accepted Drew, a severely injured quarterback at the time, just as Jean Vanier accepted people with intellectual disabilities into L’Arche. Withal, Drew is given the opportunity to motivate and inspire his team, and those people included in the L’Arche community are given the opportunity to develop new, meaningful relationships. For Drew, having this opportunity results in a milestone for the whole team that represents hope for New Orleans, while the people with intellectual disabilities being able to be in an inclusive community result in the maturity of the heart. Both works suggest that being inclusive towards other people, especially those excluded in society, by welcoming them into a particular community result in a person’s internal and external healing.

English class has never been my strong suite. I always had to work twice as hard in English then I did in any other class. Writing paper always had me stressed and overwhelmed, I felt discouraged in my work. l never seemed to be able to get to the level I wanted to. I would try my hardest and paid attention in class, but when it came to writing the paper none of that seemed to help. I think that my experience in English Composition 1 has helped gain and grow in some areas, but I don’t think that it highlights a well-written college essay. Some elements that I worked to improving was introduction paragraphs, tone, style, and thesis statements.

By taking English 102, it has given me skills to help become a college level writer. It is important to become a college level writer so that it better prepares me for future college courses. College level writing is going to be extremely important for me especially, as I go into law school, and hoping to be a future lawyer. During this course, I have learned how to better incorporate research and evidence into my essays, whether that be to help prove a point or to just provide general background knowledge on an issue. English 102 has helped prepare me as well on helping me become a better writer, by helping me understand what a good source is to use and how to apply these aspects of research without showing bias, but simply stating the facts. Through

My overall experience in English 101 has definitely changed the style in which I read and write. This online English 101 course has introduced me to many different types of writing that I did not know even existed. From weekly discussion boards, to the interview college, to the rhetorical analysis and research essay, I have learned how to properly and effectively write with many different tones and attitudes. Not only have I learned how to write with many tones and attitudes but I have also strongly caught onto the concept of how to address multiple audience groups in the most appropriate way possible. After reflecting on all of the concepts I have discovered in English 101 this semester, I have realized that I have not only grown tremendously

Although I started the semester off not knowing how to write a strong well-written essay, English 101 has expanded my visions on writing. It's helped me grow as a student and what I have learned from it will help me in the future. We wrote many different types of essays with different types of writing styles, which helped me find my strengths and weaknesses. I gain strength in my weaknesses and improved my strengths.

English IV is the last English you have to have before you graduate. It focuses on reading and writing. It also implements listening and multitasking a little. You have to read several thrilling books and write an essay every other week or so. It also teaches public speaking. There are several projects that include presenting at the front of the class. This class will help tremendously with future endeavors as well. Whether you come to school everyday or not, this class teaches you alot.

In this memo, I have chosen three topics to submit for my research project this semester in English 210.

Reflecting on my english career on all of my english classes as a whole one of the areas of habits of mind that I have not only felt that I am drastically improved, but also believe that is one of my strengths as not only an english student, but a student in general is my strong ability with analyzing situations and responding with high level critical thinking. I have prided myself and also been told by almost every english teacher that I have had that my ability to articulate what I am thinking in a presentation and be able to analyze text, images and people is on a very high level. I am comfortable when speaking in front of people and I believe that some of my best work in High School have been presentations. As I discussed this year with my teacher where I fall short is the ability to translate what I am thinking and how exactly I say it and translate that into writing. This has something that I have struggles with not only this year but most of my life writing essays. I don;t believe that I write poorly, but can very easily recognize that my writing is not at the

This semester, we have practiced several reading, writing, and critical thinking skills. Many of these that have helped me become a better writer this past semester. The readings, writings, and critical thinkings were not the only things that helped me become a better writer. I highly believe that the constructive criticism from yourself Professor Freeman is what helped the most. Every Time you graded a paper and left comments it pushed me to do better and improve on the next. So if I was to take anything to English 101/Composition 2 it would be a combination of determination to be better and all of my skills i’ve learned over this semester, such as outlines, organization, analyzing, and how to write a working thesis.

Ms. Sullivan is a third grade teacher at an elementary school where English language learners (ELLs) make up approximately 85 percent of the student population. The majority of the third graders she teaches are of Asian, African American, and Hispanic ethnicities and seem to be within the intermediate stages of English language proficiency. In the video lesson, Ms. Sullivan presents a whole group math lesson measuring temperature using a thermometer. In this lesson, Ms. Sullivan utilizes a wide variety of sheltered instructional strategies to improve her ELLs’ language development.

Teaching Pragmatics explores the teaching of pragmatics through lessons and activities created by teachers of English as a second and foreign language. This book is written for teachers by teachers. Our teacher-contributors teach in seven different countries and are both native-speakers and nonnative speakers of English. Activities reflect ESL and EFL classroom settings. The chapters included here allow teachers to see how other teachers approach the teaching of pragmatics and to appreciate the diversity and creativity of their endeavors. Taken together, the activities constitute a spectrum of possibilities for teaching pragmatics. Each submission provides novel insight into the ESL/EFL classroom and demonstrates that there is no single

Pragmatics is a subfield of linguistics which are developed in the late of 1970s. Pragmatics studies how people comprehend and produce a communicative act or speech act in a conversation. It distinguishes two intents or meanings in each utterance or communicative act of verbal communication. One is the informative intent or the sentence meaning, and the other one is the communicative intent or speaker meaning (Leech, 1983; Sperber and Wilson, 1986). The ability to comprehend and produce a communicative act is referred to as pragmatic competence (Kasper, 1997) which often includes one's knowledge about the social distance, social status between the speakers involved, the cultural knowledge such as politeness, and the linguistic knowledge explicit and implicit.

The premise of this essay is to address the importance of the general development of pragmatic awareness and its instillation in our students in order for them to comprehend pragmatic meaning when they encounter it outside our classrooms. I believe that with the increasing advancement in technology, the acceleration of globalization in our world, and the worldwide use of English as the standard for communication, we teachers need to help second language students develop pragmatic awareness of English language norms in ELL contexts. Overall, the purpose of this paper is to examine ways in which teachers can further develop these students to become pragmatically competent with whatever relevant linguistic resources they have, for I expect that a non-native speaker of English with pragmatic incompetence may encounter professional failure in the future. Through learning pragmatics, the English speakers’ intercultural communication competence should be raised. Their Pragmatic Competence would be better because of knowing cultural differences and being aware of the significance in appropriate languages. In other words, the teaching and learning of pragmatics releases the difficulties of international communications for both native and non-native speakers.