English Reflective Report

Throughout English 1010 thus far, I can certainly say that my writing skills have been tested and tried. Writing for fun and composing rhetorical essays for a college-level English class are vastly different styles and require contrasting attitudes, voices, and points of view for each. Before writing essays of the former diction, I must admit that I did not understand the rhetorical strategies and had no idea there even was a rhetorical triangle. The assignments included in this portfolio show the advancements I have made in my writing with an academic tone.

In a span of five weeks, one can learn an immense amount of information. My experience in English 1301 has already taught me many different things. Coming into this class, I expected to discover many new concepts that I had yet to learn while also incorporating some past knowledge that I had already obtained. I have discovered things that I didn’t know at all, things that I don’t know how to do but expect to learn, and things that I know how to do but need to perfect.

Before taking this class I never liked my English classes more specifically writing essays for them. I didn’t understand much of how to use strategies while writing essays and focuses little on learning it. By taking this class and using the strategies that I was provided with it made taking this class easy and enjoyable while writing analytical essays. I was willing to put in the effort and do my part in order to get a good grade in this English class and it worked. I feel that my performance in an English class has improved significantly.

While this was essentially simple to follow, it was very boring to execute. I found myself enjoying writing assignments in classes outside of my English classes where the format was still there, but looser, and the subject matter was more interesting. For example, I loved writing in my AP Government class because the topics were often more interesting and while I still had to follow a similar formula, there was a lot more leeway. My high school made everyone write essays called WiCAs once every marking period for every class. WiCA stands for writing in content area and gave us a chance to write essays in classes where you usually would not write, such as a math or science class. I enjoyed these assignments because I was able to use my skills from my English classes, yet I was not writing about a novel or piece of literature, rather I was often writing about the real world and applying what I learned to everyday life. I also personally think my essays are better if I enjoy writing them because otherwise they are not clear and consistent and may sound good, but I really have no idea what I

My goals this semester for English 111 are to improve my organization skills, spelling, plurals and passives. I knows that it going to be a challenge for me to improve everything in very short time. I will have to do my best in every assignment and works harder than others students. Everything I do I put my best effort into it and I hope that my effort in this class will help me improve my writing skill. This is only a start to a harder classes and I know the efforts I put into the works will not makes me disappointed. By the end of this class I hope that I made at least a B (maybe A) and improve my organization skills, spelling, plurals and passives.

In English 102 I would consider it to be the best education academic writing experience of my education. There would be times where I could say I struggled the most in class was with my grammar and word choices. Throughout my attendance, I intended to prove myself to Professor Hohmann, who is an English professor at CAC (Central Arizona College) that I can write professionally as a student. I created six assignments in the English course to prove myself that I can compose assignments and research as well as my peer college classmates. The tasks that were given to me for grades were beneficial for other classes, career and in life. One of the assignments was a research paper on a specific topic that I desired, which needed to be a debatable discussion. An additional task that helped me out with my writing was the

Early in the year I was diagnosed with depression that rendered me unable to complete my dissertation to any fit standard. Primarily, my ability to focus was very negatively affected, crippling my ability to do effective research and to write a serious academic document.

On Wednesday 15th June, 2016, I had the opportunity to attend the Doctoral Colloquium at the Barry University .It was a day event for Nursing DNP and PhD students it provided me a forum to meet, greet and share research ideas, explore each other individual scholarly identities, and think about ways to chart a path for our academic careers. It was an interactive day which was led By Dr. Teddie M. Potter, and the event was well planned by Chair Dr. Jessie M. Colin and the Nursing team at Barry University.

This memo covers certain areas of my life such as previous writing experiences, career goals and the steps that I plan to take in order to achieve my goals. Along with the explanation I will also include the factors that have influenced my future goals.

For this final reflection I will go over my goals and explain my outcome was, and my experience in an eighth week History 7A class. My first goal, was to stick to the prompt of the assignments. For, which I believe I remained true to my goal and achieved it. I created a list at the beginning of each assignment to remind myself of the required materials that needed be covered, and made sure to cover each and every item of the list—which primarily consisted of questions provided by the professor, or items I felt were critical to provide detailed information. I read the textbook and other required materials, moreover, wrote notes to point out the main ideas. My second goal was to avoid distraction, and remain focus at all times. This was a difficult goal to achieve. I attempted to hide my phone and avoid listening to music while reading or working on assignments. But, that did not worked, I would

From time segment 4:00 to 5:10 (video 1), I use Socratic questioning to promote deeper level thinking and understanding about standing waves in one medium. During this time segment, I asked a student to tell me what his data suggested. The student responded that his data suggested that the wave speeds should be equal. His response was accurate; however, I had him expand the answer by asking him to tell me why his wave speeds were supposed to be the same. The student thought about it and realized that the medium–a long spring–was always the same; this made his answer better, and he then understood that waves in the same medium propagate with the same speed regardless of frequency and wavelength changes. I took advantage of the situation and

This project enables me to find out more about myself, about things I could relate too. The learning styles project taught me that I am a kinesthetic learner, that I am a person of action and movement, and learns best that way. I notice that I process things through touch, not by seeing, or being talk too, or I’ll don’t get the information in. Sometimes I cannot stay in one spot for a long period, or I tend to fidget or go off task. I’ve also notice that I have a good memory of all the experience I’ve been through involving touch such as cooking recipes, going to daycare when I was three and how I loved to paint, etc. Over the years in high school, but I’ve been involved in cheerleading, band, choir, volunteering, dance, doing what I can to be involved.

Since beginning to write papers in English class, I have had countless successes and failures. While many of my English classes have taught me how to improve my writing, I have not learned very much in others. My most recent English class was last year, my sophomore year. My class was particularly undersized; therefore, it gave each student the opportunity to have additional individual attention. Throughout the class I experienced high points, weaknesses, and even difficulties that I never overcame. Overall, my writing skills improved, but only marginally.

Instructor of MBA522 lectured the class in a conversional way that made the student really think about the cases presenting in class. After the study of the strategies and theories, students would be requested to discuss a case and answer certain questions. In this way, students learned how to solve problems in the real world by using the knowledge learned in class. This teaching style trained me to deeply think about cases I read after class. One of my

When I first started college I did not know what to expect with an English class. I liked writing about topics that interested me, but high school did not allow me to do that. I took American History and we would have to write