English W231 Week 1

The challenging component this semester was the transition from high school English reading and writing level to college level. It is mainly because High school writing did not have many expectations from students, its main focus was on the ideal five-paragraph essays. As compared to college, writing is mainly geared and focused on one’s ability to thoroughly answer the assigned prompt. Initially, I was not sure if I was capable of handling a fast-paced course, however, I quickly adjusted to the change and I am glad that I chose to stay. In English 10, I have learned many valuable elements that I can incorporate into my everyday writing. I have included my writing from project 2 a rhetorical analysis on, “Black Lives Matter”, which effectively demonstrates my growth as a reader, thinker, and writer.

Writing 205 has taught me more then just writing stratagies, it has taught me who I am as a writer. Throughout the course of the semester I have learned new strategies, techniques, and tools that have helped me develop as a writer, as well as establishing my voice. Through vigorous course work I can say that I am more educated on writing skills in addition to annotating sources and genres. Reflecting back on this past semester I see how each unit has branched from each other as a guide for what was to come next. This made going from unit to unit flow in a natural way to achieve the best final product.

The primary aim of English 1101 is to prepare the student to effectively communicate, and identify or create new knowledge in various spheres of life. English 1101 assisted me to have control over the writing conventions through extensive writing practice or reading, guided by evaluations and feedbacks from my course instructor. The course contains several topics namely; effective writing processes, rhetorical organizations methods, academic writing formats and styles, critical reading skills, researching, and citing the researched sources.

In Freshman Composition I learned what metacognition means, and how it applies to academic writing. Next I learned about textual evidence and backing up your opinions with research. *I expect this class to help develop my writing skills, as well as find my voice in writing, all together I expect this class to be challenging but rewarding. Therefore I have set a few goals for myself, my first goal is to step out of my comfort zone and research topics I have never heard of before. My second goal is to not second-guess myself on my writing topics and/or choices. Furthermore I expect great things to come from this

After reviewing the discussion of genre in Chapter 8 of Film: From Watching to Seeing, demonstrate your understanding of one selected genre using a feature-length film.

3. (TCO 1) Graphics receive the most attention when they are placed where on a page?

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.

The six course goals of this English 109W course are to Engage in writing as a process that includes planning, revision, and editing based on feedback from peers and instructors; Critically read and analyze academic texts; Understand, identify, and analyze the rhetorical situations of academic texts, including their contexts, audiences, purposes and personas; Understand, identify, and analyze the rhetorical situations of academic texts, which may include genre, format, evidence, citation, style and organization; Develop an awareness of and preparedness for the writing they will do through their majors through research, exploration, and or practice of the discourse community’s conventions; and Engage in formal and informal writing that analyzes and critically reflects on their major’s writing conventions and their own writing practices and choices. I perceive that I have achieved all the goals for this course through the various drafts I composed, polished papers I produced, and the supplemental work that I have selected to include enclosed within my portfolio.

English 111 is typically the first course of English that a new college student is required to take. The objectives of English 111 are for the students to develop adequate writing skills among a variety of genres. The genres written about include a narrative, analysis, argument, evaluative, business letter, memorandum, bibliography, and report. By the end of the course, students are expected to master thesis development, revision, and writing as a recursive process. Along with learning a variety of writing strategies, students benefitted the most during the final unit of research and inquiry. Objectives of the research and inquiry unit were to develop the skills to recognize quality sources, cite them correctly using the MLA format, and for students to develop the act of presenting found information. English 111 is a valuable class for students since it is highly filled with pertinent information.

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.

English 3010 is an intermediate course in reading, research and writing; it is designed to create, in Anne Beaufort’s words, a better “product.” Beaufort boldly claims that the current freshman writing courses make freshmen ill-prepared writers, incompetent and limited to one discourse community. i.e. bad “products.” However, English 3010 is a course for upper-level students, and the emphasis is on conducting research by drawing from the sciences, social sciences, humanities, and professions in preparation for Writing Intensive courses in the majors and beyond. In relation to the course learning outcomes, the works I have done have been majorly about Discourse, discourse communities, genres, writing expertise, research questions, and collection and analysis of qualitative data. Over the semester, I was tasked with completing several pieces of writing that would demonstrate my progress in understanding of the above mentioned topics. In order to achieve this understanding, I was to review literature from respected writing scholars, namely Beaufort, Bazerman, Gee, Johns, Swales and Merriam. The literature was used to create analytical texts. These texts were to demonstrate my understanding of the literature, as well as showcase progress in achieving ENG3010 course learning outcomes. These course learning outcomes are the following:

As I reflect on my work at the end of this semester, I am able to see how much I have improved as a writer. I have learned my weaknesses through peer reviews, and the feedbacks that I received from you. This cover letter will address four of the course learning outcomes for English 110 such as, how to write effectively using a number of rhetorical strategies and patterns, demonstrate the ability to synthesize materials drawn from multiple sources using critical reflection and independent judgment, write a research paper of 2,500 words, and carry out essential steps in the writing process. I enclosed three works that I have submitted for this course which are, “The Journey of a Small Town Girl,” “The Wright Brothers,” and my research paper titled “The Dirty Dozen.”

This semester I learned a lot about writing in English 151. It has been a roller coaster ride with these essays for me this semester. I learned step by step how to write a good essay and how to have your readers be engaged in what you’re trying to tell them. Each essay I did has taught me something valuable I can take to the next level of English. I feel as if as the semester went by I did not take my writing that seriously and that reflected in my grades I received in each essay. It made me a better student and writer and it will reflect next semester. In this essay, I will reflect on what I learned throughout this semester that you should apply in your writing when you begin English 151.

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.

Growth, I believe, is inevitable when one is compelled to learn and apply that knowledge which has been presented to them. This semester has proved to be a time of development, change, and substantial growth. During my time in English 101 I have had the chance to really explore new genres of writing such as memoirs, rhetorical analyses, and persuasive essays. In this class I have been able to build upon old writing skills and cultivate new ones; and I have also come to recognize what I like and dislike writing about through the completion of the assignments we were charged with. Through this semester in English 101 I feel as though I have had the opportunity to enhance my ability to apply the rules of rhetoric to my work, convey my thoughts and ideas with greater clarity, and recognize the places where I can improve my work through the revising process.