Examples Of Errors In English 101

In the introduction to my first essay the 3rd sentence contains an easily remediable comma splice: “Not me, I live for this.” Later in the same paragraph I made the same mistake with “My operators think they are the ones who drive me into these situations – they’re wrong, I am the one who drags them into the belly of the beast.” Prior to ENC1101, I would never consider the preceding sentence wrong. After learning about the proper usage of commas and semicolons, I realized I have been creating comma splices all my life. Learning what independent clauses were and how to properly punctuate them has given my writing a greater sense of credibility. Replacing the comma with a semicolon, the punctuation used to separate 2 independent clauses, fixes them. Another error exposed during this course was my improper use of word forms. An example is shown here from my second essay “Seeing their demeanor switch from animosity to appreciative made me feel rewarded for my efforts”. Reading that sentence in my mine seems fine, but on closer inspection the words “animosity” and “appreciative” are not in same form. This course (specifically the SmartThinking program) has shown me that making word forms agree leads to more fluid writing. Correcting these errors leads to more mature writing and will make future professors respect my writing

The biggest issue I had coming into English 1101 was my run-on sentences, or common splices. There are a number of ways that Mr. Atkins showed us on how to cut down on improper sentences. The first correction is simple. Make the sentence into a shorter statement. Mr. Atkins always tells us “For a million dollars and trip to Panama City Beach, how can you make this sentence ten words or less.” When you have two different sentences divided by a comma, you should use a semicolon. If you were to say “My dog

Error is something that is prominent in our daily lives. It is a natural occurrence from which we as humans tend to learn from. When the question of error in writing is provoked, things are not as simple given the fact that the, “Lack of clarity about errors contradicts what is perhaps the most common belief about error in writing, namely, that errors are simply “wrong”(Lu & Horner 189). Min-Zhan Lu and Bruce Horner are English professors at the University of Louisville, who are also co-authors of Writing Conventions. In this textbook, Lu and Horner define error from many different perspectives.Throughout the chapter pertaining to error, there is supporting evidence to back up each position on what the definition of error is. In the writing,

I observed Dr. Jenny Crisp’s English 98 class on January 19, 2016. The class began at 12:15 PM and lasted until 1:20 PM. The room that the class met in was on the third floor of the Liberal Arts building, and the room had individual computers for each of the students to work on. The class was divided into two sections on this day because Dr. Crisp had scheduled an introductory visit to the writing lab, which began at 12:45. Prior to the visit to the writing lab, Dr. Crisp guided the class in a discussion on the topic of revision in regards to the first paper that the class had submitted. The stages of revision were discussed and the students were shown where additional help could be found within the book. Dr. Crisp told the students that the reason that their grades on the essays were significantly lower was because the essays were lacking in detail and had Type One errors. She stated that revision is important and that could help bring up the grades on the essays.

These errors have weakened my writing and have drawn away attention from my content. I need to pay close attention in the future to these reoccurring mistakes. I have also learnt in this course that long paragraphs concerning one topic should be reviewed, and I should create a backwards outline so that I am able to break them down into several smaller paragraphs with different focal points. I have learnt how important grammar and organization is in my work and that I should not only pay attention to the content, which I have done previously. Grammar can change the whole meaning and understanding of a piece of writing, now I am well aware of this and hope to improve this throughout the rest of the course.

The two errors that present the biggest challenge to me in writing are comma splice and unnecessary commas. All throughout high school and into college these two errors have been my biggest downfall. In Fall 2014 semester, I took English 111 and my teacher had written on every paper that I wrote that I have to be careful of both comma splice and unnecessary commas. I can use this class as an opportunity to correct these errors by referring back to this book. In my other class, we didn’t use a book so I never had something to help me understand what exactly I was doing wrong. I hope that with help from my classmates and my teacher I can overcome this obstacle I face in my writing. In addition, I plan to use the book to help me when I am uncertain

I am really proud of myself and happy with the result of the essay because it is not a bad paper. There are a few grammers mistake, but it was less than what I was expecting. The sentences structure are clear and it is understandable to the reader. Overall, I am very proud of how my paper turn out and I am happy with the first grade.

My second paper had no title but would have been called “Singing for Masculinity”. This second paper highlights the frequent mistakes that I made because of no editing and not giving working overtime to put forth a quality product. During my first draft I had many comments on terrible syntactical errors throughout my paper especially on awkward sentence phrasing. An example was “...when some athletes join the choir it gains a different perception”. This sentence sounds like I am just talking normally. With phase “some athletes” I am not expressing exactly who these athletes are like football players. This sentence structure does not exemplify who I am as a writer. After reading all of the comments that were given to me, I started to learn

There has been numerous times where I had a perfect paper but because of my punctuations mistakes destroyed it. Punctuation has always been a major problem of mine when it comes to my writing. Especially semicolons and colons and sometimes I can have problems with commas. I have gone on countless websites trying to figure out how I should use each. I know there uses, but when it comes to applying them that is where the problem enlies. It can get very frustrating to have a A paper turn into a C paper just because of a few mistakes. Over the summer I have done more practice with grammar and punctuation with my ACT prep tutor and hopefully the things that I learned can translate in my writing throughout the school year. I tend to also have a problem with my spelling; it has been a problem of mine since I was younger. Spelling has stopped me to put more sophisticated words into my papers because I did not know how to spell them, which caused my papers to seem a bit juvenile. I thank god for autocorrect everyday, but I do wish that I naturally know how to spell certain words and not have to rely on a

The student that I have been working with this year is a fourth-grade student, but reads at a second-grade level. When analyzing his writing sample, it became apparent that he does not struggle as much with syntax, but instead struggles with the use of graphemes and phonemes as well as phonemic processing. The fourth grader does a great job of placing the words on the lines of the page and forming letters correctly. He does a very nice job constructing words with the use of spaces. The word order in his sentences is sometimes incorrect, and therefore confusing, but the sentence forms a clear idea. Although, his work with syntax conveys his ideas in his writing in an accurate way, his ability to spell and use correct graphemes/phonemes in words prevents a clearer understanding of his writing.

After taking professor Shaw-Tillmon for WRC 1013 last semester, I felt like I already knew what she expected from me, and that I could easily meet her criteria. To my unfortunate surprise, I realized that the professor’s expectations had gotten higher not only from one semester to the next but as this semester progressed as well. In my first essay of the semester titled, “Corruption Equals Equality” I was criticized by professor Shaw-Tillmon for not having correct sentence structure throughout my essay. Starting with the lack of commas in the introduction that continued all throughout the essay (Valdes 1). A specific example of this can be seen in the first sentence of the second paragraph of my essay where I wrote the sentence, “In the 1900’s Mexico was a very weak country (Gregory 2).”(Valdes 1). It is basic knowledge to know that after,”1900’s” a comma was necessary since it is an introductory phrase. Although I am aware of these grammar laws, I did not make an effective use of them due to my lack of personal responsibility to my writing. It was a shock for me to receive this remark since It had not been pointed out to be this harsh in the past. This was my first clue that the professor was expecting more from me in this

My class that really require a lot of reading is English 101, I preview the textbook to have an idea what am about to read, I tried to read a few pages and absorbed the text for better understanding, and highlight some phrases for references as I read in case of reference, I take note in my own words for later recovering of my reading. Once I get bored I just glance through the rest of the pages. How to improve effectively with the reading strategies is to finding new ideals to present research materials in a different ways and learn habits of break assignment into pieces.

Before I start talking about my journey in English 112, I would like to speak about Ms. Joyner. Ms. Joyner was an incredible and brilliant teacher to have for three straight semesters. Even though there were times when she was going through a midnight crisis, she always had a smile on her face. Her expletives over use of words did not bother me all. The women needed to get her angry out and that was her way of doing it. I can on and on about Ms. J, but I need to answer her questions now. One thing that I was apprehensive about this semester was my comma usage, citing my resources, and the so what in my conclusions. Some of my improvements were catching my grammar mistakes in sentences and being able to form a so what in my conclusion. By taking

In the syllabus you asked that you be notified of any "typo" type errors we see in the course. I do believe that in the syllabus within the section "How this course works" on line four, there is a grammatical error in the fourth sentence. The word "write" is used twice. "Finally you will write three essays to write." It's been a long time since I have been in an English class, so please don't hold it against me if I am wrong. Have a great evening. I noticed this the first day of class, but forgot to send a message,Sincerely,

Throughout this semester, I have been faced with many challenges. One of these challenges was not knowing how to correctly use the comma. But with the quizzes we took and many writings we wrote, it has really helped my writing. For example, at the beginning of the year when I wrote my introduction letter, I was writing sentences that were short, choppy and not very complex. But now, I have moved passed that and am using bigger and better sentences. Just like in my research paper when I used this sentence, “For instance, an old Pittsburgh Steelers center, Mike Webster, had played in the National Football League for seventeen years”(Peter). This sentences shows me being able to use a comma in the right place and it is even a complex sentence. However, I know if we did not have those tests, I would not be as good with them as I am now.