How Can I Write An Essay Essay

Writing for me began as a kindergartener. My teacher made me write my name over and over again until I could write it without making any mistakes. In elementary school all my teachers taught me to put words I had learned together to form sentences. I was eventually taught to avoid fragments, and

Being the second youngest in my family out of five children, you would think that reading would be easy for me growing up. But learning how to read was a challenge. It was something that I never thought I would be able to do without a lot of help from my father.

Writing is a form of art. Just as an artist paints an image to convey some sort of deeper meaning hidden beneath the surface, a writer creates a portrait through words and structure to communicate the same sort of meaning. Writing, however, follows some sort of specific guidelines and the parameters become slimmer and more defined as you get older and more experienced. I learned the basics of writing in elementary school. Back then, it was more enjoyable and seemed to allow more room for creativity. Simple, broad topics such as describing how your Thanksgiving break went were common and allowed you to write basically whatever you wanted and in whatever form you chose. Boundaries to my writing became solidified in high school. During those four years, I learned proper sentence structure, how to compose a five paragraph essay, and all the restrictions that came along with upper-level writing. I began losing interest in writing, thinking that it would only become more

Writing first was just a thing i did in school and for a grade. I knew that if i wanted to at least pass my english classes or any other classes that required writing, i had to write. Middle school writing was a impractical impression of what real writing was like. To write was easy: i know how to spell and write letters into words and words into sentences. In middle school, i just went along with the prototype the teacher had set up for us, but i didn't put much thought to it. When i got to high school, my english class hit me with a culture shock. I was now introduced to an outline instead of a prototype. The idea that i had to use my own words and way to formulate writing into an essay puzzled me. My first written english 1 essay mirrored

In the midst of elementary, writing was no problem, in fact my teachers were impressed. My hands were the fastest in my class, idea after idea flew onto the paper. Writing confident was an easy task until I reached middle school. The sixth grade is where the snowball effect traveled downhill. My

Writing is not my strong suit, but it has improved every single year. In Elementry school, I liked writing without any restrictions. Then middle school happened, I had to follow writing guidelines but still I liked it. Now high school, the place where I learned how to write. At first, I had trouble putting my words into an essay about a certain topic. After, talking to some of my English teachers they suggested that I should just start writing whatever came to my head. Then, I should look through the writing to see if any ideas would help me start the essay. Sometimes this would not work and would just have a huge block of text that I would do me no good but still. Now continuing, this idea showed me that sometimes I would need to just write

I’ve always thought of myself as an above average writer. Why wouldn’t I considering the praise I’d get from teachers, professors, parents and friends alike? Consequently, English became one of my favorite subjects. With little effort put forth I received exemplary marks on all my work and easily earned the approval of my English teachers. However, things began to change upon my arrival at the University of Georgia. I took my first college-level English class during my second semester of freshman year and much of the same held true, but suddenly I had to spend more than one night to create a piece worthy of an A. It was at that time that I realized that I’d completely ignored the writing process in previous years. I didn’t even really see is at a process rather more of a one and done task. I did little to no planning and my first draft was essentially my final draft. However, my ways of thinking about writing in a classroom setting changed upon my enrollment in Advanced Composition. Before, when I pictured an English class I automatically envisioned reading prose or poetry, analyzing it, and writing a paper that backed up a claim surrounding the work, but this class challenged my conventional idea of an English class. Coming into this I thought we were limited to a standard essay, but by broadening our choice of genre and topics I was able to take creative liberties and grow as a writer. Taking this class made me realize the room for

As time passes, my writing has matured. When I was in sixth grade, the sentences I wrote were short and curt. They improved in seventh grade, but then my writing became long and repetitive. Rereading them now, I realize how much my writing style has developed. My vocabulary has expanded and has become more diverse. My papers flow smoothly and are well-worded. Moreover, the

The earliest memory I have of writing is when I was in kindergarten. Pencil in hand, I sat at my desk, ready to write. Large sheets of paper with bold lines on it were passed out by my teacher. Across the blackboard, in perfect handwriting, my teacher had demonstrated how to write a sentence. I listened carefully as she went over the rules, “Remember to start with an uppercase letter, and end with a period.” Just before I had begun writing, my teacher added, “And be sure to put spaces between your words.” I carefully wrote out a sentence. I looked over my work, satisfied with what I had written. My teacher came around to collect the large sheets of paper. Suddenly, I realized my mistake. I had put spaces between all the letters, instead of between the words.

I started the semester not knowing how I would adjust going from a high school writing class to a college level writing class. I felt my writing was above average, but writing was never one of my strong suits. (but was not one of my strong suits.) I had no way of knowing if my writing competency could hold up to college academic standards. I took Expository Writing with Professor James Brady. Over the semester, multiple learning objectives were learned through my essays. These learning objectives were subject matter knowledge, writing process knowledge, rhetorical knowledge, genre knowledge, and meta-cognition.

In middle school the writing tasks were easier and funner than high school. We read books like the Diary of Anne Frank, The Freedom Writers, and Romeo and Juliet, that I actually found interesting. They would give us the task of writing our own journals. We had to write an entry every day a page or more long, like Anne Frank and like The Freedom Writers did. Writing in our journals on a daily basis developed the skill of being able to write and keep writing. Middle school was the first time that we wrote a five paragraph essay an introduction, two or three body paragraphs, and a conclusion. We would just write a summary in each paragraph, with no structure. Any type of informal font if it was typed and the website links as a bibliography.

Mary had gotten up, making herself a breakfast wrap and coffee. The only way she could get it down was through loads of creamer. She wasn't a coffee fan, she preferred Tea, Hot Coca, and Apple Cider, but she needed the energy so she chugged it. She sent a snap to Ashton, wanting to be the first person he hears from in the morning! Just another cute little idea from inside her 'I dont want a relationship, even though I really want you.' Mind. Its not like she not wanted a relationship, and day by day Ash was making her want to take things a little further. Each time he got close it was like electricity. She maybe was taking this can't date thing to seriously. She had been extremely kind to everyone since highschool. Maybe she could have

He was actually kind of adorable, messy blond hair fell to the base of his neck while coffee colored eyes were tinted with flakes of gold. Spence wouldn’t dare talk to him, he was out of his league anyway. Like Levi, Dmitry wasn’t part of Greek life, but he hung around that crowd.

College-Level writing is often taught to students when they first begin college. College-Level writing is the more academic standpoint of writing, even in the view point of Patrick Sullivan. While, some students may argue that college-level writing is a skill that doesn’t need to be taught because it can only help you in the classroom, but learning to write in a proper manner can help improve someone’s overall health, mentally and even their physical health, this study has been proven by M Cecil Smith. Writing in a proper manner is a skill that is needed that can help someone in any situation or any problem, as writing has a lot of benefits.

Although the greater population will support the favored belief that creativity is innate and is a trait that cannot be taught, my experiences help prove that the creative thinking process is in fact a skill, or trait, that can be taught and encouraged to others. Some may argue that the teaching process does not effect one’s creativity, but according to Paulo Freire’s, “‘Banking’ Concept of Education,” teaching and methods of teaching directly affect how one expresses their creative thinking— whether its being oppressed or expressed. This not only supports the fact that creativity can be taught, but it also proves that creativity can be shown—or not shown— on varying levels depending on the method of teaching being used. Unfortunately, current methods of teaching and the need for the students to meet state standards is leading to the phenomenon known as, the “creativity crisis,” thus meaning that creativity in the United States is on the decline. In order to regain control of our nation’s creativity levels, we must start with our grade obsessive educational systems and the methods of teaching being used within America’s classrooms.