My Eportfolio: Course Analysis

Everyone on the planet has a goal set in life, but only a handful attempt to improve to obtain their goal by studying the subject their goal is in. In my English class, English 101 this quarter I was astonished by how much I had progressed as a writer sharpening my writing skills and also learned a lot about writing that I hadn’t learned before. In my writing portfolio for this quarter I had to write an autobiography essay, a research essay, and this reflection essay to develop my writing skills better. The writing assignments were fun to do because it challenged me to work on essays of different styles that were new to me. The essay assignments helped me grow as a better writer that gave me the self-confidence and skills to take on the world on my own.

Prior to entering class, I deemed myself a competent writer. However, I quickly discovered that my writing involved mediocre writing precepts. In contrast to the principles of scholarly discourse, my writing held the tenets of conversational writing and failed to meet academic standards. Furthermore, much of my poor writing was akin to a deep-rooted habit that I found humbling to admit and challenging to correct. Passive voice, unneeded words, long sentences, were a few of the obstacles that impeded my journey to effective writing. However, using peer reviews and an editing checklist I slowly began improving my skills as a competent writer. I also found that reading concerning writing provided supplementary methods to improve my skills as a scholarly writer. Implementing these innovative techniques, I slowly began to

During this semester of English 112, I have learned a lot about different research techniques as well as different writing strategies. Although, I feel that I have grown as a writer this growth did not lack growing pains. This course differed greatly from the English 111 and 113 courses that I have taken in previous semesters. It proved to be one of the most challenging English classes that I have taken so far in my academic career. There were many elements of the pre-writing process introduced during the past sixteen weeks, such as writing a preliminary draft and annotated bibliography, that I have never been exposed to before. The critical reading, critical thinking, and critical writing process in this course definitely stretched me as a writer and student. There were three writing styles practiced during this course along with three different genres. The first paper written was in the MLA (Modern Language Association) writing style coupled with the humanities genre, the second was written in the APA (American Psychological Association) writing style coupled with the social science genre, and the third paper written was in the CSE (Council of Science Editors) writing style which was coupled with the sciences genre. These different genres gave great insight as well as a different perspective to my chosen topic, pregnancy. Although, I feel I have a better knowledge of these different types of writing styles and critical writing procedures, I still have room for growth as I

I was worried about one hour fifteen minutes writing classes while choosing the summer courses, as I never had one on MW. I was afraid it would be boring and exhausting, now I am glad I chose it. I actually be able to received more writing help from professor compare to utr’s lecture. I made many improvements such as at the beginning of this semester; I was confused with the difference between MLA citation and APA citation, now I’m fine with them. I started with briefly knew how to criticize an article, ended up with be able to write a good Ethos paragraph. I had a brand new understanding about Google scholar. I finished a 4000 words essay…etc. I learnt these useful skills through the writing process of Formal Academic Critique, Annotated bibliography, and Argumentative essay.

Throughout this semester, many of the readings have dealt with how the writing process works, different areas to focus on while revising, or how to improve your skills as a tutor. Each of these focuses are extremely crucial when in comes to not only improving your knowledge of writing, but also to help guide others into this same level of understanding. It is crucial for everyone, regardless of whether they write for pleasure or for purpose, that they understand the value of their own writing process. However, as the readings have taught, a major aspect of the writing process is revision, which is crucial to improving your writing’s quality and learning what mistakes you frequently makes. As the reading has preached,

Throughout the semester, my strengths and weaknesses of writing were pointed out to me in several different ways. I received feedback from my peers and instructor, who helped me progressed into a fair writer. Although my grammar flaws have decreased I’ve also noticed the confidence I have as a writer increased. Looking back at my previous work I’ve noticed over time the major problems like coma usage and sentence fragments have come to a minimum. Even though I still struggle in those areas my ignorance to the topic has been broaden to a better understanding of the fundamentals and skills that’s required to craft a well-rounded paper regardless of the assignment that is assigned. My eportfolio experience has been a journey I’d never forget.

In reflection, my journey through understanding how to be a good writer and a doctoral student is something I will forever remember. I recall going through 600A and 600B with an idea that writing was not my strength and very thankful to make it through my master’s. While the instructors in my earlier courses were preparing me through the objectives, I felt myself pulling toward learning the formatting more than comprehending what kind of writer I wanted to become. Once I passed to 602A and 602B, I found myself keeping track of my message, in which I wanted to make sure what I said was clear and concise. Those courses enabled me to learn how to create an audience, characters, plot, and descriptions that would be engaging. The follow-up classes 603A and 603B enticed me to organize, read, and appreciate my writing material and say exactly what I want to say in a classy way. When reviewing Henning (2011),

Dturing English-122, I adapted several writing instruments that evolved into a process, in turn, I used this to compose my first and final drafts of my narrative and persuasive essays. Originating the term, I had a fear and deep resentment for writing; however, in week three, I finally attained a point where I began to enjoy the writing process. When I look back over the last eight weeks, I use three things that improved my writing, specifically, a process-style chart, transitional-phrases, and the proper way of revising my assignment for this course that improved my writing and will benefit future classes.

This quarter, through study of the assigned texts; I have learned about concepts such as ethos, pathos, and logos; further expanding my understanding of the process of writing and editing. From a functional standpoint, I have learned more about sentence structure and variance, punctuation, flow and the maintenance of a controlling idea and tentative thesis through the exercises completed this quarter. By reading and engaging with the content of The Little Seagull Handbook, by Richard Bullock and Michal Brody, I have improved my understanding of how to form paragraphs, create an argument, maintain proper tone, understand and present my purpose, properly complete research for an assignment, and present in line with MLA/APA formatting

ENG 3010 is an intermediate writing course that prepares students for reading, research, and writing. Students develop writing skills in their own discipline or professional communities by analyzing texts, evidence and writing conventions (Bell, 2014). Four course learning objectives provide a foundation in which by the end of the semester a final research paper is produced with a narrowed definitive focus on a particular subject. Each writing assignment is designed to develop a particular area of growth, how specific communities shape texts and functions, how writing and research creates knowledge, and how to analyzing a particular topic in your field of discipline or profession while producing a sustained research paper. I have six artifacts that establish my progression in reading, writing, and researching. My Summary Assignment, Interview and Ethnography Assignment, Group Report In-Class Presentation, Group Report, Post on Conferences, Proposal Feedback, Writers Memo1, and In-Class Writing: Argument for Research that demonstrate that I have successfully achieved the objectives of the four Learning Outcomes set-forth in this class.

Overall, over the course of this semester my idea of writing has changed for the better and increased my knowledge. I wasn’t sure what I would learn coming into this class, but reflecting upon this now after project 4, I have realized my writing was not as strong as I thought it was four months ago. In my upcoming projects I plan to use all this knowledge I have learned from They Say I Say, Little Brown Handbook and you to enhance my writing skills to appeal to my audience in a more effective

This semester I have been introduced to new concepts that, paper after paper, have helped me succeed in my classes. Professor Ulrich has done an adequate job of instructing me in this semester’s composition one class. Each one of my papers provides proof of my academic development as I acquired and applied new concepts. Additionally, across the span of my first daily writing to the last, although I admit to having ups and downs, there is evidence that I have retained what I have learned. Now, I have rhetorical knowledge, critical reading writing & thinking knowledge, a composing process, knowledge of conventions, and proper use of writing technologies; furthermore, each has cultivated me into a better student this fall semester.

The goal of college writing this semester was to raise my writing level up to college standards. At the beginning of the semester, my teacher gave my classmates and I a set of learning objectives that we needed to overcome to better our writing. The mastering of these writing components were a sure way to improve the level we wrote at. After thinking about it for some time, I came to the conclusion that I had indeed mastered all three of these objectives and after doing so, I came to the conclusion that my writing level has indeed raised to a higher degree of standards seen at the college level.

In August, I began my journey as a college student, as well as a Writing 101 student. I was unaware of what the class would entail, but more so, was unaware of the growth I would begin to see in myself as a student over the following four months. My commonplace book showcases my growth as a writer and as a learning- oriented individual. My five chosen tags encapsulate my semester over time and most importantly demonstrate several skills, specifically exploration and argumentation, that I will be able to use beyond this course and continue well into my future endeavors.

Over the past year I have learned so much about the English language and how to write properly, that my essays that I wrote at the beginning of the year are as well done as the art that I did in fifth grade: not very pleasing. Although I have improved greatly over the past year in my English writing, there is still always room for improvement. My first essay that I wrote was for Of Mice and Men and it was, as I thought, the best essay that I had ever written. I was, unfortunately, proven wrong by that big 77% written in blue pen; I knew that it was going to be a long year. And the year has been long with English and MUN and APA and dance, but I have been getting through it all. Surprisingly, as the year went on, I felt as though my writing was not getting any better until I looked at my first essay and saw how much I have improved from, “This previous sentence shows that the reader can infer. . .” I also have advanced in my performance level with the rigorous amount of work that I have done over the past year through APA and my outside dance studio, Orange County Song and Dance (OCSD). By specifically working persistently on my sentence flow, grammar and performing level, I believe that I have greatly advanced over the past year in all areas.