My Writing Goals And Curriculum

Currently, I am crossing a huge bridge from high school writing to college writing. Which means there is going to be plenty of room for my writing skills to progress in various ways. After putting thought into where my weaknesses may be in my writing I have arrived to a conclusion of 5 personal goals to improve my essays. My 5 goals will be the pillars that keep my bridge up and from collapsing, by the use of these 5 goals I will easily transition from high school writing to college writing.

A semester has passed since I started college and my journey of becoming a better writer. It has been a very important semester for my future college career, and I would not be here without the things I have accomplished. The composition program has really helped me to prepare for what college writing is all about. Now standing here and looking back I could not imagine how it would be without that class. I believe my English, and my writing is better than it has ever been, and all thanks to the composition program.

Think about your experiences of writing at college. Which types of assignments have you found helpful in strengthening your writing skills? Where do you want to improve your writing? What’s the most useful advice you’re received that’s helped you improve your writing. Be as specific as possible.

My English Literature major has helped me to achieve an outstanding level of appreciation, enjoyment, and knowledge of both American and British Literature. As a high school AP English student, I struggled through great works like Hamlet and To the Lighthouse. My teacher’s daily lectures (there was no such thing as class discussion) taught me merely to interpret the works as critics had in the past. I did not enjoy the reading or writing process. As a freshman at Loras, I was enrolled in the Critical Writing: Poetry class. For the first time since grade school, my writing ability was praised and the sharing of my ideas was encouraged by an enthusiastic and nurturing professor. Despite the difficulty of poetry, I enjoyed reading it.

Improvement to my grammar is the second area I’ve developed in this course. “It’s the little things that matter”, said by many people, and the way this relates to my second reasoning is due to the fact little grammatical errors matter too. When writing papers, I learned the skill to reread my sentences repeatedly, and see if it sounds right as an overall sentence. This skill, not only helped improve my writing, but also my texting. Improving my grammar is also useful when creating a resume, and applying for jobs and even scholarships. Overall, it is a skill I am pleased I learned to develop, and hope it improves even more over time.

ELL continue to rise year after year. In EDUC 628, the class delved into the rise of ELL in America and how the best teaching methods to approach each learner with. Every ELL student is unique and has different learning process. Although the semester covered a wide variety of topics ranging from dialects to teaching methods, every module served its purpose in providing a framework for future ELL teachers. Learning about how to teach ELL was significant to me because when I first entered the school system in America, I was placed into ESL and I have gone through the process of many of these teaching methods. EDUC 628 main focus was preparing students whose goal in the future was to educate ELL. The articles and readings assigned in the class provided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that also challenge my mindset.

I have never had a huge interest in reading or writing. This is mostly because I was never really good at it. Throughout my educational career, I have struggled immensely with the basic fundamentals of writing; grammar in particular. Even when I asked my teachers they refused to help me. It seemed to me that they cared more about my personality rather than my academic ability. I began to struggle so much that tutors became a part of my everyday life. My mother was forced to read to me because I could not find the motivation to read the book myself. I was very fortunate to have a good high school English teacher my senior year who motivated me and helped me get caught up. I still feel like that I am behind in terms of grammar and communicating effectively. My goal in this course is to not only improve my grammar skills but also get better at expressing my ideas more clearly. I believe that this can help me towards my goals to be a front office executive for a professional baseball team. In that position, I will have to be able to communicate my ideas as clear as possible both on and off the paper.

As we look at principle three it instruct needs to ensure that learners also focus on form. Professor Ellis explains that the teacher can achieve this by focusing on inductive and deductive grammar lessons. It allows and make ELL students aware of explicit grammatical rule, it gives the learner specific practice on grammatical structure, and it gives them the opportunity to get corrective feedback. (Ellis, R, 2008)

The teacher understands effective writing and teaches students to write effectively in a variety of forms and for various audiences, purposes and contexts.

Have you ever wanted to write a story ? Because if you want to start writing you might have to start young. When you start young you can get all the experience that you need so Something I want to accomplish is to write because I like to write,it is interesting, and I have always wanted to be a writer.

The challenges an English language learner (ELL/ESL) struggles with, such as “how one flips from one language to another ultimately determines an English language learner’s success,” existed before the Common Core (Vilson). Other educators, like Lori Musso, have been working on implementing the Common Core for ELL students. Musso is with the San Mateo County Office of Education and has explained that the standards for ELL, and the standards for the general curriculum, have been merged into the same standards as their peers (Avendano). The executive director at Stanford University’s Understanding Language initiative, Martha Castellón, works to improve the education of ELL under the new Common Core. “We know what needs to be done in terms of educating ELLs, to give them the language skills they need to be successful under the [Common Core],” says Castellón, but she realizes that there’s a shortage in resources for the ELL instructors

Welcome to English Language Developme 3/4! My name is Jordan Cabahug, and this will be my fourth year teaching at SCCA. With your cooperation, I look forward to making this class as awesome as possible! The other sections of this syllabus are of all the information you need to be successful in my class this year (or to help your child be successful). Please read carefully because YOU are the one responsible for knowing what is expected of

I am not fond of English class, but this class really helps. It helps me to improve on things that I don't understand. The course objection was successful. This course helps me to recognize things like grammar that confused me. This class helps me to identify varieties of paragraphs and essays.

The rising sun is reflected from the French windows, everything in the office seems being covered by the golden sun, the air is mixed with various fragrances. Standing at the entrance of the company, tiptoed, and looking inside curiously, the huge office is well organized, with flowers on the table and delicate paintings on the wall, just like my visualization.

The course DoDEA New ESOL Teacher Professional Development course could not have come at a better time. This school year proved to have many ongoing changes along with some unexpected changes in the ESOL timeline, e.g., the late arrival of LAS Links Assessment scores and F10 forms (2007 ESL DoDEA Guide). The course title is misleading in the fact that several of the ESOL teachers that took the course are experienced ESOL teachers. With the above mentioned events in our ESOL timeline, we were able to collectively collaborate with other ESOL on the best way to navigate the required documentation of our students.