Personal Statement: How To Read Like A Writer

In my English 1010 class, I have learned to do a number of things through writing essays. I have written a Literacy Narrative, a Discourse Community Analysis, and a Writing Research essay. Firstly, I have learned to identify how an author’s purpose, audience, genre, and context determine effective writing. The purpose of the literacy narrative was to help me understand myself better as a writer (Jones 1). My teacher was the intended audience of the narrative. The genre of the narrative was non-fiction by cause of it being about my experience as a writer. The context of writing made my writing more interesting and more effective. Knowing those elements helps you to compose writing that is more effective due to you needing to know what you need to write about and who is receiving your writing. I displayed these skills by going into detail about my experiences with reading and writing through my life. As shown in the following sentence from my literacy narrative I shared how fun and exciting it was when my second-grade class received the opportunity to write a book, A Book of Future Astronauts, “Everyone in the class was truly excited to be writing our own book,” (Writing is Good).

Now that I have discovered all of the elements of rhetoric, my brainstorming before writing will change dramatically. Instead of solely thinking about a topic and what to write, now I have to think of my audience. Not only who I am writing to, but why I am writing to them, my purpose. Also, I will have to think of what type of paper is most appropriate for this topic. Then once all that has been decided, I have to think of what form of media this writing will take. Whether this is a paper to a professor, or online for my newspaper, the media is important. All of these factors will change my writing depending on the factors. There are many situations that require writing with all different elements of rhetoric. Being able to change your writing

When I discovered that BC’s core required a freshman writing class, I was irritated and dreaded the experience so much that I delayed taking the course to second semester. Very confident in my writing ability as my high school featured a grueling English department and having received high grades on my history and sociology essays in first semester classes, I presumed that I wouldn’t learn anything in FWS. Though I struggled with the drafting process, as my preferred method of essay writing involved writing the entire piece to perfection in one sitting and then turning it in, I figured that since I received good grades on papers, my writing did not need and would not undergo any improvements. Even with some experience with narrative writing in high school, I completely underestimated the breadth of and the strategies for different rhetorical situations. Lastly, I had little to no willingness to share my papers, my drafts, or even my ideas until I was certain they had been crafted impeccably. Though I had my reservations, FWS has been an invaluable experience in further honing my writing skills.

Understanding rhetorical strategies expands opportunities for structure in students writing, expanding their overall writing arrangement and style. Christine Farris, professor of English and director of the Composition Program at IU Bloomington, addresses the place rhetoric takes in an academic and real life noting that rhetoric is, "more about arrangement and style than invention and finding the available means of persuasion," (Rosdeitcher). The study of rhetoric being an umbrella concept, addresses a wide range strategic approaches to writing, as being able to recognize them in other written works can better encourage students to make use of them in their own. The integration of rhetoric in high school curriculum can further the intellectual success of student’s writing in terms of composition and

There are many steps that can be taken so I can further improve my paragraph writing. The first improvement is choosing the most beneficial quotation to prove my point. In this paragraph, I had multiple options for quotations and I had a difficult time choosing which quote to integrate into the paragraph. In most cases,the quotations that I picked were not the most beneficial to support the theme. This was exhibited with the quotation that I used to portray the feeling created by the description of the setting. I used, “...a certain untidiness creeps in; a fragment of glass, a chocolate bar wrapper, a plastic horse, and cracked sidewalks with ridges of stiff grass.” as the description of imagery in the setting. Reflecting back on the paragraph, I

In March of 2000, I was an eight year old second grade student at a Texas elementary school. In January of that year, we had begun to learn how to write in cursive, and for some reason, I could not do it no matter how hard I tried. My second grade teacher told me in front of all my classmates, that I was not trying and that I was just lazy. She also told this to my parents, who believed her because she was the teacher and why would you not believe the teacher? I knew I was trying my hardest, and that I was not lazy. For the rest of the school year, my parents payed someone to help me learn how to write in cursive. At the end of second grade, I still could not write in cursive, so my parents requested for me to get the hardest third grade teacher

The four distinct learning objectives are as follows: First, students are required to be able to adopt a rhetorical perspective in order to identify, analyze, and describe the various aspects within one’s own discourse community. How I will show this objective is by citing earlier identifications of genre, conventions, and occasions for writing made in my assignment two. Second, students must produce writing that draws considerably on concepts from primary or secondary sources. For this objective I cited my assignment two which includes primary source material and argues a rationalization for change within a journal. Thirdly, students should show a flexible writing process that adapts to the different writing situations and tasks. I cite again assignment two, where I examined an article to argue a change over time. Lastly, the student’s writing shows reflective properties to makes choices and changes in their writing as well as how they might use those same properties to approach a completely new writing task. For how I achieved this objective I reference the group work I did which began with an interdisciplinary concept, then Shown within this reflective argument is my method for reaching the four learning objectives of Wayne State’s English 3010 classes. I have incorporated assignment one, two, and some responses to support my claimed ability.

The conclusion about teaching “rhetorical adaptability,” however, implies a much broader notion of the difference between academic and workplace writing than reader vs. writer-based. Effective workplace writing has been adapted to meet the rhetorical situation. Similarly, Anson and Forsberg (1990) argued that surface-level writing skills “are less important to making a successful transition as writer than coping with the unfamiliar epistemological, social, and organizational characteristics of a new context” (p. 201). Writers who transition successfully from academic to workplace writing are those who learn and adapt within the discourse community of the workplace. They must experience and absorb the workplace culture; they must understand how that culture works and how writing works within

Speaking is one of the communication methods for people to convey their ideas. On average, people speak around 16000 words a day (Huynh). On the other hand, writing is a more formal and concise way of communication than speaking. However, a person need to practice in order to write well. Throughout years, its writing habit developed, writing style progressed, and writing content varied. In this essay, I would reflect on my own writing process now, how my writing progressed throughout three years in PRISMS, and On Writing.

I lived last year and continue to live in the global living center in Bentley University this year. My direct roommate is from Denmark, and the three other roommates are from India, Latin America and United states. I believe that my education at Bentley wouldn’t be complete without this diverse community I’m surrounded with. I would love to supervise a group of young kids and teach them to make the most out of Explo just like I am making the most

Using the CARS model I established a niche, which was to explain the workings of the political science discipline, and I occupied the niche by using information I had researched. Having the ability to analyze a discourse community helps a research paper because it helps one to understand what is important within a group of people. The paper was very useful, because having knowledge of discourse communities will help me in the future.

It was a humid spring morning in Louisiana. I remember holding on to the ladder for my friend and tried to avoid the reflection of the sun from the shiny vinyl words “Habitat for Humanity” on her shirt. Before I could wipe the sweat drop off my forehead, I heard someone yell, “Watch out!”

Look at the world around you! What can you see? What attracts your attention? I will tell you. Technology, media, politics, science, education and business. This is what you can see. They shape our new world, but how can all these things be delivered to us? There should be a means of communication. A language! An international language that everybody understands. Let’s say English. If you look around once more, you can see to what extent this language has dominated our life. We use it to communicate, to transfer our thoughts, to understand what is going on around us, and to learn. My interest in English and teaching started when I was at the high school where I used to help my colleagues with any problems related to English language. For this, I decided to study English language and literature at the university. There, I was introduced, for the first time, to the term “Applied Linguistics” when I was enrolled in the Contrastive Linguistics course. What impressed me in this discipline

“I don’t want to do this! Please don’t make me! I’m scared!” I stammered and cried at the same time.

As frustrating as writing a paper can be sometimes in different styles, it is still important that we learn how to. We must learn the proper guidelines and techniques that are associated with a particular style in order to truly create a masterpiece. While each paper is ultimately different in the topics that need to be addressed, all of them must start from one idea. Once we have that one idea set in stone, that is where we build upon the paper by trying to understand our exigence-the purpose and the audience- for writing. It is still crucial, though, that our voice remains strong throughout all pieces. Senior Composition has made me reach out of my comfort zone and write about genres that I have addressed before. I believe that my writing has progressed, but there are still major areas for improvement, such as my writing conventions and analysis.