Personal Writing Reflection

Louis, I thought you did a very good job on your week two task. Your discussion board post was well researched and written. I’d noticed some spelling mistakes, punctuation, grammar, or APA errors. I thought you did a great job on this task. I look forward to more of the same. Here is the grading rubric 2 used to grade this task: Task requirements: Comprehension met 35/40; Timeliness met 10/10; Engagement met 20/30; Writing (Mechanics) which includes the following Proper punctuation 4/5; Correct spelling 4/5; Correct word usage 4/5; Correct grammar 4/5. Total

1. On my Unit 1 Post Test, I performed pretty well as I received a 17.5/18 score on it. During the post test on Wednesday, it seemed to be fairly self-explanatory and was able to answer all of the questions with a good amount of confidence.

I think that I personally understand most of the criteria, homework and assignments. The only thing I feel poorly about was a quiz that I completely blanked out on and came unprepared. I would also like to address my punctuality as i am not on time always with the homework but the answers are usually accurate.

I have been practicing on how to improve my writing over the past few weeks, which has taught me a great deal about writing. My teacher would like me to evaluate and explain my strengths and weaknesses in my own writing. This evaluation is in between my two essays. One on my own and another with my teacher's help. I have strengths and weakness in my introduction, body paragraphs ,and my conclusion.

Throughout the timespan of a semester could you improve your writing to where there would be noticeable differences? When writing for English 1010, I noticed that there was obvious weaknesses and minimal strengths or lack thereof in my writing abilities. In many ways I do believe that I was able to improve in areas pertaining to reading, thinking, researching, and writing.

When I look back at my writing before having any college experience, I can see that I had a lot to work on. I can say that I was never really a big fan of writing anything much less essays. Even when I was younger, I just did not have a great big interest in writing. This was because I felt that I could not elaborate as well as others. I was not use to having to write anything really, but I now feel that I have a better grasp on the steps that I need to take to get my writing on the level that it needs to be.

I have trouble writing because my writing seems to be a little “tongue-in-cheek” as my AP English teacher said. (I have a couple unfinished examples that I will attach). I tend to not know exactly what I am trying to say in my essays. It is not that I am a poor writer per se; I just have an issue focusing my writing. I enjoy writing; however, I become engrossed in the way I want to present my ideas. Perhaps it is that I do not know the audience to whom I am writing. I usually use proper grammar and mechanics but that is definitely not enough to write an exceptional essay. In this course, I feel strongly that I will develop these skills. Another concern I have with writing is when it is timed. I have never performed well in a timed writing assignment;

Olympian, Kim Collins said, “Strive for continuous improvement, instead of perfection.” This quote can also apply to students in school in many different ways. Students always want the best project or writing grade that they can possibly get. While that is a worthy goal it is not realistic because students are not perfect and they are still learning, and developing important skills. In my personal essays throughout the year I did strive for perfection, but I learned that I could not do it. I had to make slight improvements to better my writing for the next essay.

This class has helped me to improve my writing in many ways. Though I do not manage my time as well as I would like to at the moment, I have evolved this aspect of my writing vastly. At the beginning of the semester, it took anywhere between two and four hours to complete an essay, and I would wait until the very last minute to even begin writing. I have learned how to properly manage my time in order to write my essays in a shorter amount of time. I have also increased my ability to find and present sources in an academic essay. Though I still need to polish my ability to present information without bias, I am able to find relevant information in order to further prove my point in an essay. Overall, this class has taught me many valuable things

As I have not paid attention to media lately, I am going to focus on my writing process.

The class discussions surrounding the writing process and your feedback concerning adding personality to my writing will be the subject of this week's entry. First, I'd like to address the feedback concerning the personality (or lack thereof) that you've experienced in the writings I have submit thus far. Throughout my academic career, including my experiences in the “ENG 111” course the emphasis as to what constituted excellent writing has always been placed on syntactics, correct adherence to conventions of American English grammar, and putting forth great effort to elevate diction throughout the writing process (even if such diction might detract from the overall voice or tone of the final product). These precepts of writing being ingrained

I relate to this quote by Brandon A. Trean because to me photography and writing are sort of similar. There can be a 100,000 meanings and things going on in a photo as there can be on a page. Writing and pictures capture moments and feelings that can make the person reading or looking feel as if they were at that place and feeling those emotions, that's why I enjoy writing.

A writer is someone who writes in a specific way. Such as Charles Dickens, Ernest Hemingway, Mark Twain, F. Scott Fitzgerald, John Steinbeck, Emily Dickinson and William Shakespeare. All are amazing writers who were taught to understand when to use the 3 appeals and how to use each effectively. Thus making their compositions stronger and marvelous enough to last through generations upon generation.

You mention in your email quite a few references to my writing having some serious issues, yet in the grading not one example was pointed out--. I ask that if you believe the same applies to any part of the draft submission that you highlight at least the one that will explain any significant point deduction. More, importantly, I would like to know exactly where I can use improvements, plus I prefer clarity as to where and/or why points were taken off in this class. Sometimes stylistic choice is mistaken for poor writing or incoherent or illogical as you suggested. I have not come across any professor that has said so much about my writing (negatively) and not offer any example. A link in this case is not exactly the solution for all that was implied. Anyhow, my main goal is to focus on where I can fix it myself, so please. show where, next time—thanks.

As I was walking to my 5th period class, which is AP Language and Composition, I noticed a sign on the door. I could not see it from down the hall but as I got closer I read “Essay today” I immediately felt the butterflies in my stomach and my palms starting to sweat. As I walked closer to the class I saw my other classmates, some of them looked as terrified as me, some rolled their eyes and sighed, and the others just shrugged their shoulders like they did not care. I tried to calm my nerves but nothing was working. When I finally go to the door, I took a deep breath and stepped into the class.