Reflection On My Writing

Throughout the semester, I have noticed a great improvement in my writing. In the beginning of the year, I struggled with understanding how to use APA since this is the first class I have taken that uses APA. The most difficult part about APA is the reference page and in text citation. To get a better understanding of how to write a reference page and use in text citations, I would use websites such as Purdue Owl and at times I would also use Youtube. Another skill I developed is learning how to use Logos, Pathos, and Ethos in my writing. Because of this skill, I was able to not only use it for English 102, but also for my Creative Writing 101 class.

We are already midway through the first quarter of my last year as a high school student. I find it hard to completely grasp how quickly this year is passing and yet I feel like we've already accomplished so much.

Over all my writing got way better this unit now i under stand how to affectively write a argumentitive piece. Before this unit my writing skill were really sub par i was i’ve never been good at writing and im still not the greatest but now i am more confident in my self that i can create a soild piece of writing. When i went back through my rough draft to see what i need to fix be for my final draft the biggest thing i had to chang was my grammer and spelling. I always has problems with grammer and spelling its been like that my whole life. What really helped me was the peer reveiws because they saw all of the mistakes that i didn’t and helped me improve my writing by a lot it was a big help its alawys a good idea to have at least one person

I appreciate the time you taught me in this class. I’m lucky to have you as a professor, who takes personal time to help with assignments. I have learned a lot from thesis statement and develop and organize my essay. My favorite topic is chapter 13 make a point and chapter 14 structure. My issue was not having my essay organized. The chapter 13 helped me be clearer on my point what I’m writing about. The chapter 14 helped me organized my writing. Relearning this was a refresher.

I had struggled a lot on clarification that led you to put several comments about it. I want to know how to be clear for any reader without being repetitive. I feel that I see myself leaning towards being vague because I feel that if I explained my argument more, it would just lead to repetitiveness. Another question I have in regarding to revision is that I don’t know how to minimize my quote because I feel as if what all of the quote is saying is very important for my argument. How can I minimize it so that the quote does not become a block quote? I believe that getting answers to the questions I had over my essay and revision will help improve my essay

During this semester, I have finished writing three different types of paper, which are summary and response essay, rhetorical analysis essay and argumentative essay. At first, I didn’t have a brief idea of how to write those essays, and I felt confused. However, with the help of professor, and the “They Say I Say” book, I could continue to study and knew what to do with my paper. I still consider writing as a complex task to do, I have to do a lot of preparations before I start, such as searching information on the internet or in the library, having an outline, writing a draft and so on. When I start writing, I have to take care of the grammar, spelling of the words, and add enough figurative language; after I have finished, I should have a works cited page and check again about the grammar and spelling. It is a tiring process to write an essay, but I try my best to enjoy it.

Essentially, my writing process for all of my papers began while listening and discussing in class with other groups of people. I would use previous blackboard posts from my journal to act as an initial point for brainstorming my ideas. Then, through group discussions I was able to deduce my broader points of interest along with potential sources of intertextual support from the novels. As seen in my final portfolio, the loose leaf pages show all of my notes that I collected for the potential use in my essays. Depending on the paper, I would either outline on looseleaf pages or online and then begin to construct the main topics of my paper while adding potential evidence from the texts to support those arguments. Next, I would return to each of the examples taken from the texts, and then I would analyze them with close reading skills. Thus, I would draw out the support to affirm my claims and apply them to my argument. The peer reviews revealed areas where my analysis was lacking, so after I targeted those areas to increase validity of those points. After checking mechanical errors, I asked a friend to peer review my paper to ensure that the argument was clear to someone who had not even read

Throughout Writing 1500 I wasn’t sure what exactly I needed to work on and was confused on most things. I have never been a good writer I struggle a lot with forming good, informative sentences. In this class I started to understand the critiques that I was being given and I felt that I might possibly become a slightly better writer. A few things that I found I struggled greatly with were forming a thesis statement, forming fully informative paragraphs, and my grammar. My thesis statements have normally been very broad and never enough to the point so my paper would make sense on what the point of it was. When I say ,“Forming fully informative paragraphs” I mean, I was never good at writing paragraphs that didn’t have random off topic information. Lastly, my grammar has always been something

All through my life I have enjoyed writing way it be a short story or an essay. When I was younger I always wanted to be a writer, and the truth still holds true for today. Not only did this semester give me practice for writing but it taught me lots of new things about writing I never even knew about. The majority of what I learned came from doing the research paper, as each step taught me something new. Such as choosing a topic, researching the topic, citing sources, and finally writing the paper itself.

Reflecting back on many things in life can help you look at things in a different perspective, as well as helping you improve. From the day I walked into my 9th grade English 1 Honors class, to the last final days I have left in my class, I have had time to look back upon the previous pieces I have written, and seen the growth in my writing as well as the things I must improve on to make my writing better.

I think I worked hard on this essay. I tried to make in better for each draft. I had enjoyed telling my story, because I nobody know it before. It was helpful to write it and get in go. My biggest problem was to give more details. It was hard to remember the story, but I tried to give as much details as I could. I am proud for my details, they are in right order and there are many of them. I hadn’t known that I need to give all the details that happened to me.

Writing is difficult. It is difficult to begin, difficult to stop and difficult to plan. However, it is surprisingly satisfying to create something that is entirely your own, made from your mind and a topic. Or at least this how I, as a eighteen year old college student, perceive the act of writing. I don’t write all that much outside of class or for a specific task, but when I do write something, I must force myself to start but after that it’s hard to find a good place to stop. The way I write is constantly evolving as I find new ways to express myself and reading articles informing me the best way to make a cohesive essay. As such,

This semester I wrote three essays; a review essay, annotated bibliography, and a research paper. As I wrote these essays I learned what they were, why they are written, and why people use these to obtain information. Throughout this course I enjoyed writing the essays and learning new things from what I was writing about. Although some were not easy I still took my time and made sure they were perfect in my eyes. While taking this class I learned a new perspective of writing these specific papers that I did not previously learn in high school.

Throughout the course of WRT 105*6, I gained knowledgeable writing skills that helped improve my essays throughout the semester. I noticed, depending on the setting of my writing my paper and time of day, it greatly impacted my writing. Another factor that influenced my writing was my ability to go to the writing center. When I did not go to the writing center and a peer would review my essay; my paper was not revised to its best capability. For example, my peer would not focus on grammar or punctuation, instead whether or not my paper was relevant to the essay’s topic. When I was able to go to the writing center to make improvements on my paper, then I would feel more confident about my submitting my paper. I made sure that every time I started an essay, I made it a habit to start with an outline. It’s like telling an athlete to play sport they know how to play, but they do not know the game plan of what is expected. So I approached each essay prompt with a game plan, that allowed me to organize my quotes, my arguments, and remember to answer the prompt appropriately.

In elementary school, I learned to write sentences. As time went on I learned to put those sentences in a paragraph which was three to five sentences. When I finally entered high school I learned to put those paragraph together which made the essay. When I was in English composition one writing had so much more than just having five paragraph. The writing was a way of expressing your creativity, idea, values, and emotion. It is not focusing on making five paragraph you could do what made you happy as a writer. There are countless abilities that writing has. The most powerful thing writing can do is change the opinion of thousands. But what is exactly English 1100? It is about improving your writing, reading and thinking skills or improve them. There are seven learning outcomes students that can get from this class, for example, communicate effectively, demonstrate rhetorical knowledge, engage in critical thinking, writing and reading, develop effective composing processes, collaborate during the writing process in a social setting, use appropriate convention for format, documentation, and editing, Adapt composing process to electronic environment. By end of this course, all student should able to demonstrate those learning goals as stated in the packet.