Reflection On Reading And Writing

I sat in my fourth grade classroom staring at the bookshelf when suddenly I caught a glimpse of a dark blue book with a heroic being on the front. I lifted the heavy book and began reading Percy Jackson: The Lightning Thief. As soon as I started I fell into this mythical world where gods, monsters, and heroes all existed. It was a rollercoaster through my emotions. The thrill. The suspense. The surprising new book had a grasp on me, to stop reading it would be difficult. I felt attached. As soon as I started, I finished. Devastated, my chase of this feeling has never stopped, no other book has given me the same fulfillment as Percy Jackson: The Lightning Thief. As a young reader I would love to find the same joy and thrill (as I did back

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

For as long as I can remember on the first day of class no matter what class it seems that the teacher would always look upon the class and ask what our personal definition of reading and writing or why we were in the class and people always seem to give the same hesitant answer every year. I thought I knew why I in the class, I assumed it was like high school english as long as I stuck to the formula that was engraved in our minds that I would have no trouble making it though the course. However, after the first day of class i knew that this class probably wouldn't be that way. After being turned off to reading and writing from a young age, my definition of reading and writing were hindered from these experiences. Going from classrooms

When I read Frederick Douglass’s story “Learning to read and write,” it reminded me of when I was learning how to read and write. I was very young so I didn’t know how to write or read. I remember when I was in the second grade that’s when I started to notice that I was going to enjoy writing even though I would have trouble with it especially on how to start it of.

When first reviewing the course materials for English 202 this semester I felt a bit overwhelmed with the assignments. Though I genuinely enjoy writing, I thought that I would never be able to research a topic of my choice, develop a variety of strong evidence, and write a paper on it, but somehow, I made it through. I have learned so much over the course of this semester that will help me in future years of writing and am grateful to have taken this class.

“I either go to television or turn on the radio in my car” (Whitefield 2011). Before I started this class, that is what I thought about when someone asked me “Do you keep up with the news?”. Most people do not get the opportunity to learn about what is going on around the world in their everyday lives and how they can help out. I feel that being in this class I got the chance to learn more about life and what is happening everywhere, not just insignificant matters such as who Kim Kardashian is now dating or why Kylie Jenner got more lip injections, I am learning about the important things. I am getting the chance to learn about how I can participate in the world to make big changes because of reading The New York Times, “Why Local Newspapers,” and “Freedom is Intended as a Challenge.”

English class has been a major part of the curriculum in every grade that I and every other student have braved. Some classes were more engaging than others, but in all of them I learned something about myself. Few, however, have affected me like my most recent English class, English II. English II brought to light my successes and failures as a student. In English II, I overcame a difficulty, discovered a difficulty that I still have today, and rediscovered a passion for reading.

As far as writing is concerned, it has never been a greater pleasure of mine than to write about something. This semester has provided me with a bundle of opportunities to write about a plethora of topics which I would not even have considered on second thoughts otherwise. The aim of this reflective essay is to discuss my Literacy Narrative “Experience in Reading and Writing”. I decided to reflect on this essay as it shows my learning path of the English language. This reflection will analyze the learning process I went through and how it was applied. The process of learning a language is to be able to understand, read, write and speak it effectively in order to enable communication. I will also discuss the obstacles that I faced and how I came through from it with proper guidance. The essay is to reflect on my role as a student, guided by peers and guides in search of verbosity. Moreover, the essay is proof of how far I have come from having ideas all over the place and not making sense. This essay shows that I can frame my thought coherently and provide a central topic around which everything could be related to. I believe that the essay would be inspiring and can help others understand that language is no barrier if you work on it and shall become one of the most important tools in life.

During this semester in English 250, the communicative works I have completed in this course have improved in both sophistication and overall completeness. In this reflection, I will review the work I had completed throughout the semester and analyze how I have grown as a communicator. I will first analyze and reflect on my communicative habits and processes, and then analyze my communicative development relating to the WOVE modes.

Writing has always been something I dread. It’s weird because I love talking and telling stories, but the moment I have to write it all down on paper, I become frantic. It’s almost as if a horse race just begun in my mind, with hundreds of horses, or words, running through my mind, unable to place them in chronological order. Because I struggle to form satisfying sentence structure, it takes me hours, sometimes even days, to write one paper. It’s not that I think I’m a “bad writer,” I just get discouraged easily. Needless to say, I don’t think highly of my writing skills. When I was little I loved to both read and write. I read just about any book I could get my hands on, and my journal was my go to for my daily adventures. Although it’s

This semester I have learned quite a lot about concepts like critical thinking, writing, and reading. For example, when reading the book “Naming What We Know”

Prior to this English Composition course, writing papers had been the same consistent methods used throughout middle to high school which made my writing mediocre or average. This also stemmed from my overzealous confidence in my writing abilities, because the teachers I had prior had not interjected with comments of improvement, asides grammar mistakes. They did not prompted me to analyze further or not to use unnecessary “fluff”, in fact they wanted me to use “fluff”. The whole objective of a writing assignment was to fill the page requirements, it focused primarily on page numbers than the content within the essay. However, the method I use to write an essay through the guide, “How To Write a Paper” that has acted as a foundation for my gradual improvement. Professor Delloiacono did not hold back on constructive criticism that has molded by attitude towards any assignment, the underlying message of: to never be too satisfied because there are room for improvements. The constructive criticism has also pointed out two major flaws I had within my papers, the use of narration instead of analyzing/referencing the work, as well as my difficulties with forming a thesis and topic sentences due to lack of grasping/comprehending the text.

It was my second grade year, I was only 7 years old, when I first found my hatred of anything that had to do with reading or writing. Every week my teacher would give us a lengthy list of vocabulary words that we had to memorize before our spelling test the following week. I would study for periods at a time trying to memorize this gruesome lists of words, that I could never commemorate. When it came down to the day of the test I would see all my classmates at ease, while I would panic trying to remember what I studied. When it finally became time to take the test, I heard the teacher call the word “island”, but I couldn’t concentrate. I was frustrated, I couldn’t think, the teacher would ask “is everyone ready to move on”, but I wouldn’t say anything, because I was too shy. After a couple of days I would get my score back, and wasn’t surprised when I found out that I had failed the test. Weekley this was recurring theme when I got my spelling test returned. Eventually, I accepted the fact that reading and writing was not for me.

Reading and writing weren’t my strongest qualities through-out high school, but in the tenth grade at West Morgan High School I built the foundation for being able to write a mediocre essay. A man by the name of Shannon Shaw was my teacher and he is the reason I have the tools to construct a genuine essay. Another year passed and I was in the eleventh grade and I decided to duel enroll at Calhoun for a history course and because of this it really perfected the methods Mr. Shaw had taught me. My final year of high school, I encountered my first actual research paper in economics class, which was an absolute horror show for me. If it wasn’t for this class and the instructor Melanie Holliday, I would have absolutely no idea how to cite sources or do something as simple as research for an assigned topic.

“You have to read 10 hours this week,” said my first grade teacher. In elementary school reading logs were what all the teachers made us do. Every week I had to read a certain amount of hours. I however, never read the amount of hours I was supposed to. I would just fill out the log and tell my mom to sign it. At that time it sounded like a good idea, but then came freshman year. Mrs. Daugherty changed my whole perspective on reading and how important it is to read.