Reflection Paper On College Level English

Throughout my semester in English 131, I have gained many improvements to both my writing skills and my writing process. One such improvement was making me think critically on my essays in both this class and another class where we had to write essays. On all of my later self-reviews, I constantly gave way below what I was eventually given, and that helped me so much, by changing my essays so much more than what I would have done originally. That is evident by how my grade has steadily gone up on each of my papers. The memoir that I first wrote was my first ever graded that was really beneficial to my grade, and I got a 44 out of 50. The next paper that I wrote was a profile, and I got the same grade on that as my memoir. The first improvement that I had was on the review essay, and that was only by one point above the other papers that I wrote. Lastly, the best improvement that I have had was with my final paper, a proposal essay. On that essay, I got a 49 out of 50, a major improvement to my other pieces of writing.

English Composition I has developed my style of writing and my skills analyzing and researching topics to write a piece about a topic. Throughout the course, I got better at analyzing articles and pieces to get the meaning of the topic. With that improved skill I was more able to use the information given from the text and install it into my essays, with proper citation if needed. Before taking the English Composition course, I was not one to organize my essays in an ordeal order to clearly state the point of the work. Now with taking the course, I have learned to organize my essays, examine research for a topic, and develop an essay with proper mechanics, and revising skills. In writing my personal, review, analytical, and cultural

Proficient writing is an essential skill in all aspects of academic and professional achievement. English 101, Introduction to Composition and Rhetoric, provided the framework to good writing, teaching me composition and rhetoric fundamentals, polishing up my grammar and style, and expressing a clear message. English 102, Composition, Rhetoric, and Research, continued to build on the skills I learned in English 101, focusing on the subject matter research process and employing various rhetorical and literary devices to better express a clear message to the reader. The course also improved my critical thinking capacity, allowing me to culturally evaluate my target audience, present logically flowing arguments using appropriate language and structure, and critically reviewing my writing projects for content and expression. Every writer inherently knows there’s always room to improve and I hold fast to this mindset in all academic, professional, and personal writing projects. English 102 has both challenged and inspired me to grow into a much better writer than before I began the class, providing the necessary skills to be not just a good writer, but a great writer.

English has never been my strong suit. I always hated English simply, because I never concerned myself as a writer. I always stuck to the bare minimum and was pleased to know that I passed. I honestly never tried hard in English because I never felt good enough. I did not see myself as a confident writer and I am not sure I ever will. Since, being enrolled in English 201, it supplied some challenges that I was not ready for and felt unsuited for. Along the way, I learn some valuable lessons that I will utilize in my college career.

One of my least favorite occurrences is to be misperceived. In the attempt to explain an idea clearly and in depth, I often find myself expended of words and witnessing a blank face. My careful sentences are disregarded and the listener hears words they wish to or expect to hear. It is valuable to me to agree and discuss or disagree and debate, but I find neither when my peer does not value understanding or truth, and when I cannot fully transcribe a belief in godly values. Within my education experience thus far, I’ve often felt this lack of connection. While miscommunication as a practice leads to poor relations, a careful, luminous translation of ideas, beliefs, and actions causes me – and each of us – to grow. A Liberty University Honors

Did I learn anything? The short answer is yes, of course, I learned something. But since that is not good enough for this paper I will explore further. So my ONLY goal this semester was to get ‘A’ so that I can increase my GPA, and that is the most important thing to me right now. So not getting an ‘A’ will make me hate this class, label myself a failure, and cause me to bang my head against the wall until I forget everything.

Please find attached my reflection paper for this week. I try to follow your advices. I hope this paper is better. Yesterday, I was planning to go to your office at afternoon, but I completely forgot the Jeff Gill’s presentation, that is why I didn’t when to your office.

As a hardworking and determined student being a part of the Honors English program would create a challenging, but beneficial, aspect in to my everyday learning. Whether I am in or away from school my main goal is to put in all the effort needed to succeed. I make it a priority to complete all my assignments on time and to contribute to class discussions. Along with this, I am willing to ask questions and come in for extra guidance when needed. Becoming a part of Honors English, for the first time, has created the challenging side that I was missing in regular English. The shift between the two courses has allowed for a tremendous amount of improvement for me as an English student. From the beginning of the school year to the present time,

Over all have really enjoyed interning at ABC this year. It was especially great to work with all of you and learn throughout the year. I was very excited to work with you doing video and creating content. I found it very interesting learning the tricks of the trade in video making and going to the different locations throughout the summer. I was surprised, how much detail goes into sometimes just ten seconds of video. The whole process from creating questions to get the subject to respond with appropriate answers along with the filming techniques and the side stuff with editing, I all found new and interesting. Although maybe not always the transcriptions. The only part I wish I could have learned a little bit more about is editing, something

As with many returning college students entering this course, I was somewhat apprehensive about proficient writing skills at the graduate level. I had several concerns and wondered, not only about my writing skills, but of the twenty plus years of unused study habits. At the same time, having never written a ‘graduate' level paper, brought about a certain level of anxiety just from the phrase ‘graduate level’. Being skeptical about how my writing would fare against other students and the school’s writing expectations, I leaned on the side of precaution when approaching the first assignment. When COM/600 introduced me to the APA, American Psychological Association, style of writing, I slowly became more comfortable. The training received prepared me for future studies on how to appropriately research information, what techniques to use in developing effective writing and communication, and demonstrated ethical psychological considerations in daily life. These unique tools provided me with a well-developed skill set sufficient enough to write graduate level papers.

When my advisor told me my schedule for the fall semester, I didn’t really think about the classes I scheduled for. More specifically, I did not really know what to expect from English 1020. I mean, off course I knew that essays were involved, but that was it. I guess I just didn’t over think this course because I received high grades on my essays during high school. However, in highschool we had a certain topic that we had to write about. So I was hoping that my professor would give me freedom for my papers. Going over the syllabus, on the first day of class, I remember thinking to myself that this was going to be a little tough. I knew it was going to be a little tough because the length was not what I was used to. Each paper was about 5 pages and I was used to writing about 2 pages. However, when Dr. Springsteen explained the papers, I was relieved that we had total freedom on our papers. I have to admit, this English class has taught me many new things. Mainly, English 1020 has taught me to be more detailed in my writing and to look at the bigger picture when writing about an article or magazine. I was surprised by the end of how my writing improved from all the feedback and help I got for my essays.

If I would have to describe College English in two words they would be time-consuming. After I had concord my first paper the concept essay I thought I was at the top of the world. Until we quickly got the next assignment, the opposing viewpoints essay. My world has tumbled back down to earth as I got to work. I chose global warming because I thought it was a topic that many don’t know about, but it affects everyone in the world. Once again, I made a readable plan to pick the two sides of my debate on global warming, after made an outline that would convey the two sides of the debate on global warming. Once, I had a stable outline I began to research and take notes on the information. Then, when I had acquired the information I found suitable for my paper I finally started writing a rough draft. Next, when done with my rough draft we had partners to do the revision. Through the many hardships, I had to face such as rewriting multiple rough drafts, plenty corrections that needed to be made, and the long sleepless nights I would accomplish my college English paper again. There are still many stages of the process that were challenging. In short, I have learned a great amount, about global warming and about writing college-level papers.

Ms. Sullivan is a third grade teacher at an elementary school where English language learners (ELLs) make up approximately 85 percent of the student population. The majority of the third graders she teaches are of Asian, African American, and Hispanic ethnicities and seem to be within the intermediate stages of English language proficiency. In the video lesson, Ms. Sullivan presents a whole group math lesson measuring temperature using a thermometer. In this lesson, Ms. Sullivan utilizes a wide variety of sheltered instructional strategies to improve her ELLs’ language development.

All throughout my years of schooling, I’ve had just about, one paper that was about one page long, due every year. My papers never had to be more than one page in length. Therefore, I did not have to do much writing or do many essays. Surely not enough to remember any of the assignments. Writing has never been something I enjoyed doing, so I never bothered to many any memories of my writing experiences. I did not think it was necessary to remember any of them since I only had to do them to get a grade. The only writing experience I remember was the first assignment I had in this English 100 class about a writing experience. All week long, I sat there thinking about what to write about, but nothing came to mind as a topic. Then, one thing came to mind, but it was so very vague, I could not write the length that was needed for the assignment. I could only think of a few sentences to write for it. After sitting for a few moments longer, I thought, how about I write about how difficult it was for me to write this essay before it was due.

During grade school teachers made me write about my day to day life and learn small grammar like the period, comma and how to spell words correctly while in high school being taught stronger links in writing for example run on and fragments. Remembering how I always slayed all the essays given to me, but they never inspired creativity because everything had to be structured in a certain way. Apart from the lack of creativity in high school, my teachers would say I was fine with my writings, even though I felt as if something was missing. Beginning my second semester at Shippensburg University I scheduled for Writing Intensive First Year Seminar (WIFYS) since it is a required general education course, expecting to breeze this course until I received the first lesson on critical thinking! Unlike high school that taught one way of thinking is the way to go, I have never believed that with an essay or reading could be written or interpreted in many ways due to critical thinking.