Reflective Summary Of Chapter 3 In A 21st Century

At the beginning of this novel, we were introduced to Sarah Nickerson, a Harvard graduate, with a good paying job as the vice president of Human Resource at Berkeley Consulting, three kids, and a sweet husband. However, she was career-driven and dedicated to her job to afford to live in Welmont and to be able to take care of the family as her husband is trying to survive the second round of lay off at his work. However I noticed that this job put a lot of stress and strain on her and her family, as she didn’t get to spend a lot of times with her kids or husband. In the morning on Friday, she would get her kids ready for school but her and her husband would rock, paper, scissor on who would take the kid to school and when she didn’t have to, she was pretty happy. The day of the accident was when she didn’t have to take her kids. As she was trying to make a phone call, she crashed and ended up in the hospital for eight days. I like how this book go into details of her life before the accident and then illustrates her life afterward.

I am a registered and specialized trained Assistant Medical Officer (AMO) at Emergency and Trauma Department (ED). I have been working in the Government Hospital for fourteen years. In addition I am also working together other with twenty AMO’s, ten registered staff nurses and seventeen nursing aid in this department. In Malaysia AMO plays a major role in early diagnosis and treatment of patient whereby they are assign in hospital and clinics. AMO working in the ED are competent in the provision of emergency cares and function as the main front liner care provider that includes provision of emergency treatment, stabilization, definitive care and function as an important component of the Trauma Team (Ministry of Health

Metacognition is a complex notion that encompasses numerous mental processes in all areas of life. It is often simplistically described as “thinking about thinking.” However, there is no commonly recognized definition of metacognition. In his article “The Power of Reflection”, Stephen Fleming, a well-respected cognitive neuroscientist, agrees with the definition of metacognition given by John Flavell in 1970 as “our ability to evaluate our own thinking” (2). Fleming also accepts Flavell’s proposition that metacognition is “key to educational success”; indeed, the development of metacognitive thinking is vital in learning processes (1). Metacognition is a teachable concept, and has been proven to be crucial in education.

This is the second required general core course in college­level writing. Observing the conventions of

In their book They Say I Say, Gerald Graff, Cathy Birkenstein, and Russel Durst outline strategies writers can use to avoid common mistakes often seen in academic writing. The book thoroughly outlines the different components that make up academic writing, such as initially summarizing what others have said before, responding with original ideas, proving a purpose to the writing, and connecting the writing in a logical and eloquent manner.

While reading page nine through fifteen in the Wake Tech English 111 Reader I learned new strategies and tips on how to improve my song summary essay. I learned how to implement new strategies in my song summary essay so that I could write my introduction, body paragraphs and conclusion proficiently in my paper. Mutually, before reading the Wake Tech English 111 Reader I also did not know that when writing a rough draft for an essay a conclusion, introduction or body paragraph could be written first. Similarly, Ashley I always thought that an introduction had to be written before any other part of an academic essay. Primarily, I thought that an introduction had to be written first because my previous English teachers stressed

The six course goals of this English 109W course are to Engage in writing as a process that includes planning, revision, and editing based on feedback from peers and instructors; Critically read and analyze academic texts; Understand, identify, and analyze the rhetorical situations of academic texts, including their contexts, audiences, purposes and personas; Understand, identify, and analyze the rhetorical situations of academic texts, which may include genre, format, evidence, citation, style and organization; Develop an awareness of and preparedness for the writing they will do through their majors through research, exploration, and or practice of the discourse community’s conventions; and Engage in formal and informal writing that analyzes and critically reflects on their major’s writing conventions and their own writing practices and choices. I perceive that I have achieved all the goals for this course through the various drafts I composed, polished papers I produced, and the supplemental work that I have selected to include enclosed within my portfolio.

Have you ever wondered whether a writer’s voice and the standard rules of academic writing can exist on the same page? According to Dr. Debra Pena, English Professor, University of Texas at San Antonio (UTSA) and Mathew Teorey, English Professor, University of New Mexico and the author of "Using Freshman Composition to Analyze What Students Really Know about Grammar" a writer’s voice and the process of academic writing can exist on the same page (Personal Communications February 13, 2017, Teorey 2). However, my first essay In Freshman Composition II titled, “Chronic Traumatic Encephalopathy (CTE): Is it the New Death Sentence for Future Athletes Playing Sports in America?” where I lost the power of my voice to the process of academic writing.

At 11:15 on Monday, August 17, 2015, my first official college class, English 1101, began. In general, I had no idea what college classes would be like let alone how college English would be. Even though this class taught me a great deal in one semester, it took a large amount of time and effort to make the adjustment from high school. The simplistic writing style of high school was put to rest the moment the first college English class began. As a result, I learned quickly that college writing is complex and less systematic than high school writing. Five paragraph essays with three strict body paragraphs were no longer the norm for writing. Even though my professor helped guide my writing, I was no longer coddled through the whole writing

I entered my first-year college composition course believing I was equipped with the knowledge, skill, and ability to write an efficiently researched and well-organized essay. In high school, I learned how to create the traditional five-paragraph paper with its introduction of a thesis, explanation of that claim through three sections riddled with supporting quotes, and conclusion that restated the author’s substantiated statement. This was the prescribed formula I had learned and grown accustomed to using for book reports, compare-and-contrast papers, and research essays and, from my bestowment of high grades and praise, I’d never thought to question or deviate from its pattern. When I attended my first college writing class, I thought

Joseph Williams and Lawrence McEnerney, in the third chapter of Writing in College, offer strategies for revising a paper, including suggestions regarding the point (or thesis), the organizational structure of the a paper, the evidence, and the attitude of the argument as a whole. The first step of the revision process “is intended to ensure that the beginning and end of your paper cohere with each other” (14). To accomplish this first step, Williams and McEnerney recommend isolating the point in the introduction and conclusion, and ensuring these sections communicate the same argument. Williams and McEnerney also suggest two different methods to communicate a point: point-first, in which the introduction contains a full statement of the argument

In the fourth chapter of Writing in College, Joseph Williams and Lawrence McEnerney recommend final revisions to make in a paper. Firstly, Williams and McEnerney describe how to polish the introduction and conclusion. The introduction should present “something . . . puzzling, not entirely understood, perhaps overlooked, not noticed, undervalued” (21). An introduction should not directly respond to the assignment in an obvious manner, but instead advance a thoughtful question or new information. Williams and McEnerney also suggest, “Try to find a quotation in the text that you can say inspired your question or raises your problem” to begin the introduction (22). A quote can generate interest and can provide the basis for an argument. A conclusion

They Say I Say preface and introduction explain how this book is going to educate us and how we should exercise different writing ideas as students. It discusses how the book is going to help us look at different writing methods like templates. The prefaces’ main topic is templates and the benefits and disadvantages of the students use of templates. In the introduction, rather than centering on the principles of writing, this book gives you templates that assist you put those writing principles into practice. These templates for writing give you a feel on how to work with different styles of critical thinking that you will need in college. Once conformable with the use of templates, students will be able to use them in new settings. Rules

Simple sentence beginnings—the downfall of many potential writers. On entering this course, I was plagued with this ignorance. I quickly realized that my writings seemed bland—in part because my sentence beginnings varied little. In my summary of the work of Hacker and Dreifus, an epitome of poor writing is easily found: “necessary changes begin in the classroom.” To remedy this bad habit, I became more conscious of how often I began a sentence with a noun followed by a verb; I pushed myself to be more creative with my wording and transitional phrase usage. My summary of Robin Wilson proves this effort: “cliché as it may seem, nobody is the same.” However, I realize this issue still requires more correction—along with another poor writing habit.

During week one, my initial definition of learning was listening to an instruction, studying and then rehearsing that information in my mind, or categorizing it in a way so I could remember most of what was taught in the course. The class has opened a new dimension for me in the learning process; from understanding how I process information to deciphering which learning processes I use in intentional learning or metacognition. Understanding my learning patterns form dynamic learning relationship is a key element to my view of how and why I process the learning experience, even relating it to every day life.