Reflective Summary Of Chapter 3 In A 21st Century

Everybody has their own methods for writing; however, I believe there is always room for improvement. Chapter 3 in Everyone’s an Author has shown me that writing involves processes that need to be mastered through constant practice. It also revealed helpful tips on how to develop writing processes that can help write effective papers.

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

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

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.

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.

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

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.

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

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.

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.

I suffered a case of mild hypothermia awhile back, and while it's something my roommate teases me about now, it wasn't funny at the time.

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.

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

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.

After a serious crime has been committed, a suspect with reasonable “probable cause” is arrested and booked into the county jail. This begins the re-occurring cycle of the legal system process. Over the course of several months (sometimes years) a prosecutor will present physical evidence and/or witnesses to prove guilt. An appointed defense attorney representing the suspect will attempt to dispute and discredit the prosecutor’s evidence to prove innocence. Once both sides have exhausted their resources, the accused will stand before a judge. If the judge determines the accused party is guilty, a prison sentence will be issued.