Sample Learning Outcomes: Understanding the Functions of Essays

Upon entering Columbia College, writing was one of my weaker areas. It was very important that I gained the necessary knowledge and confidence to become a better writer. I didn’t know how to express myself and felt as though my writing was not my interest. As a result of taking English 101, I have gained a better understanding on how to properly research and build a satisfactory paper. Every paper that was assigned seemed like a struggle to complete. Before entering this class, I did not know the meaning of a thesis or why it was important, however, I obtained this skill quickly. I noticed that every paper has an argument and the thesis helps clarify the rebuttal. Now, I have a new outlook on writing. It’s a way to express my thoughts and allow others to see things through my eyes. There is no doubt that I still have a long way to go, but I know if I continue to write, I will get better. Just as I developed more skills in class, the various papers assigned helped to better structure the writer in me. In addition, the subject areas were not only interesting, but very informative and made it much easier to write about my experiences.

Chapter 2 of Successful College Writing written by Kathleen McWhorter focused on several different points. However, the main core of the chapter is mostly focused* on college writing and what is expected of it. It mentions* how college introduces you to new forms of writing, and also using sources to support your information and arguments in your essays. This chapter not only mentions the new writing styles you will experience, but also how to be successful in them by giving you helpful tips and aiding you in figuring out your learning style.

While attending writing class, I learned about the 4 steps in writing, bases for revising, organizing, and connecting specific information, and I also learned about the different types of essays such as descriptive, narrative, process, cause and effect and argumentative essay. I have been a student at Milwaukee Area Technical College for 1 semester, and over the course of my enrollment I have grown and learned more that I knew prior to attending this writing course. Participating in this writing class has taught me so much more than stuff about literature and language, it has taught me another way of expressing myself. I have learned here how to write and express myself, how to think for myself, and how to find the answers to the things that I don 't know. Most importantly I have learned how important technique, outlines and organization are. My goal in this paper is to inform writers about how my writing skills have improved.

In L. Lennie Irvin’s What Is “Academic” Writing, this short story is written as an opening and introduction to new young college students to show them how the world of writing really is. Irvin deciphers speaking to generate a discussion and true writing. Irvin explains how college writing is a much higher educational process that is much more unique and requires research skills. Academic writing is described as analytical for most students. Irvin tells the readers about the myths that are said. The main myth is the perfect first draft, “We put unrealistic expectations on first drafts, either by focusing too much on the impossible task of making them perfect”. Irvin’s main point about writing is that It resembles having a blind fold over your

In “How Do I Write a Text for College” (The World is a Text, 2006), Patty Strong said that writing in in college is much more different than writing in high school and so as the purpose of it. In high school student were told to write texts depending on their prior knowledge while on an institution of higher education students have the flexibility to write not only about what they already learnt but what they are trying to learn. In addition, writing in college requires a higher level of critical thinking and understanding, but it will unequivocally expand their knowledge.

In the article by Downs and Wardle “Teaching about Writing, Righting Misconceptions”, the author’s state a common misconception of writing for first year composition is that academic writing is somehow universal. This idea can be misleading since teachers have always taught that there is a basic set of rules for writing. However, I agree with the idea that writing is not universal because college students write for a various number of discourse communities and do not have one general audience. Content, context, and genre are bound to change while attending a university.

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.

In chapter 9, Writing Across the Curriculum, the process of reading and writing was investigated and explained in comparison to one another. The reading-writing connection focuses on drawing from students’ prior knowledge and cognitive processes in order to build learning. The authors mentioned that the writing process is a strong tool for exploring and clarifying meaning and the two major instructional components used are writing to learn (WTL) and writing in disciplines (WID). The chapter also focused on the subareas of academic journals and writing disciplines.

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

There are many changes needed in high school’s English classes across the country to prepare students for college writing classes. The high school teachers need to start preparing their students for college level work from their freshman year in high school. However, they do not need to teach the things they already know otherwise they will have difficulties in college. In college students have hard times understanding the material because they understand something different then what their professor wants them to understand. There are many changes my former high school need to make versus my high school. The changes my former high school English classes needs to make are the vocabulary, sentence structure, and the important of Citation.

Throughout the semester learning targets have been used to help us master the content in the course. Each learning target was used in a variety of different ways and applied at different parts of the semester. I believe that I deserve credit for this class because of how I’ve mastered connecting literature to current events and today’s society, my use of annotating and paraphrasing to help comprehend a text, as well as how I found, evaluated, and cited research to help support a central argument.

As science students, it is critical for us to express our thoughts and complex ideas in a clear and concise way. We must craft substantive and balanced academic arguments. Furthermore, to present ideas in a controlled and concise manner is an essential skill of a professional individual (Artifact 7). Before taking this course, I wanted to utilize the professional writing methods taught in high school and college without first perfecting the basic skills as a writer. I was caught up with the desire to utilize complicated and proper “methods” of writing (Artifact 7). However, with the help of writing tutors and Professor Lee, I recognized the flaws in my writing and have grown substantially in my basic writing skills (Artifact 1). Being a part

Throughout my time enrolled in this course, I have learned many valuable lessons. However, the most important lesson that I have learned is how to be a better writer. By completing the various assignments in this course, particularly the substantiation assignment, I have learned how to better explain my opinions as well as support them. However,

Throughout all works I have completed since the writing of my plan for academic improvement, I have looked for other sources, such as video, to enhance the scope of what I am able to incorporate as scholarly examples in my own academic writing. With the aid of Grellier and Goerke, 2014, alongside the Curtin University referencing guide, intelligence from my tutor and other students’ referencing queries, I have been able to expand upon my knowledge base. This has allowed me to reference information that has helped me reach certain conclusions, without the fear of how to accomplish it. I shall continue to refer back to these sources to expand upon my repertoire of referencing in my ongoing academic

This essay will discuss a wide range of developing academic study skills, used in academic writing. It will also demonstrate the benefits of expanding one’s knowledge of these studies and how it can aid the user in terms of both academic and professional progression.