Strength In My Writing

Finding an introductory paragraph that hooks the reader can be troublesome, but throughout the course, I have spent considerable time developing that technique. The body of my arguments each exhibit strong support for the thesis. In addition, my conclusions summarize the papers without restating unnecessary information. Overall, my comprehension of the basic format of an argument has proved to be a valuable asset.

After receiving the writing feedback from Smarthinking, my tutor has identified my writing strength as documentation sources such as both in-text citations and a full list of references. Also, he noted that the sources would ensure that the readers would be able to identify all of the sources that I have used as well as finding the places where they have been drawn. For this reason, the sources would ensure that the claims are supported by evidence and the readers are able to locate them.

In my writing, I find that my strengths include my ability to deliver a rich vocabulary within my writing, my proficiency of being able to outline a strategy for an essay, as well as my skillset of being able to effectively organize my ideas within essays while still being able to construct sensible and clear arguments.

For example, early in my career I noticed that my email communication included extraneous information. I worked on this tendency by sticking to the facts. My second strength is using short sentences. When I was in college, I consulted instructors in our Writing Lab to improve my writing style. The feedback I received was invaluable as learned tips to compose clear sentences.

The current areas of strength I have when pertaining to writing and composition skills are—when it comes to writing—I would like to say plentiful. I enjoy writing (it is a passion) and I put in a good amount of time and dedication in writing whenever I can outside of class to strengthen my skills. The specific areas of strengths I believe I possess are set in my knowledge of how to properly format and set up an essay. I understand the dynamics of how to write an essay and furthermore am able to effectively connect ideas and evidence together while providing commentary to back up my claim. Continuing, I enjoy discovering theories and ideas that have not been thought of from short stories and developing a solid claim—which I believe I’m

The second strength I had was the use of a compound adjective. A compound adjective is an adjective that is made up of two or more words. I use compound adjectives to improve my overall structure of my writing. Sometimes I fail to incorporate them but the more I practice, the better I will get. My goal

I will read more, making my goal that my reading will improve, and it will also improve my ability to retain written information. I will be conducting research for every paper I write in all my classes, and this will improve my ability to conduct research. If for some reason focusing on improvement does not help me improve, I will attempt to manage that weakness (Sanders, 2010). I will try to use my strengths to overcome my weaknesses. That is how I plan to manage them, if I find them to be impossible to improve. I plan to continue to use my strengths in school to stay on target with assignments and set clear goals for myself to achieve. In life my strengths have and will carry me far. I have been using my strengths for years at my current job and I have had a great career so far. I believe that I will be able to improve my weaknesses and execute my strengths to obtain success in all aspects of my

In my writing, I have many strengths, some that which I have developed through this course and some that I already had. Before this

Another way I have grown in my skills for academic success is by improving my ability to write before I didn't know another way

Writing is a skill that takes time to develop. Knowing your strengths and weaknesses is very important. Being aware of your strengths can help you stand out, and your weaknesses show you areas where improvement is needed. Like everybody I have weaknesses as well as strengths, and being conscious of them helped me improve my writing skills.

My strength and my weakness would be that I only write for myself. This is a huge weakness because I get major anxiety when other people are reading things I write, or whenever I read my writings to them. My writing is more of how you would have a conversation with somebody rather than the correct APA style, which is something I need to work on. One step I would use to become a better writer would be to share my work with at least one person. As time goes on, your one writing partners might even develop into a small group of writing partners (Grace, 1999). By doing so I can improve on my writing by having other people help me see the grammatically errors that I myself may not see, and in return by improving on this I will gain the confidence

Reading comprehension requires understanding the meanings of words, sentences, and texts. Vocabulary refers to the knowledge of lexical meanings of words and the concepts connected to these meanings. Differences in the size of vocabulary have an effect on word recognition as well as reading comprehension (Arrnoutse, Van Leeuwe, Voeten, & Oud, 2001). Vocabulary is a principle contributor to fluency, comprehension, and achievement (Bromley, 2007, p. 522). However, the key question is, does vocabulary instruction improve reading

As Krashen points out, “ A large vocabulary is, of course, essential for mastery of a language” . Thornbury also points out “ Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. In this respect, Pittelman and Heimlich also add that vocabulary knowledge is important in understanding both spoken and written language. They state, it is not surprising that vocabulary knowledge is critical to reading comprehension. In order for children to understand what they are reading, they must know the meanings of the words they encounter. Children with limited vocabulary knowledge will experience difficulty comprehending both oral and written text

can be utilized deliberately by more capable perusers to recognize obscure vocabulary and appreciate content. In

Mosavi (2014) investigate the effect of explicit lexical elaboration on second language vocabulary learning in writing of 70 Iranian learners. Learners were randomly divided into two groups, both groups had the same reading text but for elaborated version target words had its synonyms or definitions right after them, for example, X has the same meaning as Y, which can be named as the most explicit elaboration device. A time limit was conducted for learners to read the text, in the elaborated group, learners were asked to pay attention to the target form while reading. When they finished the reading process they had to answer the reading comprehension questions and after that write a paragraph with the same topic with the reading comprehension text. This writing considers as the post-test which learners do not have the permission for using dictionaries, peer help or teacher guidance. They just had the topic familiarity. The results of this study revealed that if learners write their