Uwp1 Reflection

Communication in writing skills for the past six weeks were standards information on different sorts of sources for rapidly flowing needs of today’s writers. This form of writing shows the role of strategies in writing on subjects. It demonstrated contracts between oral communication and written communication. The main ideas in this course discovery, objectives, critical thinking, and tension, valuing course resources time management, and cooperating with others (Giordano 2012). However, the skills for effective writing produce volumes of master’s level for the required resources in this way.

Writing 205 has taught me more then just writing stratagies, it has taught me who I am as a writer. Throughout the course of the semester I have learned new strategies, techniques, and tools that have helped me develop as a writer, as well as establishing my voice. Through vigorous course work I can say that I am more educated on writing skills in addition to annotating sources and genres. Reflecting back on this past semester I see how each unit has branched from each other as a guide for what was to come next. This made going from unit to unit flow in a natural way to achieve the best final product.

The primary aim of English 1101 is to prepare the student to effectively communicate, and identify or create new knowledge in various spheres of life. English 1101 assisted me to have control over the writing conventions through extensive writing practice or reading, guided by evaluations and feedbacks from my course instructor. The course contains several topics namely; effective writing processes, rhetorical organizations methods, academic writing formats and styles, critical reading skills, researching, and citing the researched sources.

English 111 is typically the first course of English that a new college student is required to take. The objectives of English 111 are for the students to develop adequate writing skills among a variety of genres. The genres written about include a narrative, analysis, argument, evaluative, business letter, memorandum, bibliography, and report. By the end of the course, students are expected to master thesis development, revision, and writing as a recursive process. Along with learning a variety of writing strategies, students benefitted the most during the final unit of research and inquiry. Objectives of the research and inquiry unit were to develop the skills to recognize quality sources, cite them correctly using the MLA format, and for students to develop the act of presenting found information. English 111 is a valuable class for students since it is highly filled with pertinent information.

I walked into the classroom hoping to see a familiar face and only saw strangers. I sat down at a desk close to the front and all of a sudden, my journey as a college writer began. Throughout the course of EN100, my writing skills have progressed immensely. The assortment of papers that

Everyone on the planet has a goal set in life, but only a handful attempt to improve to obtain their goal by studying the subject their goal is in. In my English class, English 101 this quarter I was astonished by how much I had progressed as a writer sharpening my writing skills and also learned a lot about writing that I hadn’t learned before. In my writing portfolio for this quarter I had to write an autobiography essay, a research essay, and this reflection essay to develop my writing skills better. The writing assignments were fun to do because it challenged me to work on essays of different styles that were new to me. The essay assignments helped me grow as a better writer that gave me the self-confidence and skills to take on the world on my own.

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.

As the Fall 2017 term comes to end, I look back on what I have accomplished in this class. English 102 – Composition II was one of the most challenging and toughest class I have taken at UW-Stout, but feel as though it has helped me to improve my writing skills. Even before the semester started the feeling of anxiety had taken over, as writing has never been my strongest skill, but stayed positive and confident I would be successful. Much to my surprise, my instructor, Michael Critchfield quickly addressed that this class would not be easy and amazingly changed my views of writing throughout the entire semester.

I have learned a lot of things from this WRT 110 class. This class has transformed me from a normal writer into an academic writer. I know learned how to attract my academic readers by writing my essay in formal tone as much as I can. For instance, I can avoid using the proverb “You” a lot now and using colloquial phrases, such as “have gotten used to”.

Before this semester, I didn’t know what was expected of me in a college writing class. I thought there would be tough requirements and the professor would assign around five to ten pages for every assignment. However, this semester isn’t as challenging as I thought and did make me feel prepared for the WRT102 class next semester, like accessing to the university’s library’s database, making a works cited page, and knowing the format for college papers. I actually liked this year’s writing class compared to the ones before, the topics are different and more interesting. My strengths in writing would be the organization of my ideas and how they are presented to the reader. Before I write, I would write out a simple outline for the paper. My

This course pushed me to push myself more. Professor Pessia challenged us to improve our grammar in responding to discussion questions, and required us to answer the questions with substance and valuable resources. Therefore, it challenged me to work on enhancing my grammar in writing my papers and in choosing credible resources for my papers.

When signing up for this course I first saw it more as just a mandatory class and honestly pointless, for the fact that I could be in a course wrapped around my major. I know I am not the best writer but I do feel that I am decent, I felt I could just get by. Before I registered for the course I was compelled to figure out why the course and WRIT 300 are actually required. In my findings I found “The University Writing Program (UWP) promotes a campus-wide culture of writing, supporting excellence in writing to help you achieve success in academic, professional and civic spheres” (UWP pg.1) . This really helped me to understand the importance of writing at the how much I could get improve from this class.

From Day One of Ms. Steiner’s Honors English class, the importance of sentence structure, and grammar, and proofreading, and analyzing texts was drilled into my brain like a screw into a board. I could see why upperclassmen referred to it as “the most challenging sophomore English course”. The first essay was due the next week, and after all it was the first week, so she’d be lenient, right? Wrong. Did her nose bleed over my paper? Run-ons, vague pronoun, weak thesis, no transition. This could not have been mine, but the 12 pt

I have learned and improved many skills during my time in GSW 1110. Before I took this class I was very unconfident in my academic writing abilities; however, I have greatly improved them during this last semester. I have learned how to gather and organize credible information; write to audiences with opposing viewpoints; identify the audience I am writing to and cater my writing toward them; draft texts using personalized strategies; use grammar, punctuation, and mechanics to make my writing more interesting; and think critically to synthesize multiple points of view. I believe the skills I have learned and refined will allow me to move on to further college writing classes, as well as help me for the rest of my life at work and in the community.

For writing project one, I followed a relatively straightforward composition process from brainstorming through drafting. While I was trying to find a topic to write on for my outline, I was considering Leonhardt’s essay and was trying to focus on what he said to get ideas. Then, I discovered that the issue that needed to be addressed was not what he said about education and inequality, but it was what he didn’t say. While writing my outline, I focused on keeping Leonhardt’s essay in focus, while presenting my “I say” through personal experiences. I found the progression of starting with applications of Piketty’s first law of inequality to open to my topic of the exuberant cost of a college education, which forces many working-class families to remain stagnant. While I was developing my draft, I had to cut out paragraphs regarding the political stigma of education that Leonhardt briefly addressed, due to size constrains and a relative lack of personal background knowledge on the topic. I do not regret the decision, as it narrowed my focus on the essay and it helped cut what would have been my weakest link.