What Are The Advantages Of Taking RWS 200 By Rhonne Goodman

One thing that I notice in my first project is that I was very repetitive all throughout. I kept saying the same thing over and over in different words, which did not add anything to my argument. Instead, it filled my essay with empty paragraphs that I had to get rid of when writing the final draft. I believe that I have improved on that because I did not notice this problem in my other projects.

Over the past year I had a chance to develop a deeper understanding of what it takes to develop successful paper. Taking English 1010 was a great experience because it prepares students on becoming better writers through college life. Even though this is my second year in college I was unable to take English 1010 the first year, but taking this class truly show me what college professors are looking for when we are ask to write a successful paper. College professors expect every student to be able to evaluate each topic and be descriptive in their essay.

The hardest part for me was staying under the 600 word limit, I had to learn how to crunch my ideas more directly and take out all the unecesarry details and ideas. One thing I learned in this english class is to start with an outline. Due to the fact that I did start with an outline I had all my ideas down on paper, this helped me pinpoint which ideas were the most persuasive and important. I chose to write my opinion piece on if NASA should get more funding from the federal budget. Once everyone finished their drafts, we had peer groups look over it. I got positive feedback but I still was over my word limit. My group helped me decide the least effective idea and what I could add in replace and how to make it more persuasive. From writing this type of paper I learned how to be more persuasive and how to better distinguish between good ideas and great

WLD 992 teaches me techniques on thesis writing, sources analysis, and evidence incorporation in writing. Now instead of wasting time on writing a long and complicated thesis statement, I learned how to convey my main idea through a simple but clear sentence with specific reasoning; this significantly decreases my time in writing the introduction during timed writes, and now knowing that I could write better thesis in less time greatly reduces my fear for the timed WLD 57 final. The group reviewing and revising for evidence and paragraph were especially useful as I observed how others incorporate and analyze a piece of evidence. Moreover, after weeks of learning about fake news, I no longer accept any news without doubting the credibility of

A very wise John Green once said, “Every year many, many stupid people graduate from college. And if they can do it, so can you.” These are the words that I have chosen to live by since the beginning of my incredibly eye-opening freshman year. Among the various realizations that I made within these semesters, one of the most surprising findings through my experiences in WRC 1013 was that despite all the banners my high school flaunts around, I was not college ready. More so specifically in my “AP” writing classes I was not taught how to properly cite and use research and use sources, which really showed in my essays. Thankfully through this course, I have learned the importance of outlining, researching sources, and revising. Although I feel that I did improve within the areas of utilizing better sources and learning how to properly cite, I do however feel that my choice of diction and personal responsibility definitely have a lot of room for improvement.

Now that the semester is over, I know a lot more than I did coming into this class and feel like my expectations were exceeded. I learned not only how to implement writing techniques to keep readers engaged in my writing pieces, but also how to avoid repetition and vague pronoun reference throughout my writing pieces. You can notice the progression of my writing by comparing my Reflection 12 assignment to my Reflection 16 assignment. There are fused sentences in my Reflection 12 assignment. “She provides evidence such as research results from

While writing papers or any type of documents, I find myself using many of the “Do’s and Don’t’s” described throughout the chapter. The biggest one of my “Don’t’s” is the wordy clauses. I find now that too many words are harmful to a good paper. Repetition is another problem I tend to have with writing papers, I tend to keep saying the same thing over and over. The benefit of reading this chapter is it teaches me how to avoid making these types of mistakes while writing my papers. Probably most of the “Don’t’s” described in this chapter are my downfall with writing a good paper.

One of the things that caught my eye in this article was how Paul Roberts talked about going from abstract to actual examples. It really opened my eyes on stepping out of common ideas. I totally agree with this article because it grabs the reader’s attention and makes the article more interesting. I think it would be a good challenge to attempt in the future because it is something that I never really tried before. I have always struggled with writing essays and with limited knowledge on how to do so can be difficult. Filling in sentences with extra words is something that is easy to do. The way Paul Roberts talked about cutting out all of the excess wording that is not required is a point in which I can see both sides of. For example,

I enjoyed reading “How To Say Nothing in 500 Words” by Paul Roberts. He pointed out many writing techniques that I use when writing that I need to stop using. As I read through the sample of a college students essay, I was telling myself that this sounds like something I would write. Not only did I find a few writing errors that I need to stop using, I also found some things that Roberts showed that were good techniques to do in writing an essay.

Throughout the course of this semester we have learned various writing techniques that have helped me grow and improve as a writer. By acquiring the necessary skills for writing from this class and pushing myself to further improve on these skills, I can now apply my knowledge to future courses that I may take. For instance, while I may not be required to do the same project, I can use the same principles that we learned from units, such as, argument analysis or revision to complete another assignment. While I might have had some experience with the lessons from this class, I still had room to improve and the evidence for this can be seen throughout my course work. In this essay, I will present several artifacts as evidence to prove how I applied

Through the various writing assignments throughout the duration of this course, I have found out many things about myself as a writer. Each of the assignments in their own particular way better prepared me for the next. Starting with the report. From the moment this was assigned to the class, I automatically knew what my report would focus on. I had never really had to write a report before due to my high school not adequately preparing me for such but anyhow I still knew what I wanted to discuss. While writing this report, I often times struggled to reach my nightly word count for the designated times I had for working on this paper. Although reaching the word count started as a struggle, the real struggle for the report paper came when I had to use the skills I should have learned in grade school but did not and incorporate in text citations and use MLA formatting. This was a struggle for me for the entire semester because I have never been formally taught on how to do these things correctly. So this posed as a huge challenge for me. But overall, I feel as though on the report I put forth my best possible work simply because I was very engaged with the topic and wanted to explore more about it.

The author used the concept clinical benefits in a narrow and rigid way. In the paragraph two the author states “he journal Science last week published a warning by Stanford University experts that “it is nearly certain that the clinical benefits of the research are years or maybe decades away.” Author used the concept clinical benefits in sense that the only clinical benefit of this research is the out come of the research and the cure for the disease, which is too narrow for the concept. Author is excluding the fact failures in a way to get to the final product are beneficial because it takes the researchers one closer to the final product. In addition, other clinical benefits might be finding another cure for another disease or finding temporary treatments for the disease.

Throughout the duration of GSW 1120, I have learned to critique articles, write an argument synthesis, do an annotated bibliography, and research properly. Now with this current information I have learned, I can cognitively plan out what I will write in future papers.

However, on arrival, the faculty failed to devote adequate time and lessons directed towards strengthening these arguments, and enhancing the vocabulary around them. Luckily, I was mistaken. Our initial thoughts and words about Cadwalladers article played an integral part in this assignment. Throughout the assignment, we were tasked with completing multiple informal writings, allowing us to perfect our summarizing and analyzing skills. Initially, I always assumed that summaries were primarily made up of opinionated statements wrapped in nonsense. These sessions introduced me to a new approach at writing summaries. An approach that was great in detail and informative. After sticking to this template, I managed to receive a 98% on my first summary, and I wasn't finished there. There were several other assignments involving summary of different articles/media outlets, all of which I did unexpectedly well on. Reflecting on this process, I now realize that these intensive assignments, leading up to the final paper, have helped develop me into a better writer, specifically in summarizing different forms of literature. Alongside the many assignments based on summarizing , I was also tasked with analyzing work submitted by other students. These assignments gave me the opportunity to view documents unconventional to my

Learning a whole new language and culture halfway through fifth grade was torturous as a child just beginning to start the puberty stage. Parents and teachers shifted from a friend to the enemy. Not understanding the intentions of my parents and English As a Second Language teachers by giving me workbooks for second and third graders, I, at the time, felt like they were just trying to keep me behind the other regular English students. However, those frustrations were never conveyed since communicating with other students, and especially faculty members, seemed even more arduous. Thus, my vocabulary range is not as wide as most other people that speaks English as their first language. This can be shown in the first paper I have written titled “Faster or Stronger” for the course “Eng&101 English Composition I” instructed by Martha J. Nagel. In this paper, there was a lot of repetition by using the same words multiple times throughout the essay to emphasize the thesis (Wangadi). This type of repetition can cause readers to become disinterested in the paper because even though it makes it easier for the reader to understand the argument, the lack of variety in the choice of words makes the paper seem dull and too predictable. In the most recent paper however, there were more variety in the vocabulary to still emphasize the thesis as well. Instead of saying “biggest victims” repeatedly, “main victims” and “leading victims” were used to create a variety that would still preserve