Why I Still Fail

I was pushed constantly to work harder at my writing. I studied and practiced several new techniques and methods for prewriting and organizing the essays I found so hard to create. At first, I had quite a few bad days and quite a few subpar essays. My grades would vary greatly from paper to paper. This really scared me, as I hoped to keep myself from drastically dropping in my grades. Yet, I wanted to maintain my grade point average so I had no choice but to succeed and impress around every corner. I began to pour in, even more, work and apply all of the newly learned skills from that class into my mind. I hoped that soon I would be able to find a system for writing that helped me form proper

At first this seemed to be easy but I later began to notice the assignment might become boring to some reader’s. After finishing the assignment I felt good with the outcome but knew that I could have written a better paper. This was obvious after the instructor reviewed the assignment and gave me a grade that hit hard. This showed me first hand that I was a good writer but was far from being prefect. After picking myself up, I reviewed the notes she provided and made the suggested changes. I then resubmitted the assignment in hopes the changes were correct and I would get a final grade that I knew I was capable of earning. After waiting the final grade was submitted and I had earned a grade I knew I could earn. I know that without the help of my peers and the instructor this would have not been

When I stop to think about the memory’s that I have made during my first semester of college; there are both good and bad pieces or times that present themselves. Often with many things there are gray areas, and writing would fall in there for me. I fortunately understand now that I have times where I can over look many of my writing flaws. Such as sentence structure! This by far was my biggest problem in this class, and I fully understand why. Personally I have times that will type up a paragraph and never notice the mistake. That is until someone points it out to me. It’s almost like my brain knows that something is wrong with it, but for some unknown reason it won’t register when I’m revising my paper. So as a writer I have realized that I need to take advantage of people around me and get their feedback on my essay’s; because

I need my paper to be easy to read, so I applied all these tools. The more I revised my writing, the more grammatical errors I corrected. After the first draft correction, I learn there were words I took for granted and used them in my essay that had a completely different meaning. I made generalized statements and did not attach much evidence to support most of the claims I noted in my writing. To improve my writing, I search the Internet to note other people’s remarks about these essays. Since I did not want to be embarrassed in front of my classmate for use of grammar, I had to read more to write more clearly. I did not like the peer review because it will allow my classmates to see my grammatical errors and would think of me to be a horrible English language person. But because of these peer reviews, I tried to make my text simple so that everyone could read and understand my writing.

My senior year AP English teacher is well known throughout the school for being the hardest grading teacher there is. An argumentative research paper comprises a significant part of our grade. Although he assigned us the research paper at the beginning of the year, most people procrastinated until it was due in two weeks. I along with handful of people had finished and turned it in two weeks before the due date. My teacher quickly reviewed my essay and said to the class that I had written a good paper. This prompted a wake-up call for the whole entire class. Word spread, and I found myself surrounded by many people who desperately needed my help.

My earliest advice I wish to bestow on other students is never to let a low score discourage you. I recall, I sometimes felt disappointed as well as devasted after receiving a low grade. As a result, my performance in each of my classes began to decline; however, my outlook on his started to shift when I realized instead of being discouraged about each

How long was I going to continue to ignore the fact that I desperately needed help with my writing? Reflecting back even in high school it seems I’ve always had the same problems when it came to my writing. Maybe it was the fact that I was too lazy to take the extra time out to write out a rough draft, unless of course it counted towards my grade, or maybe it was the fact that I never paid attention to my grammar because I was always rushing. Either way it goes once I got to college I realized I wasn’t going to be able to skate by with just putting my initial ideas on paper and turning them in, if I really wanted to get a good grade I would have to work for it.

This was especially apparent in my English class- we barely ever wrote, and what we did write was graded almost entirely on completion, not quality. However, this outlook would have to change. When I registered at Rancho Bernardo, I made sure to take challenging classes, including Honors English 10, Honors Precalculus/Trigonometry, AP Psychology, and Honors Chemistry. In Precalculus and Chemistry, I started fine, as I immediately realized that I would have to try way harder by doing all of my homework and studying outside of my homework, which I had rarely, if ever, done prior to 10th grade. In Honors English, however, I was not able to get an A just by doing the homework and studying. We wrote 3 at-home essays each semester, and each one was worth 12% of our grade. Due to my lack of essay-writing in my Honors English class last year, I was completely unprepared for these essays, and did poorly on one. Because I was still new to Rancho Bernardo, I was somewhat unsure of how to do better on essays, and I did not think of asking other students for help. I did know that there were other students on the cross country team who had taking this same class in prior years, so I asked

Successful teaching occurs when the teacher is able to select the most efficient method for reaching out to each student’s individual style of learning and inspire students to rise to their highest potential. While the responsibilities of a teacher are extensive (as one can serve as a teacher, a friend, a counselor, a disciplinarian, an entertainer, a facilitator), I believe that students should play a big part in shaping own education as well.

In high school I took an honors English course and the AP English and composition course, which were both run by teachers who were very able to teach me, as a student, very in depth ways of critically analyzing prompts and texts in order to write about them effectively and in an academic manner. They were very hard on students and although I resented them often during my time in their classes, I came out of each class very prepared for my first year of college, and to my surprise I was significantly more prepared than a lot of my peers. As I begin this course as a second semester sophomore, I have been able to recognize in my other courses that my writing and critical analysis needs to improve in order for me to continue to be successful

Throughout the year, my scores in writing have gone up and down but has shown a general increase. My current writing average is higher than my writing average at the beginning of the year which shows my improvement. My biggest problems in my writing have been MLA formatting, grammar mistakes, and commentary. At first, I made MLA formatting mistakes constantly with my margins, contractions, spacing, and headers. My first few writing assignments were filled with MLA formatting errors but over time, as I lost points from MLA formatting errors, I learned to avoid them. Now, I do not get marked off for MLA formatting at all. My grammar mistakes have always existed in my writing assignments but I’ve seen a slight, steady decrease in the number of

I simply wrote one draft without using any feedback from adults or peers. If I decided to use feedback on my piece, I know it would have been more beneficial to my development as a writer. On this piece I earned an 85%, in which I wasn’t satisfied with. From this, I was allowed to revise my piece, allowing me to go in depth into my writing to earn a better grade. Also, before submitting my revised essay, I asked my mom to read over my work to see if it would raise my grade. She gave me a few valuable pieces of advice that helped raise the grade on my essay to a 90%. From the Thematic Unit, I learned to improve my writing process to prepare myself for the future. At the end of the year, I was told to write my own essay about William Shakespeare’s Twelfth Night novel, using my own writing process to be successful. My effective writing process included writing a first draft and completing self-assessment afterwards. The first step of my process helped me understand how my writing could develop into a stronger piece. After self-assessment, I wrote a second draft and had a peer review my work. Finally, I made a third and final draft in order to present the best version of my writing. As shown from the Soliloquy Essay, my writing process is

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.

Society expects for students to be able to learn and comprehend any information that is being thrown out. Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and

When I entered more regular classes in my junior year of high school, particularly my expository writing class, I did not do well. I was accustomed to doing the bare minimum, putting very little effort in, as that was what was required to pass my special education classes. However, it soon became clear that my expository class would be challenging because my teacher expected great things from her students. Once I realized this, I threw myself into the work. I would go to class after school to ask questions about the content that was covered, as well as ask my parents for feedback on my papers. I passed the class with a C, rather than my usual A, but my writing skills increased exponentially. The C grade was obviously not what I had hoped for, but it meant more to me than my A’s. There were many times that I struggled with self-doubt, wondering if I had made a mistake in my request to