Writ 1 Reflection Paper

With an improvement in writing, there also comes an improvement in reading. The first reading assigned to us, “The Banking Concept of Education” by Paulo Freire, was one of the more difficult pieces of writing I had been asked to analyze throughout my career as a student. This course has provided me with the resources and skills to break apart readings piece by piece and understand them as well as apply them to my own life. I slowly became a better reader, finally realizing the use of annotations and the importance of re-reading texts until you can understand them. A better understanding of the readings gave me the ability to produce essays that are well developed

In their book They Say I Say, Gerald Graff, Cathy Birkenstein, and Russel Durst outline strategies writers can use to avoid common mistakes often seen in academic writing. The book thoroughly outlines the different components that make up academic writing, such as initially summarizing what others have said before, responding with original ideas, proving a purpose to the writing, and connecting the writing in a logical and eloquent manner.

When writing my papers in English I was never sure what topic, I wanted to write about. I rotated between two, one being “The Mistreatment of Animals in Zoos” and the second and my main topic being “Is College Worth the Cost.” When writing these papers, I noticed something about myself. I had grown as a writer compared to when I first walked into English 1100, I had some writing experience but not much my grammar lacked and I was the queen of sentence fragments. Throughout the semester during English 1100, my writing skills improved. From learning, how to format works cited page correctly to learning how to analyze a source. My writing improved wonders with each paper. My paper I, I struggled extremely with formatting issues and how to

As a high school student taking on a college course, I acknowledged and accepted the challenge that lay ahead of me. The main reason I selected Composition I and II was that it allowed me to vastly improve my overall writing skills. Developing my techniques will benefit me when I am required to compose any writing assignments for my future college classes. Therefore, with that goal in mind, I chose to take this class while still attending high school. I began this class as an average writer; additionally, I did not know the majority of the writing rules or how to make an essay meet its potential. Over the course of these two classes, I believe that I have proven my writing to be more seamless and interesting to read.

Prior to entering class, I deemed myself a competent writer. However, I quickly discovered that my writing involved mediocre writing precepts. In contrast to the principles of scholarly discourse, my writing held the tenets of conversational writing and failed to meet academic standards. Furthermore, much of my poor writing was akin to a deep-rooted habit that I found humbling to admit and challenging to correct. Passive voice, unneeded words, long sentences, were a few of the obstacles that impeded my journey to effective writing. However, using peer reviews and an editing checklist I slowly began improving my skills as a competent writer. I also found that reading concerning writing provided supplementary methods to improve my skills as a scholarly writer. Implementing these innovative techniques, I slowly began to

Since the first day of this class, every aspect of this class has been a learning experience for me. As I have said before, my Senior English class was very thorough as far as teaching the basic rhetorical tools and the skills necessary to analysis a piece of writing, but coming to college, I lacked the skills needed to actually put those skills into practice in my own writing. My knowledge of revision and drafting was limited by my habits of only editing grammar or changing a few words to sound like I was academic or qualified. Even though a great deal of this course focused on the skills necessary to be an efficient and effective writer, the last portion of the course was very useful to the development of my skills as a writer. Through revision, I learned how to take unorganized jumble of ideas and claims and arrange them into a piece that makes a useful and compelling argument with a purpose in mind. I find it hard to admit it but I actually found that I enjoyed the satisfaction of revising my work and making it better.

Prior to entering class, I deemed myself a competent writer. However, I quickly discovered that my writing involved mediocre writing precepts. In contrast to the principles of scholarly discourse, my writing held the tenets of conversational writing and failed to meet academic standards. Furthermore, much of my poor writing was akin to a deep-rooted habit that I found humbling to admit and challenging to correct. Passive voice, unneeded words, long sentences, were a few of the obstacles that impeded my journey to effective writing. However, using peer reviews and an editing checklist I slowly began improving my skills as a competent writer. I also found that reading concerning writing provided supplementary methods to improve my skills as a scholarly writer. Implementing these innovative techniques, I slowly began to understand what scholarly writing entailed. As I learned through giving

Before taking Dr. Rifenburg’s Composition II class, my thoughts about writing were underdeveloped. In my previous experience, I learned to write extremely formal, dry, and with no personal input. My impression was that all academic writing was rigidly formal. By taking Dr. Rifenburg’s class, my concepts of academic writing have become more developed. In the article, How People Learn, authors John D. Bransford and Ann L. Brown talk about the importance of transferring knowledge and reflection: “Measures of transfer play an important role in assessing the quality of people’s learning experiences.” In reflecting on Composition II, I have learned to be aware of word phrasing, how to properly cite sources, not to be afraid to write informally,

The first student to perform for the fundraiser was Candy Tsai. She performed Arabeske, Op.18. Candy tends to use more of her arm muscles when playing rather than wrists. She sets a great example of pedal use throughout her piece. Although she uses pedal, she distinguishes her articulation correctly. Overall, she was fantastic but could use more dynamic contrast. The next student to perform for the fundraiser was Joshua Tessler. As a performer, he did not start until he made adjustments to the seat. Once he was comfortable, one could see how graceful he was. He was constantly moving throughout his piece and at one point, he crosses his hands to perform.

Strong writing needs strong support. In academic writing, a convincing claim has to be supported by many pieces of evidence. However, having evidence is not enough. The evidence must be comprehensively analyzed and connected to the claim. In essence, each piece of evidence acts like a pillar that supports a building. The stronger the pillars are, the more robust the building becomes. During Writ 1, I have felt that my writing was weak from not truly understanding how to use evidence. In my earlier essays, I did not thoroughly analyze my evidence because I thought it could explain itself. I have learned that each piece of evidence needs a complete introduction, analysis, and conclusion. I have worked on improving the treatment

In this assignment, I will reflect upon an incident within the clinical practice involving a smoker patient . For the purpose of this assignment, Gibbs’ Reflective Cycle (1988) has been used to guide the reflection on the incident. The patient's name, in relation to confidentiality will not be used according to NMC confidentiality.

Over the course of the semester, there has been numerous amount of areas where I believe I have improved in comparison to high school. What has helped me in my writing is the writing class and the in-class writing workshop. The writing class that is located in the Kremen education building has helped me with my writing greatly because in the writing center the person in charge teach us lenses and we apply those lenses to the writing, draft, or reading that someone brings in. The in-class writing workshop has helped me because other students get to read my writing. This is helpful because I get feedback from many students and they let me know what needs to be fixed. A new tool I have been using is They Say I Say. The book is very helpful because of the information and examples it provides such as the templates. I have been applying the templates into my essays and I have seen a significant difference.

I really enjoyed the two speakers that we had in class this past Wednesday. Katie and Shane both had such unique experiences and were both very open to talking about their lives. I remember Shane coming to talk with our SPED 201 class and how much I took away from that experience. This past week was no exception, I left with so many ideas that I would never have thought of as a future Special Education teacher.

When I entered Roberto Clemente, I felt slightly nostalgic in that this would likely be the last time I was in the school. I finally managed to locate rooms in the building without asking for directions and started learning students’ names. Overcome with the familiar sadness I feel each June at work, I decided to make the most of my last day. The teachers in the classroom I volunteered in were encouraging and supportive of my involvement in their room, and so I told Mr. Meier I was open to working with a group of the children when they break off into groups during math.

Writing is a skill that has always come rather naturally to me. I do not remember struggling very much throughout school with written assignments, and I chose English for my undergraduate degree primarily because I enjoyed reading and writing so much. However, I do believe sometimes that the more naturally something comes to you the more challenging it is for you to teach that skill to someone else. I always use my father as an example when I discuss this concept with people as he is extremely adept at math. He struggled, though, with helping me with my math homework because math is something I find incredibly complicated and stressful. I do not see math the same way he does so it was hard for him to figure out why I was struggling. I struggle understanding why others struggle with certain aspects of writing, so this class along with other resources I have found through my studies, has been beneficial to give me strategies for how to address deficits within my students.