Writing And Researching English Course

In English 131 we are expected to meet four outcomes that will help improve our writing. Outcome One aims to demonstrate us how to adapt to various forms of audiences and styles of writing. Throughout this course, I have been oblivious on how to meet Outcome One, but with time I became more comfortable in meeting it. One of the key factors in meeting Outcome One is being able to adapt to an audience which can be done by utilizing the correct vocabulary, tone and style. Another factor to meet is to know to write in various forms of writing by using the components stated above, but also the organization of the text.

English 3010 is an intermediate course in reading, research and writing; it is designed to create, in Anne Beaufort’s words, a better “product.” Beaufort boldly claims that the current freshman writing courses make freshmen ill-prepared writers, incompetent and limited to one discourse community. i.e. bad “products.” However, English 3010 is a course for upper-level students, and the emphasis is on conducting research by drawing from the sciences, social sciences, humanities, and professions in preparation for Writing Intensive courses in the majors and beyond. In relation to the course learning outcomes, the works I have done have been majorly about Discourse, discourse communities, genres, writing expertise, research questions, and collection and analysis of qualitative data. Over the semester, I was tasked with completing several pieces of writing that would demonstrate my progress in understanding of the above mentioned topics. In order to achieve this understanding, I was to review literature from respected writing scholars, namely Beaufort, Bazerman, Gee, Johns, Swales and Merriam. The literature was used to create analytical texts. These texts were to demonstrate my understanding of the literature, as well as showcase progress in achieving ENG3010 course learning outcomes. These course learning outcomes are the following:

This year in our English 1010 class, we covered many different genres and types of writing. We covered how to write personal narratives, how to respond to other students and other forms of writing, and how to professionally write essays. Briefly, we touched down on how to write argumentatively and were also required to create an infographic, wish was probably my favorite assignment. Although I never thought of myself as a strong writer, I believe that this class has greatly improved not only my writing skills, but my thinking skills as well. This was my first English class to be taken through dual enrollment and I believe that it went quite successfully while challenging me as a writer.

English 101 might seem like an easy course to take for some students. For other students such as myself, English 101 was one of the classes I feared and procrastinated on taking. Coming from an ESL background, English was the class I have always struggled with the most. I’ve always excelled in science/ mathematics courses. I prefer the correct answers to be facts and universal. Creativity is not my forte. The process of putting my thoughts down on paper in an organized manner, with correct punctuation, and citing works used, seemed like a complicated, tedious task before taking English 101 this summer.

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.

English 2010 follows the 1010 course teaching students to think critically by connecting the ideas of a varied group of authors. Because of its many benefits, many students go on to take 2010 following the introductory course; it seems like the obvious next step in a student’s academic career, but, in a high school setting, it's not for everyone.

The things learned during the class, English 203, has not only helped the ability to write better, but also the ability to expand the research on each paper I have written. From the very beginning of this semester, I was taught to write an abstract, which I have never done before, but the basis of an abstract is to look at the big picture and take all the important points of a paper. Also, the papers that was written throughout the semester was not all based around one topic. The topics varied from sciences to engineering feats, while also coming up with our own business proposal where we learned how to format and make it a clean presentation of the idea, and finally we had to research Spartacus, and how it relates to history whether it is historically accurate or not. Taking English 203 has furthered my ability to write papers learning different techniques and ideas making myself a better writer.

This semester I was surprised by how much I actually learned and developed my writing skills. I was given the opportunity to learn the many steps that it is required to become a good writer. Writing requires a lot of work. It consists of various steps; prewriting, drafting, rewriting, proofreading and publishing. . All of these components are extremely important, and necessary, and will need to be follow to improve student’s writing.

Students, please be aware that this section is for lecturers to fill out after assignment submission. It is a side-measure intended to measure writing and literacy, and is not part of your official assessment…

Nowadays, English is one of the important languages in the world because it is used as an international language in all fields. For this reason, it is necessary to know all aspects of this language. Academic English writing is also an important skill since it is used extensively in higher education and in the workplace. However, many Thai students are not able to write accurately even English major students. This study will find out the way to improve writing skill in university students. The researchers believe that one of the factors affecting the writing ability is the way of giving

Writing takes an enormous part in our daily life: it represents in many occupations; it assists the communication and thinking skills; more importantly, it is a tool that helps us to refine, but at the same time explain our ideas. Knowing that, two months ago, I decided to register for an English class, with a pretension of advancing my writing plus reading skills. However, what I accomplished from the ENG1101 is beyond my expectation. Not only did it bring me numerous of valuable experience, but it also helped me prepare for my upcoming courses and future.

While working on something it is hard to notice the progress that you have made. During all this semester I kept asking myself one and the same question: how is my writing improving? Now, after a year of persistent work and perfection of my writing skills, I can answer it. This course was really useful and it has helped me to improve not only my writing, but also my searching skills and the level of my language proficiency in general. Nevertheless, there are still some weak points waiting to be improved.

Undergraduate students for whom English is a second or third language face a number of challenges with academic writing in general and Technical Writing in particular. The challenges are even more evident among students who are following a specialized discipline such as engineering, which requires that they communicate in a discipline-specific genre. These challenges are frustrating to both the lecturers of Technical Writing and lecturers of discipline-specific courses. One of the challenges is that poor writing skills often result in miscommunication between the students and their lecturers, yet it is through writing that lecturers mainly assess the performance of their students.

In writing it’s important to have an understanding of what you’re trying to convey for your audience in addition to how you you will present your ideas. Effective communication extends beyond having well organized writing expressed in complete and coherent sentences. The style, tone and clarity of writing must also be considered, as they are constantly changing relative to the audience. Again, analyzing one’s audience and purpose is essential to successful writing. Appropriately, when choosing the most effective language, it is important to consider the document objective as well as the reader. In essence, this idea of effective use of language has been the overarching theme of this online English course. Each writing assignment

Following the exploration and reflection phases of this action research, some key challenges became clear regarding English language writing instruction. In the following reflection, I divide these challenges by themes that arose from the data. The first is the role of the teacher in writing class, the concept of fairness among teachers, teachers’ perspectives on collaborative learning in writing classes, teachers’ beliefs about students’ writing objectives, students’ fears of making mistakes, and the impact of the context.