Writing In Grade School: Course Analysis

Throughout the progression of this course I learned countless things concerning my writing. {Simkin, M. G., Crews, J. M., & Groves, M. J. (2012). While it’s there’s a many amounts of things ‘ve learned throughout the course, there are several things I‘ve learned which include the step by step process, including the correct usage of grammar and properly proofreading my work before I turn it in. I found out i had a major problem with my punctuation usage and insufficient when it came my periods and commas. I’ve invested some time writing through grammarly and other helpful sites to improve my writing skills. I appreciate the assistance and help I received from Mrs. C

Writing in high school was difficult for me in that I had all gifted/ AP teachers expecting an “extra mile” style of writing that I did not completely grasp. While my writing consisted of strong ideas, they were not thoroughly explained, leaving them under developed and mildly incomprehensible. I am a fast paced thinker with new ideas constantly popping into my head; consequently, elaborating on ideas is a challenge because I often forget that although I am aware of how I have drawn a conclusion, the reader is not.

In chapter 9, Writing Across the Curriculum, the process of reading and writing was investigated and explained in comparison to one another. The reading-writing connection focuses on drawing from students’ prior knowledge and cognitive processes in order to build learning. The authors mentioned that the writing process is a strong tool for exploring and clarifying meaning and the two major instructional components used are writing to learn (WTL) and writing in disciplines (WID). The chapter also focused on the subareas of academic journals and writing disciplines.

y name is Jared LiPonte, currently a junior at Queens College, and I am writing to request your permission to register for the summer session of URST 390W-01.

I grew up in a extremely small town outside of Birmingham, and the high school I went to is not known for its academia. If I recall right, my high school english classes assigned only 1-2 papers a year, so writing 4-5 in a semester was a completely new adventure for me. I learned many things in this course that greatly helped me improve my writing. My writing overall improved in style, flow, and basic fundamental writing thought processes, which is all the areas that are hard to learn. I started to see my style and flow had grown bland and very fact based instead of grabbing the attention of the readers. Now that I understand where my writing needs improvement, I can start focusing on those areas and fixing my papers.

When this semester first started I did not enjoy writing, the process, the grading, and just writing itself. I did not consider myself a good writer, but I knew that I was decent. Most of my papers were decent and I received average and above average grades on them. Even though I received good grades I still did not find myself a good writer. When entering this class, WRTG 120, I was afraid that it would be my hardest class and that I would have a hard time. In other words I was scared, and hearing the writing outcomes for this course did not help. I have heard of most of the outcomes but being able to write using them in writing I knew was going to be hard. In this paper I am going to talk about how I used the five out comes

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.

This letter is meant to be a way for you to get to know me on a deeper level. You are probably using this letter not only to get to know the lives of the students you are teaching, but also to learn about the writing behaviors of your students. So for this purpose I will try to keep my letter short and interesting in order to not mess up. Before we begin I have a quick disclaimer, I am very sarcastic in everyday life so that does show in my informal writing. I am usually professional for most major papers, but for this paper you will probably see my sarcasm. Now that we have gotten that out of the way let’s start this letter.

Throughout middle school my classes were all the same, I showed up, learned, received my assignments, and left. There was one class that was different; it was my Language Arts class. The teacher’s name was Mrs. Lorentsen and she was not the average teacher. For example, in her class we rarely had lectures and I can remember vividly my adventures with her. We completed assignments that were called Independent Study Projects (ISPs), Common Place Books (CPBs), and completed 3D book reports. These are all different ways of presenting information through creativity and problem solving. These foreign type assignments seemed strange at first, as they are different from a traditional classroom setting. I quickly adjusted to her classroom, and learned that I enjoyed this style of learning. Throughout the class Mrs. Lorentsen and I both noticed a commonality in my writing. Putting my thoughts and opinions on paper became a struggle for me.

Michael’s understanding of this genre is very clear. He wires his statements in complete sentences and with a variety of words. He uses evidence from the text to support his claims.

Hey Kennedy! You really missed out on not coming to the Summer Bridge Program. It’s been really helpful and has definitely prepared me for my engineering career. I think that the math class is my favorite, but the writing class is definitely the most helpful. It’s helped me remember some things that I’ve forgotten about writing, however, it’s also introduced me to the writing I’ll have to do in the engineering field. The assignments have been easy, but we got to interview a professor in our major which was pretty cool.

In chapter one, I read about the fifteen standards developed by The National Board of Professional Teaching Standards. Subsequently, I read about the eight principles of balanced literacy instruction and how effective teachers utilize them. In chapter two, I read about the reading process which contains the following steps: prereading, reading, responding, exploring, and applying. In addition, I also read about the writing process which contains the following steps: prewriting, drafting, revising, editing, and publishing. In chapter three, I read about the different types of assessments for literacy development, including classroom assessments, diagnostics tests, high-stakes testing, and portfolio assessments. Lastly, in chapter three, I read about how these two processes are reciprocal processes in that they are both constructive and mean-making processes.

Writing can be a very hard topic to teach. It can also be a very hard subject for a student to grasp on too. The amount of instruction on writing and the amount of writing students have done in middle school is very low. Unfortunately, the time dedicated for writing in middle school has been very minimal lately in classrooms. However, Common Core State Standards says writing needs to be done. Research has shown that the seventh graders at Solon Middle school have completed a unit on writing and they had a higher amount of engagement. This students were practicing the CCSS structure and the loved it.

Writing on the college level can be difficult and it require focus organization and discipline. Before starting out a student needs to have a clear focus on their chosen topic. One should never be too, always be specific. College writing assignments requires students to support their points with evidence. To most effectively present an idea it is important that its support be organized adequately. While many students tend to rattle off their evidence at the start. A topic should be introduced first and a claim should be made to the reader. That claim is then supported with specific evidence. Students should be mindful not to let evidence speak for itself it is important to explain everything to the reader. This is how a college writing assignment

This only the fourth week of school, and I am already tired of it. Really, but not really. During this semester I have had so many writing assignments that it is ridiculous. Even though, I feel that it is a lot of writing that they are asking us to produce, it is very beneficial to us. It is helping me improve in my writing significantly. Hopefully by the end of the semester, I will be able to write with little to no errors. When I write, I try to make sure that it is perfect so it takes me a long time to finish one writing piece. I also get distracted when I write. My mind wonders and I get off track. Sometimes I get bored with writing and I give up. I'm trying to keep myself from giving up now. Sorry, for writing on such a boring topic. I