Writing Reflection

The three major essays were a source of both frustration and revelation. Each essay reflected back to me what I am comfortable with, such as the documented argument, and areas that I am not so comfortable with, such as the narrative essay. All of the assignments showed me that a major weakness that I need to improve on is my grammar and spelling. In the end, I would say that I am a better writer and have a better understanding of the different components of writing than I did at the start. That being said, this is only writing 101 and I am very aware that I have significant room for improvement. Overall, I leave this class, more comfortable and knowledgable about the writing process and more aware of where I could improve to become a better

In the article by Downs and Wardle “Teaching about Writing, Righting Misconceptions”, the author’s state a common misconception of writing for first year composition is that academic writing is somehow universal. This idea can be misleading since teachers have always taught that there is a basic set of rules for writing. However, I agree with the idea that writing is not universal because college students write for a various number of discourse communities and do not have one general audience. Content, context, and genre are bound to change while attending a university.

The six course goals of this English 109W course are to Engage in writing as a process that includes planning, revision, and editing based on feedback from peers and instructors; Critically read and analyze academic texts; Understand, identify, and analyze the rhetorical situations of academic texts, including their contexts, audiences, purposes and personas; Understand, identify, and analyze the rhetorical situations of academic texts, which may include genre, format, evidence, citation, style and organization; Develop an awareness of and preparedness for the writing they will do through their majors through research, exploration, and or practice of the discourse community’s conventions; and Engage in formal and informal writing that analyzes and critically reflects on their major’s writing conventions and their own writing practices and choices. I perceive that I have achieved all the goals for this course through the various drafts I composed, polished papers I produced, and the supplemental work that I have selected to include enclosed within my portfolio.

Writing a college-level essay can be tricky, especially if there is lack of inspiration or the ideas aren’t organized well enough to articulate into a draft. However, in the case of higher-level education; students are encouraged to stimulate their learning through writing, in order to acquire an analytical and understanding capacity to be successful in college. Coupled with planning, research, and hard work; writing essays for college becomes an easier task in a short time, resulting in the improvement of critical thoughts. In the article, Using Writing to Promote Reading to Learn in College, Hayes Christopher G, states that, “the written text allows both reader and writer to examine thoughts captured in time and recorded in words, thereby encouraging more complex thinking because constraints imposed by memory have been abolished by the written record” (Hayes 4). After all, more than any other invention, writing has transformed the human consciousness. This mastery gives society the ability to improve every day, by enhancing their personalities, considering that having a good use of language and information, will result in achieving great success. In the article: Reconsidering English Teaching for Improving Non-English Majors’ English writing Ability, Yuru Shen declares how, “it is self-evident that grammar plays a very important role in language learning, including English learning” (Shen 74).With this in mind, understanding that college level composition is important will

This exam is to be taken individually, and not shared with others. There are three sections of the exam: Part A is multiple-choice, T/F, fill-in; Part B is a short essay; and Part C is a longer essay that gives you a chance to synthesize concepts and ideas you learned in the course. (The exam is worth a total of 38 points.)

Certain things happen every time I go, such as getting a table; some things only happen occasionally, like getting salad or dessert; and some steps are repeated, like getting a drink. For me, getting a salad is a lot like pre-writing and drafting because it is the first course in a meal, but it also can be skipped without too many problems. Claiming a table comes next, which I think is like writing because it is something that happens without fail every time I have a writing assignment, and every time I eat dinner, I am sitting at a table. Next, I remember to go grab a drink, usually Powerade. Getting a drink correlates with revising and editing because the first time I revise and edit is somewhere in the middle of my writing, and then it happens again at the end when I finish, which is about when I would have an empty glass needing a refill. The next part of the process is dessert, which is optional, and related to gathering feedback. It’s satisfying when it happens, but it is not essential to success or to a good meal. As a final note, procrastination corresponds to every time I have to get up and walk between stages, since procrastination, for me, happens between almost every

We are already midway through the first quarter of my last year as a high school student. I find it hard to completely grasp how quickly this year is passing and yet I feel like we've already accomplished so much.

For lessons learned and continued home work plan I plan to keep my same approach as detailed in my last after-action; ensure errors are addressed and corrected, proof read multiple times and keep review the text book to

Olympian, Kim Collins said, “Strive for continuous improvement, instead of perfection.” This quote can also apply to students in school in many different ways. Students always want the best project or writing grade that they can possibly get. While that is a worthy goal it is not realistic because students are not perfect and they are still learning, and developing important skills. In my personal essays throughout the year I did strive for perfection, but I learned that I could not do it. I had to make slight improvements to better my writing for the next essay.

I have trouble writing because my writing seems to be a little “tongue-in-cheek” as my AP English teacher said. (I have a couple unfinished examples that I will attach). I tend to not know exactly what I am trying to say in my essays. It is not that I am a poor writer per se; I just have an issue focusing my writing. I enjoy writing; however, I become engrossed in the way I want to present my ideas. Perhaps it is that I do not know the audience to whom I am writing. I usually use proper grammar and mechanics but that is definitely not enough to write an exceptional essay. In this course, I feel strongly that I will develop these skills. Another concern I have with writing is when it is timed. I have never performed well in a timed writing assignment;

As a recent Egyptian immigrant to the United States, writing is the most difficult subject. In 7th grade, my writing process started to develop with the help of an amazing teacher. Ever since 7th grade I have been practicing wiring to be close to the high school writing slandered. I reached my goal last year when my act writing score is 6 point which places me in English 101. I doubted myself so, I took the Accuplacer test which also, placed me in English 101. I was scared when I saw the results that I’m going to fail this course. After taking this course, it made me more confident in writing and showed me my writing level which needs more practice. This class helped me improve my writing skills, by getting great feedback from my instructor

To effectively revise and edit my research paper, I read it carefully, as I played the reader`s role instead of that of a writer. In addition, I used a number of strategies to effectively revise and edit my research paper. First, I read my paper aloud as I listened for errors. After carefully listening, I was able to identify and correct errors in my writing, including grammar, incorrect sentence structure, incomplete ideas, and incorrect punctuation. While reading, I could stop and rectify the mistake at the point where I could note it. In addition, I read each sentence at a time so that I could digest the structure and identify any error. Prior to the reading, I noted down the common errors I usually commit while writing such as the omission

Looking back in this class, I have realized just how much my writing has improved since the beginning

Academic writing is an integral part of practically all college courses in the UK and the US and is crucial in determining how successful a student’s performance will be during his studies. Yet many students are poor writers and feel stressed and overwhelmed when facing daunting writing challenges. They often find it hard to cope with extremely tight deadlines for numerous college essays, term papers, literature reviews, business plans, research proposals, etc. that they are usually assigned to write in different classes simultaneously.

If I do not receive a grade higher than a B in all the other parts of this course, this section alone I believe should get me a B+. There is no doubt that there are students that might have been spent more time than I did reading and writing in preparation for this class, however I can say without a doubt that I gave everything that I had.