Analyzing Multiple Perspectives

When I first entered english composition 1101, I expected this course to be manageable. As an outstanding english student at Clarke Central high school, I believed that I had enough knowledge to excel in this course with no challenges. Dr. Catherine Rogers was able to knock me off of my high horse and make me realize that I has a lot more to learn about reading and writing. She is very comprehensive and analytical, which caused her to give me a c average on my midterm assignments. I put the blame on myself because I believe that I should have been more open to Dr. Rogers’ methods with pre-writing and revision. Now I think highly of reading and writing.

Thesis statements can be difficult to formulate. A clear and concise thesis is imperative for any successful essay or research paper. It gives the reader

This English class was the best English class I have ever had. There were no tests, vocabulary quizzes, or in class essays, which made the class less stressful. Before this English class, I was afraid that I would not enjoy writing many essays or writing so many words in one paper. Afterwards, essays have become something that is not so much my favorite task in the world, but it has become more enjoyable to an extent. Professor Sullivan’s class has taught me to formally write a research paper, to analyze a book through responding to different quotes from the story or novel, to understand magical realism, and to understand my own passion for school and how much effort I will be willing to put out in years to come.

The Little Seagull Handbook, by Richard Bullock, Michal Brody, and Francine Weinberg, is a book full of advice on the writing process. The book is divided up into sections which help’s students to easily find the topic they are searching for. Section W-4e on opening and closing paragraphs was used to improve my conclusions. I do not have a lot of trouble with conclusions, but I feel that mine do not fit as smoothly into my essays as they should. Therefore I decided that I needed to improve my conclusions. The section lists out several tactics to form a conclusion, such as, summarizing the essay, discussing implication of the essay’s argument, and giving a call to some kind of action. Reading the section has given me several ideas for how to end an essay. Now I can either plan which tactic to use ahead of time or

The blinds on the windows are shut, it feels like a prison cell as I sit under the spotlight. The darkness outside makes me feel somber and alone. I stare at the glowing screen and think to myself, “It’s just me and this paper.” In December of my junior year in high school, I was assigned a persuasive essay on Nathaniel Hawthorne’s novel, The Scarlet Letter; it was my first academic essay of the year. My previous experiences with academic writing were both stressful and unfulfilling; when the essay topic was announced, I felt only resentment and anger, I remembered my past tribulations. With my mother’s help, this essay was different; after I submitted it to the teacher, I possessed a new perspective on academic writing. From my experience, I learned that strong writing skills are vital to communication, critical thinking, and life outside of the classroom.

The Little Seagull Handbook, by Richard Bullock, Michal Brody, and Francine Weinberg, is a book full of advice on the writing process. The book is divided up into sections which helps students to easily find the topic they need to review. Section W-4e on opening and closing paragraphs was used to improve my conclusions. I do not have a lot of trouble with conclusions, but I feel that mine do not fit as smoothly into my essays as they should. Therefore, I decided that it was best to improve my conclusions. The section lists out several tactics to form a conclusion, such as, summarizing the essay, discussing the implication of the essay’s argument, and giving a call to some kind of action. Reading the section has given me several ideas on how to finish an essay. Now I can either plan which tactic to use ahead of

This course offers numerous opportunities to improve our writing. In this class, I not only enhanced the skills I already had, but also learned new writing concepts. Before I took this class, I knew that my writing is poor, and I have always wanted to improve it; however, I did not know how and what aspects of writing to improve. So, I came into this class with the ambition to improve my writing, and I have accomplished my goal although there is still room for improvement. At this point of this course, I have learned the elements that successful writing is composed of, and I am now able to categorize the various techniques that can work together to define strong

“Finally!” I thought to myself as summer is slowly approaching, “I am done with this high school forever.” I honestly am so excited for summer that each day I count down the number days I have for school. Moreover, I constantly think of the activities that I will do during the summer that sound a lot better than school. Despite being overjoyed of leaving high school, I certainly would not deny that I have tremendously improved as a writer. True, as mentioned in all of my previous reflective essays, I still despise English; however, I have to grudgingly admit College Credit Plus English 1010 refined my writing skills from my junior year in AP English class. My classmates and teacher pointed out some ways that I could brush up my essays, which

As the Fall 2017 term comes to end, I look back on what I have accomplished in this class. English 102 – Composition II was one of the most challenging and toughest class I have taken at UW-Stout, but feel as though it has helped me to improve my writing skills. Even before the semester started the feeling of anxiety had taken over, as writing has never been my strongest skill, but stayed positive and confident I would be successful. Much to my surprise, my instructor, Michael Critchfield quickly addressed that this class would not be easy and amazingly changed my views of writing throughout the entire semester.

Throughout the course of freshmen year I have developed different skills and opinions on writing. I feel I have created a more mature style of writing and a better understanding of literature. I have changed my view of writing over this semester and acquired a strong liking for it. The importance of writing has become more visible throughout the past few months. Writing is crucial in many aspects of a person’s life. I have grown to be a more powerful and well built writer throughout this course.

At 11:15 on Monday, August 17, 2015, my first official college class, English 1101, began. In general, I had no idea what college classes would be like let alone how college English would be. Even though this class taught me a great deal in one semester, it took a large amount of time and effort to make the adjustment from high school. The simplistic writing style of high school was put to rest the moment the first college English class began. As a result, I learned quickly that college writing is complex and less systematic than high school writing. Five paragraph essays with three strict body paragraphs were no longer the norm for writing. Even though my professor helped guide my writing, I was no longer coddled through the whole writing

In my English 1010 class, I have learned to do a number of things through writing essays. I have written a Literacy Narrative, a Discourse Community Analysis, and a Writing Research essay. Firstly, I have learned to identify how an author’s purpose, audience, genre, and context determine effective writing. The purpose of the literacy narrative was to help me understand myself better as a writer (Jones 1). My teacher was the intended audience of the narrative. The genre of the narrative was non-fiction because it was about my experience as a writer. The context of writing made my writing more interesting and more effective. All those things make effective writing because you have to know what you need to write about and who is receiving your writing. I displayed these skills by going into detail of my experiences with reading and writing through my life. In the narrative I shared how fun and exciting it was when my second grade class got the opportunity to write a book, A Book of Future Astronauts (Writing is Good).

3. It’s likely that you will need to rewrite the introduction before writing the conclusion because ideas can change. The most important point could become the most minor detail and vice versa.

As a freshman at Roger Williams University in Bristol, RI, I took the writing class WTNG 102 Section 31, taught by Professor Ramey. All undergraduate students must receive at least a 70 as a final grade in the class prior to being enrolled in Critical Writing, WTNG 200 or 220. Entering college, I was most worried about taking Expository Writing because writing has never been one of my strengths. I have always struggled with writing transitions, and have made endless grammatical mistakes, including comma splices and tense changes. I hoped that Expository Writing would help me with these writing mistakes. Another thing that I hoped that WTNG 102 would do for my writing is that it would… Over the semester, I wrote a total of four papers with three different learning objectives and specific understandings. The first paper, “The Real Tragedy of Romeo and Juliet” shows my understanding of rhetorical knowledge. The second paper, “What is a Discourse Community?” shows my understanding of discourse community knowledge. The third paper, “Genre Analysis” shows my understanding of genre knowledge. Through these three papers, I have achieved the learning outcomes in rhetorical knowledge, discourse community knowledge, and genre knowledge.

During junior year, I have strengthened my thesis statements by making them parallel and more specific and have corrected many common style errors by avoiding ambiguous pronoun references and the word “and”; however, I still need to improve on ending my papers with an effective conclusion. During my sophomore year, I struggled with writing thesis statements; Mr. Clapp, my English teacher, would always take off points because my thesis statements were too broad. In an analysis of the poem “What Lips My Lips Have Kissed” by Edna St. Vincent Millay, my thesis statement read “Millay uses the poetic devices of connotation and figurative language to enrich the meaning and mood of the poem and to help achieve the purpose of the poem.” I cringed while reading the paper almost a year after I had written it, asking questions like: What kind of connotation and figurative language? What is the meaning and