Language 2 Summary

Instead of focusing on the different types of writing styles they will encounter in college and the workforce, most of the writing instruction students receive in their underclassman English courses at Carrizo Springs High School is primarily focused on preparation for the English Language Arts Texas Assessment of Knowledge and Skills Written Composition test, which has standards that are different than the outcomes they will be expected to accomplish in their dual credit English class and future college writing courses. Therefore, there must be a method implemented at Carrizo Springs High School and Southwest Texas Junior College to help students become more successful in dual credit English before they even step foot in that class. Students must understand that how they perform in that class will have an effect on their

Communication can be made by body language, speech and formal writing. Being able to communicate with others is important, especially in a work environment and when your primary language is not the one use in your work- or everyday environment. Therefore, students are enforced to take some English and writing classes that would benefit their writing/communication abilities and prepare them to be competitive individuals in their future careers. In writing 302, student at least finish the semester with one improvement in one or more areas of writing, reinforce fundamental writing skills and teach several things that help in the process of writing. Thus, writing 302 is a class that make the student to push their limits in writing, encourage them

Chapter 3 of Language Awareness focuses on to use research to form your essay for assignment. The areas it covers are (1) “summarizing, paraphrasing, and quoting, (2) integrating summarizing, paraphrasing, and quotations into the test of your paper using signal phrases, and (3) avoiding plagiarism when writing with sources”(4). The key concept this chapter discuss is how to use your sources effectively and how to engage with it in a meaningful way that can be communicated in your writing.

Instructional Setting: Whole classroom usage, sometimes at desks working independently or with a partner, and also working as a class.

University Writing Center (UWC) and Academic Success Center (ASC) are two of the university facilities that help students enrich their academic experience. While UWC assists students in improving their written and oral communication skills through one to one consulting sessions, online resources, and workshops, ASC works to enhance students’ intellectual performance through academic coaching, supplemental instruction, drop-in tutoring sessions, and peer mentoring. Both of the organizations take a collaborative learning approach to encourage students to develop necessary study skills for academic success and increase student retention. ASC offers various student development programs; however, our focus for this proposal will be on drop-in tutoring services offered by ASC.

“Both tutor and tutee benefit from the non-hierarchical, complementary relationship that enables both partners to refine and expand their writing and communication skills” (Jones 3). Writing centers are providing further opportunities not normally found within traditional classroom. Clarence Sherran, who was a coordinator for the writing center at the University of the Western Cape in Cape Town, South Africa, declares that, “[People] often assume that [the] ways of knowing, and learning, talking, reading and writing about knowledge, are transparent and easily acquired by students if they have met the required standards” (136). Having writing centers offers a greater boost of learning for students by the use of collaborating with one another, which I believe gives a positive edge and the main motivation to keep writing centers in

A test of success is when the odds are stacked against you. Inner-city high schools face this problem on a daily basis. When it comes to the formation of writing centers, high schools, especially ones located in America’s largest metropolitan areas, face a plethora of problems. However, by using unique tools and relationships—collaboration between high schools and local universities, choosing the proper tutors, and a unique writing center setting—inner-city high schools across the nation have been able to develop successful writing centers.

Plot Despite of the terminologies, your story is easy to follow. The scenes were somewhat cohesive. It's also interesting and engaging, however, the challenge is to keep the readers engaged when giving them information. So far, the scenes were necessary for Hilda's character development. However, we have yet to see her in real battle.

Writing instruction has become one of the most important issues in educational practices. According to the United States Immigration Policy (2012) based on data from the Census Bureau, there has been a significant rise of Immigration into the United States, since the 1940's from less than 1 million to 10 million in 2010. A large increase in immigrants into the United States has increased the demand for English language instruction significantly (Mei Lin, 2015). With this in mind the educational practices taking place in today's schools become a center of focus, what should be taught in the classroom and what programs can give the best outcome.

he population of L2 writers have expanded and increased through out the years in the United States. A number of students have been exposed to English before entering Kindergarten, however I believe that a larger amount of students have only been exposed to their parents native language.

Prewriting and Meeting with a writing center tutor have helped me strengthen my writing. The prewriting activities made

From the reading of chapter 3 there were many different topics that were discussed. The main topics were socialization, norms, and roles. But the topics that I found most interesting to me were language acquisition, societal differences in roles and culture, and culture shock.

I’m a young woman who transferred from China to America and I’m not that familiar with how to utilize English compared to a young woman who’s who is from the United States of America. That has never stopped me from trying and I will never give up. I like challenges and difficult tasks, it tests my will and helps to achieve the goal I have set for myself. During this sixteenth week, my writing skill improved dramatically compared to the beginning of the semester. That may not be noticeable to others, but to me the improvement in my writing skill is very evident.

In order to provide students with the best education and future possible, writing in schools needs to be focused on more in depth. Everyone needs to have a basic understanding of grammar, spelling, sentence structure, and other writing aspects. This is so they can communicate correctly when they get a job in the future and be confident in their writing and communication skills. If someone is not comfortable speaking and/or writing to communicate with others, they are not going to be willing to go out of their comfort zone when they have to communicate with others. With this being said, teachers and schools need to take larger steps to ensure that their students are receiving the proper writing skills needed to be successful in the near future.

During this semester in English 107, I have progressed more as a writer. Before I went to University of Arizona, my writing was rigid. I wrote five-paragraph TOEFL style essay all the time in my high school life. After I attended in English 107, I was not confident about my writing skill. Throughout these three projects we have done, I become more and more confident about my writing skill than before. The Student Learning Outcomes also helped me to grow as a writer a lot. In these goals, I did well on several of them, but I still need to work on the other goals.