Writing Class Reflective Report

Everybody has their own methods for writing; however, I believe there is always room for improvement. Chapter 3 in Everyone’s an Author has shown me that writing involves processes that need to be mastered through constant practice. It also revealed helpful tips on how to develop writing processes that can help write effective papers.

At the start of this course, I wasn’t sure what to expect. I had a goal for myself to improve and learn skills that would make writing less daunting for me. I have learned so many things about my writing that I didn’t think much about before. Another goal I had was to break the cookie-cutter mold that was set upon me throughout high school. During the process of revision, I discovered many things about myself as a writer and techniques that have been effective for me in the writing process.

Throughout this course, I was able to assess and evaluate my weaknesses and strengths in writing. This class has truly brought out my ability to write, a skill I did not believe I had. I now know what it takes to become a college-level writer. Also, at the beginning of the course I did not particularly enjoy writing. Now, however, I have a greater respect for

Writing is a skill that needs to be practiced. Before this class, I didn't care about the writing because my high school teachers didn't care about my writing, as long as I turn a paper, I would be fine. Now, at the end of my Comp 2 class, I can assure I have improved my skills. From simply using MLA 8th format to writing an ethnography, this class has helped me get a more advanced writing style to accomplish the requirements that higher education requires.

I began this course with goals to significantly improve my writing. I knew there were challenges for me to overcome, because I have not written much at all since high school, which has been more than twenty four years ago. Nonetheless, I was up for the challenge and each week I made sure to do exactly as instructed in the weekly syllabus, reading each every assignment very carefully. At first I felt overwhelmed, but as I completed the homework and discussion post assignments for the weeks prior to the major papers, the overwhelming feelings subsided and I concentrated on each task at hand.

My current personal writing process is not consistent. Sometimes I brainstorm, create cluster charts, and lists, but other times I throw together an essay and hope for the best. Most of the time, I read the directions of a writing assignment and make sure I understand the parameters of the assignment very clearly. Next, I ponder upon the assignment for a while. Then, I like to brainstorm some of the ideas that may have come to mind throughout the day. After brainstorming, I will take out anything that does not make sense or is irrelevant to my writing topic. Now, I usually start to organize my ideas into an outline or a flow chart. Once I can see the organization take place, I fill in the details giving me a rough draft. Afterwards, I will

My old writing methods weren’t bad, but they definitely needed to be improved upon. In past times I would create three circles that listed my three main arguments and start writing immediately. Even though I still use this technique, the thing I have improved on is taking more time during the brainstorming process. It is important to take your time and fully think out what you plan on writing about. Your paper should always be smooth with good transitions all while staying on topic. But this cannot be achieved if you don’t actually plan out the essay. Now before I even begin typing, I brainstorm for at least two or three hours and map out everything in this time period from simple transitions to what my thesis statement should be.This method works the best for me because my sense of voice has improved and I find that once you invest more time in your paper then writing a longer essay won't seem very difficult because you know what you have to say.Giving more thought makes the writing process more organized and easier while still having a better developed paper.

Over the span of this course, my knowledge and practice of writing has expanded greatly. Throughout the coursework, I was able to improve my writing style and grammar usage in comparison to last semester in First Year Writing I. In the first course of First Year Writing, I was very constricted with my thoughts and did not receive a lot of resourceful material, assistance, or feedback. Whereas in this class, I was able to satisfy my concerns. I was able to adjust my background with writing. For

Primarily, I wish that I had been more grounded before beginning my presentation. While I was prepared with

Even through the struggles I have learned a lot in this class and my writing skills have improved. I feel more confident in myself when writing an essay or a research paper. Before this class my organization skills were

As I reflect over the last nine weeks of class, I’m happy I was able to finally take a writing course to help improve my writing style. I have always shied away when it came to writing because it was something I did not enjoy to do and I did not understand the fundamental of writing.

Throughout the semester I’ve learned techniques and strategies to enhance my credibility as a writer. The syllabus for the class contained a list of six course competencies that the student was intended to learn to improve their writing. The preparation and organization taught in this course has helped me reach the goals of these six competencies. By creating an organized and efficient argument before I begin writing helps me achieve the goals deemed necessary in the syllabus. The course has taught me that for a paper to be successful you must make a strong argument with information built to back it.

Before I participated in the practical application service I was very nervous and worried that I would no do well. Although I was nervous I knew if I was going to make mistakes that this was the time and place to make them because it would allow me time to work on and improve my skills. This was a great experience and it gave me a better idea of what being a counsellor will be like. Learning about the eight skills that Young (2017) outlines was great, but putting them into practice and determining whether or not I fully grasp and understand how to use these skills was most helpful. The group I worked with also added to this learning experience as they were very supportive and informative about my strengths which helped me to identify my weaknesses and which skills need more work.

My writing process has many steps such as motivation, incubation, planning, mind blocks, and ways to improving. My first motivation starts the whole process in knowing that I can get something out of the assignment. Next taking that motivation to actually sit down and take time on the paper I go into incubation. Having the same process of incubation as Donald Murray in “Decisions and Revisions: The Planning Strategies of a Publishing Writer, and Response of a Laboratory Rat: Or, Being Protocoled” gives me a better insight on how I actually come up with ideas out of doing activities not related to the topic. In incubation my planning unfolds and this is where I get the structure of my paper. Thinking too much into the format of the paper gets me into two main mental blocks, structure and editing. Overall using the different studies in chapter five of “Writing About Writing” by Elizabeth Wardle and Doug downs, I am able to fix the mental blocks and find new ways in improving my writing process.

In our classroom my mentor and I have tried and are still making adjustments to create a learning environment where our students feel safe and are able to speak their minds. I think over all we have done a good job in creating a safe environment where our students can speak freely without judgment or teasing from other students. What I have learned when working with students with English Language Learners on IEP’s is that small groups really benefit their learning, giving them the opportunity they need to express their ideas. Having smaller groups allows each student to have a voice, and gives a chance for others to find theirs. It’s hard for some students to speak out in class especially when learning a new language so having a more intimate setting allows them this opportunity. Being able to work with groups of two to five students at a time allows us to really listen to what students have to share and letting them get their entire thoughts out, not cutting them off or manipulating their words into what the teacher thinks is the right answer. This is not what I want to happen, I want all of our students to share their ideas and help one another build upon them. As their teacher we will have to facilitate more and make accommodations for our student learning a new language so they understand the content of the lesson and are able to take this knowledge with them into their future.