This semester in English 101 my class spent a lot of time talking about purpose, text, and audience. This connection between each of these parts is called the rhetorical situation. We discussed how each section has a part that goes with. Purpose has a speaker, the text is made up of choices, and the audience has values and expectations. As the semester went on we were given essays and articles to read, interpret and analyze. After we analyzed and read through each article we found a purpose, choices, and determined an audience. From there we made up a comparative interpretive essay based off of what we found was important in the articles and what was important to our audience, the committee that is going to read the papers in the English 101’s portfolio. In this reflective essay I am going to discuss and interpret my two comparative interpretive essays. I will talk about my text and the choices that I made and the reasoning behind my choices, along with my audience.
Lets first start off by discussing my audience and what they value and expect to see when reading my two essays. My audience is the English 101 committee of English instructors. I feel that this committee of instructors values and expects to see a remarkable piece. They want to see an essay that has all the values and expectations in order to pass English 101. Some of these values and expectations consist of grammar and mechanics, structure, coherence and clarity, etc.
Critically interpret course texts by identifying and analyzing strategies and choices, including key terms, distinctions, and questions being asked within the texts being interpreted (UWM English 6).
This audience expects to have a clear understanding as to why the author...
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...nd compared different articles together in a in depth level, something that I feel is qualified to pass English 101. The topics of influence and doubt and uncertainty is a topic that many people may chose not to write about, but something that I found fascinating and challenging. I decided to take a chance and write about something that most people are not easily capable to understand or demonstrate. I guess you could say they may have a little doubt in themselves or may not be certain, but the influences of my English 101 class made me very confident in my choices.
Works Cited
991149301. “Uncertainty of Doubt.” UW-Milwaukee. English 101. Fall 2013. Print.
991139301. “Influence At Best.” UW-Milwaukee. English 101. Fall 2013. Print.
UWM English Department. A Students Guide to the First-Year Writing Program at UWM. Milwaukee: UWM Bookstore 2013.
Over my career of schooling my writing has changed dramatically at times and very little at others. Through my years of schooling people have determined my main weaknesses and strengths that I should work on with my writing. My biggest weakness is writing introductions and conclusions they must be so complicated and require so much thought to be defined as good. I excel at writing body paragraphs and explaining all the facts that back up your main ideas though.
Before this quarter started I was fairly confident that I had what it took to ace English 101. After the first paper, I realized I was mistaken. Throughout this quarter I have had numerous problems with my writing that proved I needed to do a little more studying to help take my writing to the college level. Although I did not fail any of my papers, there was plenty of room for improvement. All the areas I needed to improve on are all areas that I think every English 101 student should know. I believe that every student at the college level should know how to cite sources correctly, know how to use good transitions, and know how to properly elaborate their examples.
The journey through language and literature has always been an intriguing one for me. It is for this reason that I chose English as my major. It seems that every teacher or professor that I have had, has always been able to pinpoint one specific element in my writing that I need to work on. This has not been a negative thing by any stretch, because with each passing semester there is an element of my literature that will be perfected for the next. This is the wonder that is English, and the reason for my passion in this subject area.
I can honestly say I am a horrible reader and a writer at the same time. My goal for this essay was to reflect on what I learned. From analyzing my writing, I can assure that I have problems understanding the question. In order for someone to learn how to be better at something it is by practicing. That’s what this class has taught me. From my first essay having to choose a topic and finding an answer to this problem Martinez, Magdeli” Exloratory.”2017. Which seem like an easy topic that had a lot of work to do To my second essay which I had no idea what I was doing. Since I have never done that type of essay before. That’s what I like about this writing class. Been challenge putting myself in a position that makes me think about the topic.
The process of writing and revising of my first paper for English Composition 1 benefited from the various resources offered at the University of Oklahoma. The first paper that I wrote was the scholarly discourse pa...
As writers, many students write to the expectations of their professors and not to their fullest potential. Throughout English 101 I had been writing only to please my professor or to fill the basic requirement to pass English. I always felt that my writing ability was never enough for my professors throughout the previous years. They always wanted clear and concise essays, which for some reason was unreachable by me. However, starting college and taking English 101 helped me with my weaknesses and changed my technique of writing essays. My experience in English 101 taught me to write to my fullest potential and to write what I felt; rather then writing what was required.
In the writing process of this speech I began to research the topic to gather context as well as an understanding of the topic. I pulled sources and read and annotated texts so that I may write an understanding essay. This topic was not an easy one because there was not a lot of information I could find for but I did find helpful articles that aided me in writing the essay. In revision changes that were made that was again expanding on key points and ideas and those changes are evident throughout the essay. When deciding and comparing feedback the most prominent factor to be done was more analysis. The last essay I chose to revise was the rhetorical analysis of Audre Lorde’s “The Transformation of Silence into Language and Action”, I enjoyed writing this essay the most because it so deep with raw emotion and I just loved the reality of the piece. Anyhow, in writing this essay it required an understanding of the rhetorical appeals: logos the appeal to logic, ethos, the credibility of the writer, and pathos, the appeal to emotion. Using these appeals effectively improved the entirety of the essay and makes understanding the text fairly easy. In high school English, for me, the rhetorical appeals were never used in writing so using them now in writing is a very convenient way to propose an argument proficiently. In the section of notes and
My strongest attributes as a writer are that I state my thesis clearly at the beginning so that my reader knows what my essay will consist of; this makes it easier for them to focus on my writing. My biggest concerns when it comes to writing is that I brainstorm and gain many ideas but I struggle when it comes to elaborating on them, also I tend to paraphrase quotes and it becomes difficult for me to cite. Yet, I hope that in English 110 I have practice and learn how to get rid of these difficulties which will eventually make my essays much stronger and it will become easier for me to write. In English 110, I also hope that any grammar and sentence structures I have trouble with will become easier for me which can also lead to me writing better essays.
Throughout this semester of EN 109, I have progressed as a writer and have learned to become aware of my writing process. In this time, writing four papers, giving two presentations, and completing a variety of other assignments have helped me grow as a writer. They have also helped me accept peer revisions and apply them to my advantage. In addition to personal improvements I have met the core standards for this course, and that is shown throughout my work.
My personal writing process is probably somewhat similar to what other students do for theirs, because we may have been taught similar ways. I have my writing process broken down into a few different parts. First, I do research and gather information if research is necessary to the paper’s topic. Then, I would start writing the introduction to the paper. Next, I do the actual writing of the paper and describe each topic in more detail. The last step is to, I revise it in case of any errors. I also revise it to make it better. Each step is important in order to make my writing good. I will discuss in depth and detail about each part of my writing process.
I once thought that I could make no error in my writing, however after completing this EA, it seems that I very much can. The largest issue that I had in my writing was going over what I had wrote. When I did go over my essay it was always half heartedly and with reluctance. Doing the Expository Writing Stations has improved my own understanding of good writing by having me grade myself and see, on my own, how many mistakes I had made.
I am writing to you to tell you more about the English class I am taking at State University. You know how I always have troubles in English essays? Well, today I am delighted to tell you that my writing has improved significantly after taking the English 101 class conducted by Professor Rob Geis. I enjoyed this class very much and I would like to share with the both of you how I have learnt to use writing and reading for inquiry, thinking, and communicating in English.
When I am writing a first draft, I do not envision one singular person. Typically, my writing is directed towards who ever will be grading my work, which is typically my teacher. On occasion, my work will also be directed towards an audience who wishes to learn more about what I am discussing. When I picture this broad audience, I am able to ensure that my work is thorough, and no one is confused and lost in my work. I try to envision what questions people may ask when they are reading my work. I try to imagine what people may be confused about, and what people may find unnecessary in my writing. I try to reiterate to myself that just because I may understand what I am trying to say, does not mean an audience will receive the point I was trying
I received my MS in Psychology at Texas A&M International University; therefore, I received no writing classes or support. The only formal writing I did was for my British Literature class. I had to learn to write APA on my own, and I read academic papers, receiving my training from them. Texas A&M International University had a writing center, yet no one understood APA, so I used PaperRater, instead. One of the area that I have identified that will help me succeed is this class since I receive feedback on my writing. The Northcentral webinars are particularly instructive, and they cover several characteristics of writing. The webinar proposed underlining in colors. I do that on laptop to section area and papers off.
The class has a set of defined goals and outcomes listed in A Student’s Guide to the First Year Writing Program at UWM (5) in which the class is laid out. There it displayed exactly what each student should understand by the end of the course. A great deal of what was listed was often repeated numerous times throughout the text to further push the importance of each subject. I found it important to gain knowledge on how to make your essays clear and coherent. Students must also learn how to properly write rhetoric in order to also be able to analyze, interpret and focus on how outside influences and background knowledge can affect your writing along with your interpretation of other people’s writing. Learning those components will allow students to display their idea of interpretation in the required writing of an interpretive essay. Rhetoric can easily be influential, so it’s of high importance that students can learn how to affectively interpret writing and how to efficiently portray their views and persuade their ideas on