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Pros of having homework
Importance of teaching writing
Importance of teaching writing
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A bunch of students can agree that the worst task to accomplish is to write an essay. Most people even star struggle just by making the brainstorm. Coming up with ideas at what to write, how can I make this idea longer to fill three pages is a battle. As Eli Richards, the author of “The Boy Who Hated to Write” ; what she wrote in this quote can explain the conflict of writing, “I shake myself to stop daydreaming…Writing is definitely the worst task of all. It was just way too hard to remember all the things I need, like periods and capital letters. And then it's almost impossible to think about how to spell words when I'm busy trying to think about the story. It's so hard to remember what I'm writing about.” Therefore, a lot of people do not like writing because all of this problem. I think that the writers of this text were trying to show how the English classes work, and how it would be better if they work in a unique way. The need of writing this article is to open the eyes of the students and the instructors by showing what the students think about …show more content…
Since I took the EOC’ in high school the only exam that I would pass it on the second try was the writing one, so that is why I’m scared of writing. When I enter TSC and took Composition 1 with Dr. Lucio in all my essay I would get an F. I will get so frustrated just like Jack trying to give up, but a lot of my classmates where just like me. Maybe when we enter the class we all came with the mentality that we all hate writing. For some classmates writing was essay they said that you just must tell a story and write it, but for most of us it took time to think about what to write and when we write we had a bunch of incorrect grammar. I think it would have been easier if maybe we have more time or more rough draft to then finish with the perfect
According to Runciman, there are many plausible reasons that students and other people don’t enjoy writing. Evidence, assumptions, and language and tone are the basis for which Runciman makes his argument. Overall, this argument is effective because reliable and well known sources are used in a logical fashion. Also, the assumptions made about the audience are accurate and believable. Runciman used his assumptions wisely when writing his claim and in turn created a compelling, attention capturing argument. The article was written so that students and teachers at any level could understand and easily read it. This argument is interesting, captivating, relevant through its age, and can relate to students and teachers at almost every academic level.
The first essay given in this course was about our whole composing process. This essay was hard to write about and I remember having several grammar mistakes. Sitting down and writing my process on paper,
‘I am going to fail’ was the very first thought that crept into my mind on that very first day of class. Before I stepped into the classroom on the first day, I felt pretty good about my writing. I had done previously well in English, and didn’t think this class would be much of a challenge. This all changed on the first day of school, when my professor talked about the level of reading and writing expected for this class. I remember thinking ‘I don’t read, why couldn’t I have been born someone who likes to read?!’ Since this moment on the very first day of class, I have grown immensely through hard work. In this essay, I will explain what I have learned over the course of this class about myself, and about writing.
The first essay written in the class was based on the premise of an instance where we fell in love with reading or writing. This essay involved learning and using knowledge of writing process, rhetorical, genre, and overall subject matter. This use of writing process knowledge was prevalent in this
This essay opens the minds of people to see that perfect writing is not always the perfect thing. Murray’s essay would interest almost every person who has been a student and taken an English class. Most
In the pedagogical world I have since perceived, the teacher is almost solely in control of the development of his/her students. And more often than not, an encouraging, attentive, positive and guiding teacher will have a class full of blossoming writers. On the other hand, I’ve observed that with negative commentary, harsh judgments and insufficient time and ability to escort them to their writing peak, students may come to a standstill in their development as writers; some may come to detest it because of insufficient guidance which may lead to confusion, and some may come to the conclusion that they have simply failed as writers. The fact that a teacher’s approach, caused and/or influenced by a variety of reasons, which I will elaborate, further on, may be the culprit for the vast amount of students who feel they cannot write, is a grave, grave travesty--but not one we can not combat.
In our modern society, we have forgotten the art of writing. When we write, we think to ourselves, the longer the sentence, the more intelligent I will sound. Many may say it is by writing long sentences. But is it all that true? In this piece of writing I would like to focus on an essay written by Verlyn Klinkenborg, Several Short Sentences About Writing. In this essay he explains how and why when we write, we should keep our sentences short. he also explains why students should be assigned essays that are not determinate on other sources as evidence. I will also be comparing this to a piece written by Sarah Manguso, Ongoingness. I will be comparing these two pieces on their writing style, and their essayistic ideas. My belief is that we need
When I am assigned to write an essay, the first thing I do is panic. I panic because I always seem to run into the same problems with my writing process. I have no central idea. I have no clue what I actually want to write about. When I was younger, I always started by making a web or an outline because thats what my teachers encouraged me to do in school, but I don’t do that anymore. Now I sit in front of my laptop, I take a deep breath, close my eyes, gather my thoughts, and type. I just let my thoughts flow onto the page. When I don’t feel the pressure of writing to an audience, my writing is completely different than it is when I am writing something that I know my professor or peers will read. As I am writing this exact sentence, I don’t quite know where I am going with it. My writing process is unorthodox and unorganized, but it is what I do everytime. When I stop trying to follow the linear model of writing, explained by Nancy Sommers as the process of forming an idea, writing about it, then revising afterwards, I feel that I am more capable of discovering something meaningful within my words. When I am forced to write a thesis statement and base my paper solely on it, it doesn’t come out as good as I think it should. It decreases the potential for my ideas to grow and discoveries to be made. It limits me to a single statement and narrows my thoughts, preventing me from discovery.
“If writing didn 't require thinking then we 'd all be doing it.” (Jeremiah Laabs). Whether a person is aware of it or not, there is a process to writing that everyone goes through. I find it difficult to write essays from time to time, so I follow the writing process. The writing process is an approach to writing that involves pre-writing, drafting, and revising and editing. The writing process helps develop facts and ideas from reading about the topic to writing and editing essays.
In his essay, "Teach Writing as a Process not a Product," Donald Murray outlines the major difference between the traditional pedagogy that directed the teaching of writing in the past and his newly hailed model. Traditionally, Murray explains, English teachers were taught to teach and evaluate students' writing as if it was a finished product of literature when, as he has discovered, students learn better if they're taught that writing is a process. For Murray, once teachers regard writing as a process, a student-centered, or writer-centered, curriculum falls into place. Rules for writing fall by the way side as writers work at their own pace to see what works best for them.
Computers are considered standard in a student’s arsenal of weapons used to tackle not only school but also life in general. Computers have the potential to be one of the greatest assets to a student, especially when it comes to writing essays and homework, but they are being used as a crutch when it comes writing sentences with proper grammar, syntax and spelling. Students are becoming mor...
Over the past semester, I have found the most challenging part of this course to simply be the transition from high school composition classes to college. Because writing expectations are so different in college than in high school, even with AP and Dual Enrollment “college level” classes, I first found myself being overwhelmed with the pressure to write the perfect first draft. The pressure came from knowing how much a final draft of a paper contributed to my grade. This left me sitting in front of my computer for hours at a time with thoughts of what I wanted to say racing through my head, but unable to deliver these thoughts into organized, structured sentences. I learned, through writing my persuasive essay, that instead of trying to write the paper start to finish and already in its perfect form, it is easier for me to look at the paper through its different components and focus on them individually, then work to best organize my ideas fluently.
My first writing weakness was deciding what to write about. I had to read the essay topic over and over again to understand what it was asking for. I would worry that I wouldn’t understand the topic correctly. While writing the essay I was scared to get out of topic and write about something else I wasn’t supposed to write about. Another thing that would happen to me was that suddenly my mind would go blank and wouldn’t be able to think about what else I could write about. The essay I liked writing the most this semester was the second essay. I enjoyed making my own planet and how my alien had a quest with all the commercials I saw on the TV. The hardest essay I wrote this semester was the fourth and last essay. I got confused when I was writing the body paragraphs. This writing weakness impacted my life by showing me that I have trouble thinking about how I could write my essays. I think I should start reading books and maybe I could get a few ideas out of those books.
Tormenting yourself on what to write. Looking at a blank document doesn’t make it any easier. Repeating the same thing over and over in your head about how bad you are at this, scratching your head, biting your nails because at this point you start to wonder if going to college is really worth it. And as you start to finally write random thoughts, it suddenly becomes a bit less complicated. I have discovered that as long as you start to write anything and stop being so critical about your writing, believing that something good will come out of your essay, sometimes
Teachers play an important role in the students’ learning. They decide whether the students pass or fail which gives the idea that students should impress the teachers to achieve good grade. According to “The Poisoned Fish” by Kenneth Macrorie when writing, students think that the teacher only cares about grammar and not content which is manifested in the red marks and corrections in the student’s paper. (5)