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Methodology in teaching writing
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This essay will describe and analyse my prior experiences during the course, related with what I have learnt about myself as a writer and learner. The thoughts I had before the beginning of the course where different from what they are now, but the important issue is to explain how they evolve throughout the last three months. Throughout the four assignments done in the course, I identified fundamental requirements I need to do an effective writing and an effective learning. Firstly, I have identified the ideal environment I need for doing my essays. Secondly, I discovered that day and night affect tremendously the quality of my works and why it’s easier to me to learn in the mornings. Finally, I have identified the best way for me to develop the planning phase of my works.
When I first began the course I just had the experience of being a writer in high school. This was the first reason I thought I had to explain the fact that I’m a night writer. Back in Colombia, school day ended at four in the afternoon. After that, I arrive home around five pm. At the time I took dinner and when I finally went on to write my essays it was already dark. So I enjoyed, the time where was alone in my room watching any movie, while I organized my ideas and write the essays due for school. After joining HULT, I could decide when to write. I felt that during the day many things were going on and if I just stayed alone in my room I was wasting valuable learning time. When I ended a class, many people asked me what I was going to do next. My friends always invited me to grab a beer, to ate lunch or have a pool game. Naturally, I always accept that type of invitations. When it come to write an essay, I could just concentrated after 6 pm when I was sit...
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...ring the free writing I experienced something that never happened to me. At the beginning I found it pointless but then I applied what MacMillan M. & Clark D. talked about, the writing block. This reflection was made after two days of thinking and fifteen minutes of free writing on a writing block. For all classes’ essays I just take ten or twenty minutes to put all the ideas on my mind in writing block. After that, I take other 40 minutes organizing the order of the ideas in the computer. And finally I get to the end of my essay polishing the final details in 1 hour. Writing an essay at the beginning of the course took me between four or five hours. Now I can do the same work in two or three hours. The writing block has been the mayor discovery I made along the course.
Works Cited
MacMillan M. & Clark D. (1998). Learning and Writing in Counselling. London: Sage
After reading our mentors notes and analyzing what we have learned through this term, I have read all assignments that were submitted before our midterm exam. This gave me chance to follow up with how I advanced my writing skills from the beginning. As it was interesting to see how I can point out the missing qualities of these essays, it was nice to see our mentor’s notes justifying my points.
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.
Macrorie has hope that with the steps he provided college students will be more inclined to try and improve their writing. The steps go from “ Writing Freely without a focus” to “ Writing Freely with a focus”. These steps give the audience some assurance that it’s not too difficult to change their writing skills. Writing freely without a focus is the first step, it calls the audience to take sometime out of their busy college lives and free write of ten minutes nonstop. This will help provide voice, by forcing yourself to write nonstop you give yourself no time for Engfish and lies. Macrories reviews a student who attempted ten minutes of free writing this is an excerpt from her writing , “Just one impression was the result, no heat or light or sound- all of them rolled into one impact when the torch set off the fumes.”(Macrorie302). The student accomplished everything Macrorie wanted to, the writer perfectly communicated the effect of an explosion in a short space and it made complete
...t。 Singer Position Paper, I got a very low score. Even so, I still want to praise myself for being brave enough to ask if I can rewrite it, which is considered to be the most important step for my improvement. Then I used one hour to work on this essay after class. At the same time, I signed up for the writing tutor online, used my free time to meet with the tutor and fixed it at home as soon as possible. Above all I gradually improved myself. So, I become more and more self-conscious and responsible for the study of writing which I didn't have enough before.
Overall writing still takes me on a journey I enjoy traveling on because it is a world of the unknown, until you the writer creates it’s image. Through this course, I have gain my love for writing again. Even the simple writing assignments in this course enticed me to write in a way to bring my audience on the journey I went on while completing this assignment. Outline are my road maps in successfully completing an assignment because they help me to navigate and organize my thoughts. Although I have an outline to guide me through my thought process, grammar usage is a hindrance, which is what I wish to improve on in EN 102 by rebuilding my knowledge of grammar from scratch. Hopefully when I am ready to complete the College Writing Exam, I will have mastered the essential skills of writing and be prepared to continue my college career.
The blinking computer cursor on an otherwise empty screen was the college version of the blank white page of my earlier years, before technology had taken us so far. But for me it was, in many ways, the same old problem. With early drafts of a paper rarely required, I came time and time again to a point where a significant portion of my grade rested on what was essentially a single night’s work. I usually left myself no option but to write in one long session on a computer - there weren’t enough hours remaining to compose a version on paper to be typed up afterward. And time and again, my method, such as it was, worked for me. I not only survived but prospered. But I sometimes wondered, and still wonder: this works, but am I progressing? Has my writing grown? Should it be possible to turn out an “A” paper in a night? What standards are being used to judge these papers? Do my desperate all-night writing sessions somehow, in ways I don’t understand, help me improve? How did I learn to write at a level that has helped me succeed up to this point?
Without delay, I begin my in-depth look into the requirements of this study and what was expected of me, as an English 111 student. To successively complete these assignments, I would need to be focused on the process of such writing assignments. Along with the instructor’s ideas that our writing would be done in such different ways it will eventually consume every waking moment of my time and become top priority for the next four months.
English Composition II has unexpectedly improved my writing into an academic level. As I studied various English reading and writing courses, this class “English Composition II” did not immediately caught my eye. However as I researched about the concepts of this class, the decision to make was not so difficult since I was lacking in critical thinking and the interpretation of works. Also as a Business Major, it made sense that the subject of English would be of interest to me and as a career requirement. During the first weeks, I thought that I would be fully prepared for this course after taking an accelerated course in English during the spring semester. However, after attending class for about a month, I certainly did not expect to learn an entirely new process of writing
During this fast paced eight weeks writing course, I have learned an endless amount of information that would benefit me throughout my entire life. First, I have learned that in order to produce a well written paper, I most first find a topic that I am passionate about. Writing about things that I have a passion for have helped me write more efficiently. I no longer spend unnecessary time figuring out what I want my message to be, the words flow naturally. Second, I have learned that writing is all about structure and tone. I now pay close attention to make sure that my paragraph has a topic and concluding sentence and make sure to write for my target audience. Third, I have learned to believe in the way I write because I have notice that
As my English 101 class comes to an end, I have realized how much I have transformed as a writer. In this essay, I am going to explain what I realized my strengths and weaknesses are as a writer and how they have manifested themselves throughout the quarter. I was skeptical at first coming into this class knowing that English takes formidable work and dedication, but I am very proud of the progress I have made. We completed a great deal of work throughout the quarter; from grammar exercises, summary reviews, and two challenging essays. Throughout the quarter I found myself improving in each category. As a writer, my skills and confidence have developed into more clarity and thought, something I have always wanted to be, as a result of a well constructed class that led to a superb educational experience.
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.
The assignment I was invited to observe was a writer’s workshop. This assignment was a four day activity. I arrived on the morning of t...
I believe it is important for any student who wants to do their best in a class to take a moment to evaluate their own work to determine the rate their writing is progressing and how they can continue to advance their writing. When I looked through my own work I asked myself “what have I learned this semester?” and “what do I still need to learn in order to improve my writing?”. Answering both these questions will help me with my last step of my self-evaluation, developing a plan to learn new skills.
This week’s readings mainly centered on the “process of writing” and how to enhance that process to be beneficial to you as a reader and writer. People generally struggle one way or another with their personal process on writing. The Curious Writer, by Bruce Ballenger, breaks down the multiple complications accompanied with writing. For example, Writer’s Block is simplified and defined by an “internal conflict (that) is too harsh too early in the writing process” (21). A solution would be to let yourself write “badly”, where you can write freely without anxiety or criticism. The author provides a series of strategies to use during the writing process, developing the initial ideas and viewpoints. For example, Ballenger suggests fast writing