For Example, I know that if I’m completing a product review, the genre of that paper is Evaluation. The first genre we looked at was Narratives, literacy narratives to be more specific. The Unit 1 overview educated me on what is a literacy narrative and what I should include for the first essay. After reading the textbook, I was able to construct a literacy narrative by bringing vivid details to life of my own personal experiences with writing and language. I learnt how to understand myself as a writer.
Before high school, I was in a middle school in a country where English wasn’t a first language. Instead of analyzing text or writing persuasive essays, I was learning how to communicate. Being one of the few students at my school who reads books out loud at home or who watch movies and talk after the characters, I was able to grasp the idea of using evidence, rhetorical devices and diction. When I came to the United States and learned how to include those in my writing was a wonderful experience. Understanding Shakespeare, analyzing poems by Emily Dickinson and being able to visualize Harper Lee’s “To Kill a Mockingbird” opened up the world of writing and its impact for me.
All of these topics guide us while helping us to reach the goal stated in “Week Letter One”, “to identify and examine the interconnections among literature, history, and culture.” And why does “Week Letter One” say this is important, “To improve our awareness and appreciation of the relationship between literature and the human condition.” Discussion In the beginning of the semester, I stated that I am not much of a reader but would like to be. I believe that reading is a valua... ... middle of paper ... ...vity and freed me to view ideas in a different manner. It provided me the opportunity to read literature with a mind open. When I look back at my years of limited reading, I realize that I did not actively read the book. I just went through the motions and read only what was necessary.
This presented a different style of writing and learning to “read” the photographs or art and give a thought-out response. High school provided help in not only English or writing courses but elective writing as well. One thing we didn’t talk or go over as much in my classes however was climate change. Climate change was revelaed to be the main topic of this RC 1000 writing course and I can say
I wanted to dive into information on a topic that I was unsure of and learn more about how to handle it. I aimed to find information about ELL, English language learner, students and how I could assist them in the classroom. My Topic and What I Already Knew about My Topic I will explain in this section why I wanted to research within the topic of ELL students. I will also provide my past knowledge and experiences that include being with ELL students due to my observation in a public school for my F200 class. The few weeks I spent observing shed a new light on the subject for me.
Going into this course, I felt that the reading and writing skills I learned in high school were very beneficial in preparing me for an English college course. In high school, I was enrolled in GATE and AP English courses. In these classes, I was assigned several readings and was taught to actively read by doing annotations. I was to summarize the writer 's main points, to write down my own opinions, or to connect it to any personal experiences. These annotations helped me understand the writer 's message better because I was able to break down the things the writer said and only focused on the important points.
These activities connect with goal number two and goal number one. Speaking about goal number two, second bulleted line in the course Learning Outcomes; “Students will set purposes and goals for reading, writing, and research” (Mitchell). My purposes of reading the memoir were to understand the story, do the vocabulary assignment and two journals. Since I knew my purposes, during the reading, I analyzed the text, looking for unknown vocabulary words and answers for the questions that needed to have in the journals. I realize that knowing the purposes of the reading will help me focus on important tasks.
In the reflections, we had to choose two rhetorical terms and discuss how we used the terms in our writing pieces. I learned the meaning application of the terms such as exigence, audience, stance, purpose and genre. In my reflections I mostly used audience and purpose because they were well suited for context of my papers. However, I also used exigence in my literacy narrative reflection because my background and academic experience promoted to me write about the struggles of the immigrant students. Similarly, I learned rhetorical strategies such ethos, logos and pathos and their usages in academic writing.
The study of literature requires critical reading, understanding the background of the author, being cognizant of the historical culture in which the author wrote to fully comprehend the statement being made. I believe when I finally nail the hole on the study wall when hanging my degree next to that of my husband and daughter, I will apply the skills learned in my Liberal Arts education to my every day life and acquaintances. WORKS CITED Hollister, C. Warren. Medieval Europe – A Short History. USA:The McGraw-Hill Co., 1998.
My experience in the spring 2016 English 126 class has been an educational experience. Through writing essays in this course and doing journals and blogs I believe I have built a strong foundation in my writing. Being a little scrawny in grammar, I believe I have sculpted my skills. The learning objectives of this course were a big aid in helping me improve my writing style and grammar skills. Some of the English department learning objectives were to read and listen critically and analytically, to write clearly and coherently, to support a thesis, to formulate original ideas, to be able to respond in a proficient in writing, and to be able to offer a discussion in writing.