(3) Because I understood the idea without understanding the possibilities, these courses didn't change my life--instead they were a reprieve from "real" life, a reprieve from the the standards of "real" academics. Although I enjoyed other English courses, I never felt the freedom that those writing courses offered me--the opportunity to create my own understanding from a personal perspective. Instead I wrote the essays about subject matter, and in the kind of language, I thought those teachers wanted to hear. This contradiction between these two types of English courses was something I accepted without question. Two years ago the issue really opened itself up for me.
In this essay, I will be covering how ENG101 helped me advance my way of writing; as well as how it has affected me and what that means for my future college career. Before I started this class, I was concerned that I wouldn’t learn much due to it taking place online. Let’s just say I was by no means disappointed. With each different assignment I felt myself improving, all the essays given in the course were of genres I had never truly touched on. My beginning essay, which was a narrative on my writing process, was beyond rough.
Errors like these have shown me that although I have improved on many things, I still need to spend more time editing and reviewing my own papers. When I first learned we would be peer editing in this class I was honestly a bit nervous because I have always been so self-conscious about my work. In my literacy narrative “New Beginnings” I shared personal information and did not want others to think differently of me, which made me hesitate weather or not peer editing was a good idea. I now realize there was nothing to worry about and peer editing did nothing but strengthen my paper. The writing lab on campus is another great resource that I learned to take advantage of.
Before taking English 1A, I was a discouraged writer because as an English learner, I did not believe that I had any ability to be an acceptable writer. Therefore, I did not have any joy while I was doing writing assignments. However, I have gradually loved writing through this semester. I fortunately got plenty of helps from my classmates and professor; thus, my writing skills have gotten improved a lot. I currently can feel that writing is a quite enjoyable process, and I like delivering my ideas to other people by writing, too.
I had no talent for writing but I had a willingness to grow and surprise some teachers that I loved. My two last years of high school, I was very lucky to have some very extraordinary teachers whom help me a lot with my writing. I loved to read and write and gradually they allowed me to have a special relationship with them, extremely enriching exchanges, not only from a cognitive point of view but also in human terms. In this essay I will give the reasons why I don’t think I am a writer. The first and main reason why I don’t recognize myself as a writer is because writing is difficult for me.
I feel as if I have become a better writer and my improved writing skills are shown within each essay. When I first signed up for English 101 at soar, I thought it was more of a reading and comprehension class instead of a writing class. On August 19, the first day of class, I learned that this class was opposite of what I thought and it made me super nervous. I never had to write so many lengthy essay in a short amount of time. When I first enter the class I saw myself as a writer that needed a lot of work.
As a serious academic, admitting defeat was hard, but I needed to bite the bullet and ask for assistance. After coming into my writing class and attending my first peer editing workshop, I felt li... ... middle of paper ... ... about a reflection of a moment of our lives? The redundant nature of the writing began to get to me. You would think that the same prompt of “reflection” would make me care less about the assignments, but instead I would worry more about keeping my writing fresh and exciting. If anything, I felt like my writing was part of the film Inception.
Both universities informed me that I would have to retake my first two years that I had completed at Chattanooga State. I would have to commit for another four to six years of college. I did not have the time to do this. I wanted to be finished with my bachelor?s degree within two years if possible. So, later, when they realize that their choices are limited, their futures sealed or semi-gelled, they decide that school is where they need to be (Smith, 2001).
When I graduated with my Bachelor’s of Psychology degree in 2004, I remember feeling unsure of what it was I wanted to do. Nine years later I entered my Master’s program in Educational Leadership and I remember feeling that same apprehension. I had been a Guidance Counselor providing college advising to inner city high school students for 8 years. I knew I wanted to focus on Higher Education Administration but was unsure of how I could transition into the field. In the summer of 2015, I was preparing to graduate with my Master’s degree but, before I could, I had one final course: Leadership in Higher Education.
I really thought I was going to master any English classed without paying extra attention and efforts on it, but that is not true at all. Actually, the scores of first couple two assignments I did were not bad. However, I didn’t tell anybody how strugglin... ... middle of paper ... ...would research it with my mother language. After several blogs, I realized that I am getting better. Not just on my blog but all practices I did also effected on my daily life.