Reflection In Academic Writing

As I read their work, I picked up on their use of transition words and separation of paragraphs to make the essay flow. Naturally, I began implementing more transition words in my own work and learned the appropriate ways to split paragraphs. The structure of the class was key to the organization of my ideas which was crucial to the development of my essay. During the third unit of this class, we were asked to identify an issue on campus, conduct research on the issue, and finally propose a solution to correct the issue. At first, it was difficult to get my ideas down and figure out what it was I would research.

One day Professor Braun said to me that I have to not only write about the facts on my response, I also have to add more of what I think, add more to the conversation. So I did that for my final response, while I was agreeing with Lessig Lawrence I added more of what I think, I added examples expressing my point of view and the solution that I think was the best. So through this response I learned to express myself better adding more to conversation, adding examples and making my point clear. While I was writing my learning narrative. I learned how to think carefully about my ideas and how to organize it well in my paper.

I wrote the introduction one day then worked on the remainder of the essay over the next three days. Once I had the introduction thought out I knew exactly where I wanted the story to go. I re-read the essay twice to make sure I did not leave any important details out of the story I was telling. Proofreading is no one’s favorite part of writing and I am certainly no different. I did not spend as much time proofreading as I should have.

But after the read around and the comment of my professor on my paper “to revised it, cut general sentences, show don’t tell and to add more concrete details,” I fixed my essay. Now thi... ... middle of paper ... ... my professor that taught numerous skills we learned in this class. For example, we learned to develop concrete details, grammar, vocabulary and editing skills. Most important, I learned I can write variety of essays such as descriptive, comparison, contrast, argumentative and research essays. I learned how to use visually descriptive words, to compare and contrast, reasoning and evidence, the use of ethos, pathos and logos.

By writing down student ideas and perspectives in essays, even in non-academic disciplines, they hone their own expression skills, identify patterns, observed events and consider possible solutions. The skills we are learn for college and university can help us in career, as well. Reports for office jobs, essays for scientific journals and many other careers require us to know academic writing. Learning it early and getting lots of practice is a good way to get ahead in our

A comment from the strength’s section of my paper was that “connect claims to thesis in logical ways”. By improving my arguing in this class, I will better able to argue while I’m a graduate student. When I write papers, I will need to show how all of my claims in my essays relate back to what I was arguing in my thesis. While in graduate school, I will always be arguing my thesis. I must argue my thesis to my professor as well as my fellow classmates.

My introduction was not clear and could not set the tone for the remainder of the essay. I remember my professor said that, “Do not leave the reader gue... ... middle of paper ... ...e clean pages, I realize that I did not actively read the book. In EN 101 class, I have learned to read with a highlighter which has drastically taken my writing to a new level because I am able to connect back my initial insights marked on the page. I acquired many skills over the EN 101 semester. My major weaknesses in essay writing which were writing a sound thesis statement, expository writing and critical thinking now became my strengths in every essay I write.

English 1010 was exactly the class I needed to improve myself as an assertive reader and writer. This semester, I have learnt not only about genre and genre selection, but also using concise language, sources, improving drafting skills and overcoming writers block. In How to Write Anything, the various genres and sub genres were displayed. This has helped to me to identify the genre of any paper based on the type paper I’m completing. For Example, I know that if I’m completing a product review, the genre of that paper is Evaluation.

Self-Reflective Essay Writing has never been my strong point. When I enrolled in English 105, I was worried that I would meet a large challenge in a college level composition course that would be difficult to overcome. Although the course was challenging, the assignments, workshops, and freedom in choosing topics for papers, gave me the opportunity to greatly enjoy the writing process. In high school, papers are written, reviewed, revised, and edited by the person who wrote the paper, and then the paper is handed in for a grade. In this course, the portfolio style allows for much greater revisions, much deeper understanding and comprehension of the writing process, and a much better understanding of the strengths and weaknesses in a writer’s work.

Reflective Introduction I began the semester with some knowledge of the different types of writing, and I learned why my audience is so important. Knowing my audience helps me make decisions on what information to include in my papers, how I should arrange my information, and what kind of supporting details will be necessary for my reader to understand what I am presenting. I learned that tone in writing can be very powerful, and I liked how I could express my attitude through my papers. I discovered tones can change rapidly or remain the same throughout a piece of text. The class and I have been working on group activities such as Peer Review Forms, Inquizitive, D2L’s every Tuesday, and four paper packets.