This class has allowed me to improve in areas I was already competent in and has made me address the areas where I was weak. Learning how to use the research tools available is an amazing skill that will be highly marketable no matter which career I decide to pursue. The foundation I have built by attending this class will enable me to be an expert in communicating with others in writing.
Since I was endowed with such an abundance of speech, I have taken a strong interest in language, and the numerous ways that it can be used to convey a variety of information. I feel that each student in my education community should be guided toward their highest goals. Every student that walks in the door has the ability to discover a field that interests him/her, and to develop knowledge in that field. It is my job as a teacher to foster each student’s interests, and provide them with the appropriate tools of language that will allow them to succeed in any field, and thus meet their goals. This is quite easier said than done.
It encourages text based input and output in all its forms, utilizing the same skills for reading and writing in order to learn. Being a read/write learner demonstrates learning through the processes most commonly used. Having words is a cultural component of who we are and read/write are both important skills not just for the professional scope, but for the cognitive process as well. Read/write learning style stimulates the frontal lobe of the brain where higher level processes are held. Then in the left hemisphere, where articulation and comprehension for language is centralized, this learning style mobilizes activity in this region which consequently results to increased productivity overall.
This course has helped me develop habits and practices that have improved my writing. I have learned to begin my writing process early to help avoid procrastination. This has allowed me to become more persistent with my writing. Being persistent has allowed me to generate my ideas by outlining and planning ahead of time before I begin drafting my thoughts and ideas so that I have a more clear and concise idea of my topic. I have also learned to ask for help.
No writer is born knowing how to write perfectly they all had to learn and that’s what I 'm doing except what they learned stuck to them. The obvious strength I have in writing is that it isn 't math. But being serious now two good strengths in writing that I have are creativity and the energy to want to write. The one weakness that hopefully is common is that I just don’t know how to put all of this together. My strengths and weaknesses make want to become a better writer hopefully this class will help.
Even when I do choose my own topic, I analyze each sentence as I compose an essay instead of simply writing the paper. In Honors Writing, Mrs. Templin told me to sit for at least twenty minutes, with no distractions, and type everything that comes to mind. Type now, edit later. I still struggle with this method because procrastination is another huge weakness of mine, and editing takes more time than writing. My philosophy used to be that if I could write a paper beautifully the first time, edits were unnecessary.
That method always works for me and has been very successful. I try to put my experiences in words to put on paper. I also revise a lot for grammatical errors. When I first was given a topic I would just scramble and write down the first thing that came to my mind but, now I have to brainstorm and think about it more clearly. By writing that way it gives me confidence in my writing to back it up.
Most importantly, I can now love the act of writing. Instead of slogging through an endless stream of mind numbing assignments, I can now confront each school paper with every bit of my intellect while enjoying myself. I can also engage in writing for personal fulfillment as I now possess the enlightened view that writing does not have to be boring. I have always admired your character and your work, and I hope to the information in your great contribution to good use. Sincerely, Joshua Boyd
Students that participation in a free or reduced lunch program is at 39% of the student body with 64% in the whole district; the national average is 51%. English Language Learners (ELL) is at or less than 2%. There are nine students in the self-contained classroom where I am student teaching. The age ranges from four years of age through seven years of age, placing these students within Kindergarten through the 2nd grade age level. This is a classroom where all students speak the English language every day.
I would write them, reread them, and then edit them. I found it that free writing helped me just think and write everything down without worrying if it made sense or if it went along with my other points. Before this class, I never did free writing. I normally would just start with the introduction and continue the paper from there, but that was not the case this semester. Like with the Doyle Essay, I wrote an introduction and free wrote my paper, allowing my thoughts to just flow and once I was finished, I went back and deleted my introduction because it was not needed.