Summary of Instructional Problem Many students in high school lack the ability to write at a proficient level. One of the major issues with writing is that they struggle to understand the prompt and do not know how to start their essay. If they cannot “unlock” the prompt and write proper topic and thesis statements they will not get a passing score on their writing assignment, both in the classroom and at the State testing level. Differences Between Conditions Current Conditions Students struggle to understand writing prompts. Instead of starting with a strong topic and thesis statement they are frustrated and confused by what is expected of them. They are unable to begin the process and cannot organize their thoughts into a written response. Desired Conditions Students in Eleventh Grade College Preparatory English classes will be able to read a writing prompt and understand what it is asking them to do. They will demonstrate this by being able to restate the prompt into a topic sentence and articulate their response with an appropriate thesis statement. Data Collection Processes Discussion of Data Collection Instruments Used Qualitative and quantitative instruments were used in obtaining data for this instructional problem. The first instrument used was quantitative, the instructor gave students a writing assignment, and when it was graded, it was clear that there was a problem with effective topic and thesis statements, as well as general organization of the paper. To be sure that this wasn’t an isolated problem, the second instrument was developed; a quantitative instrument that surveyed the teachers, asking for information on their students comprehensive writing skills. Discussion of Sources of Data For the qualit... ... middle of paper ... ... this method with their students so that we can get writing support cross-curricularly. Goal of Instruction Students in Eleventh Grade College Preparatory English classes will be able to read a writing prompt and understand what it is asking them to do. They will demonstrate this by being able to restate the prompt into a topic sentence and articulate their response with an appropriate thesis statement. In addition they will be able to organize their paper and support their ideas with evidence from the text provided. Bibliography Early Assessment Program. (2013). Retrieved from California State Universtiy: http://eap2013.ets.org/ViewReport.asp School Accountability Report Card. (2012). Retrieved from Chowchilla Union High School District: http://www.chowchillahigh.k12.ca.us/CUHSD/board_trustees /Documents/12%20SARC%20Chowchilla%20UHSD%20Chowchilla%20HS.pdf
The purpose of English 111 is to help students create a foundation of writing skills so that they may better succeed at UW through their understanding of writing and how they can improve their writing skills. In order to achieve this goal students are expected to write essays throughout the course that will help them become more proficient in the four Course Goals set up to guide students in their learning process. The first course goal is that students be able to recognize strategies employed by writers in different forms of literary works. Students practice this skill through the reading and discussion of many different forms of literature in order to learn how writing strategies are used throughout these texts. The second course goal is
Thinking about a topic to write about is not always easy, and sometimes the process of writing can end up being difficult. Jennifer Jacobson discusses strategies to overcome the struggles that young writers can encounter while writing. I was interested in her book No More “I’m Done!” Fostering Independent Writers in the Primary Grades because I feel like as a future teacher this could be a frequent problem among students. From reading this book, I hoped that I would learn useful strategies that I could use to help students overcome their problems with writing. After reading this book, I do believe that Jacobson has provided me with plenty of methods to use. I was surprised at the depth that she goes into in her text. There is a vast amount
(intro) Writing is the skill that should be taught to students from (k-12). Writing is the root to get education for students, because without writing no one can able to succeed in education. Writing teach students to communicate better, using correct grammar, punctuation, and improve spelling mistakes in writing. Writing is an important part of communication for students to talk with other peoples. Writing helps to understand of English language and reflect people as a person. Student can improve his writing skill as much as he want to during school and college career, for example, a student is taking test or doing homework for his writing class. Writing play an important role in our life because everybody use writing in their daily life. For example, a businessman use his writing skill for write down his daily profit and loss. (Thesis): Writing help students to prepare for their future education and job.
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.
My analysis over the development of my writing throughout this semester. I will assess many aspects of my experiences with English 1301 up to this point in the semester. I will explain the ways by which I have blossomed as a writer during this time. I will provide brief examples of my work to show what I am basing the evaluation of my writing on. What my conceptions of writing were, at the start of, the semester and compare it to what they are now. I will clarify how my work this semester reflects the concepts of writing and reading we have been working on and studying in class. I will tell about what and how particular reading assignments have been influential in my growth of creative ideas. Lastly, my interpretation of what it means to be a writer, and how my experiences this semester has influenced my opinion on writing.
The article begins with subjective examples of what a “problem” is when it comes to challenges faced by students. The examples portray students having excuses for not being able to write. The writers successfully identify the underlying issues. I personally thought the examples were unnecessary as the point was clear enough. The central arguments focus around providing the impression of “basic writers”, and introduction of classroom activities and exercises. As the authors claim that these are what so called “Reflective practices” (Fernsten and Reda 171). The latter part of the central arguments emphasize on the multidisciplinary application of the presented strategy. Conclusion does seem to conclude and cover essential points from the evidences provided.
Proper skills for writing an essay is an important aspect a student, and even employees of the work force should be aware of. An essay is required for receiving grades in class, but they are also required for many other purposes. If an applicant is seeking for effective writing in their academic courses and for future aspirations, then The First Year Writing Program is perfect for effectively teaching the required material. The First Year Writing Program will give confidence to all successors passing the required English courses. Candidates can be aware of proper English and become well educated, by giving The First Year Writing Program the opportunity to turn them into successful English writers.
Whether you are given a selection of prompts to choose from or just one, knowing something about the various sorts of writing prompts can help you understand what your teacher expects and how you should approach the project.
Every English 111 textbook should consist of three main things: the proper way to write an academic essay, review of proper grammar, mechanics word usage and a short transition chapter of the difference between writing in high school and college writing. Successful College Writing by Kathleen T. McWhorter has many of the essentials but noticed it lacked examples of a noble essay. All throughout class students critiqued essays but never actually saw an example of a good, noteworthy complete essay. Having examples of what a person shouldn’t do in an essay is always beneficial but should be followed by a precise academic essay. How are the student supposed to improve their academic writing skills if they have nothing to go by? Just because the book lacks a few of the basic essentials doesn’t mean the book itself will not be beneficial in any way. The book as a whole is pleasing but still has room for revisions.
For my Final Reflection Essay I attempted to focus on the most obvious adjustments I made from writing high school papers to producing college level essays. This approach compelled me to examine a few of the papers I submitted in high school and look back on the steps I took to write them. By reviewing my previous work I realized that during Dr. Kennedys English 111 class I have effectively learned how to apply an outline, utilize research, and incorporate that research into my final paper. English 111 has helped me to understand the importance of the multiple steps of writing a great college level essay by forcing me to complete each step individually. My overall performance in this class has been above average and I have really demonstrated dedication to improvement.
Academic writing is a very discouraging topic that most young writers do not even want to begin to think about or imagine doing. Throughout college everyone will be asked to write multiple academic essays regardless of their major. We have read two sources in class that have helped clear up some common myths and also helped make academic writing not seem so foreign. The two sources we read were “What is Academic Writing?” and the first chapter of the book “From Inquiry to Academic Writing”. Many young students seeking a college degree are fearful about the amount of work needed to be done in order to survive their college courses. Academic writing is a challenging topic that many young people struggle to get a grasp on. Once the skill of
As a first time, English student in the university, I begin to understand what writing and literacy means. As I work halfway through out my semester, I have come to read and learn about different situations and meanings in many articles and books. Taking this course allowed me to understand and develop my writing process even further than I did before. As I read these articles, I notice certain aspects that these authors were trying to teach and inform us about. I shall demonstrate and identify what I have learned throughout this semester by creating points below.
To explain, many stressors and activities including extracurriculars or a struggling home life preoccupy writers, especially around the age of high school students. When students are already stressing over these aspects of their life, they become extremely drained of energy and have no fuel to write a supposedly daunting paper. The task at hand suddenly becomes more significant than needed and the student loses the spark to begin the essay with. In like manner, when creativity is absent either in the guidelines or the student, writing a paper is as enticing as visiting the dentist. Creativity is a main source of the want to write for students. The loss of freedom in writing makes a student feel as if an unsettling and intimidating duty shackles them. Moreover, teachers require students to create essays on certain ideas and topics. If the writer does not connect to the topic assigned, the will to write diminishes. Without a relationship between the topic and writer, an essay is uncompleted. When the desire to write is nonexistent, students tend to not complete an
Although adequate writing skills are indispensable for life, leisure, and employment, quite a few students do not learn how to write effectively. Since writing is an exercise in thinking, it is important to balance the process of writing with the mechanics of writing. The areas of the brain involved in the writing task are varied yet interrelated; therefore, a student’s individual needs will determine the method of instruction they receive. Many students who have low expectations for their own academic success will not make even minimal efforts to complete a...
are in danger of being exposed to vagueness of approach such as unnecessary repetition aimless and pointless writing. It is not always possible to fulfill all the conditions below, nut the more they are fulfilled, the better the students write successfully (Bright. 1970. P. 141-144)