In every test or quiz given to them, they get mastery or above on them because they study and read over their notes every night. They encourage and empower me to renew my commitment to my education. Whenever I don’t feel motivated or just feel like giving up, I think of them and remind myself that they didn’t reach that level naturally or because they are geniuses. They reached that level because they took advantage from the beginning and practiced good study habits so the information stuck to them. And so in short, they worked hard for it and put effort into it.
Going into AP English class, I knew there would much to learn and that I had much room to grow. After looking back critically over the work I had done throughout the first semester of my junior year, I realized that I have already come a long way. After looking back at the comments Mr. Murphy had written about my writings and the notes I had made to myself, I noticed that my conclusions, thesis, organization, word and verb choice needed work. In contrast, some positive aspects about my writings were good insights, citations and flow. When looking back on my old free responses the reoccurring weaknesses were my conclusions and thesis statements.
Psych305 4/12/2011 Communication Assessment Essay After taking the communication assessment I learned a lot. This assignment also reminded me of the Myers-Briggs test I took on personality assessment in my Psych110 class. My preference clarity categories were declared an ISFJ. The history behind an ISFJ is: quiet, friendly responsible, and conscientious. Also committed and steady in meeting their obligations, thorough, painstaking, accurate, loyal, considerate, notice and remember specifics about people who are important to them, concerned with how others feel.
September 27, 2011 Dear Dr. Brigg, After writing my essay on the Myers-Briggs test, the portion I believe to succeed in my essay was providing solid examples in my life to relate to the four letter code that I had received from the test. The other successful portion in my essay was the explanation and difference of the letters for each personality trait. I believe that my essay showed that I had an obvious understanding of what the Myers-Briggs test was and how it helped confirm my personality and career preference. When I completed my essay, I was eager to improve my paper and fix any errors. The way I improved my paper was taking my instructors constructive criticism and making the necessary corrections, to the best of my ability.
in my paper, I will write about my accomplishments, routine writings, and major strengths and how they help develop my writing skills today. All of the accomplished writing I produced came from papers I had to turn in for class. Some of them were research, others opinion, or reviews on books I had to read. The research papers were generally the hardest. These papers took the most effort, time, and reviewing.
For Students Submitting ECO 201 LINK Assignments Online Your class has been selected to participate in an evaluation of student assignments in the Learning INterdisciplinary Knowledge (LINK) program by the Office of Assessment and Institutional Research (A&IR.) * Your assignment will be graded by your instructor in ECO 201 Macroeconomics. It will count for at least 3% but not more than 5% of your total grade in the course, so you will want to do your best. * You are required to submit it following the instructions below. You are expected to submit this to a special Turnitin.com account.
1. What are your human services policy related "take-aways," i.e., new information, theories, processes, etc.? This course has been a constant learning experience. From the materials assigned to the discussions between classmates, I have taken away an extensive amount of knowledge that not only be helpful through the rest of my graduate program, but will be a prime tool from my career. The different theories and processes learned will be a major asset to my career as a counselor, juvenile probation officer and a creator of a youth rehabilitation and prevention program.
Evaluation of the Metaphor Evaluation of the Metaphor The instructor has provided criteria to write an essay on evaluating a learning team member’s metaphors is the sole purpose of this paper. The instructors criteria states the evaluation must comment on if the metaphors are novel or original and if the metaphors are appropriate. I have traded with Learning Team Member Reggie Danner in an attempted to evaluate the week two assignment on creating metaphors from five topics of choice. It appears Reggie Danner has grasped the concept of metaphors. The metaphors written by Reggie Danner have met all the requirements for completion of the assignment for week two.
The most important reasons that I am at WGU are: (rate on level of importance) a. Develop competency for use in the workplace __4___ b. Get done with my degree as quick as possible _ 2___ c. Balance school and life __ 3___ d. Network with my peers __ 5___ e. Get the skills to start a new career _1____ f. Other… __6___ 6. When I get frustrated with a subject I tend to: (Highlight or check all that apply) Put the activity on hold, then pick it up again later Seek support from teachers Seek support from my peers Find the answer by myself 7. When I engage in projects I like to: (Highlight or check one) Work on one project at a time, completing it, before moving on.
11 December 2014 Drowning in the Discourse Julie Wildhaber says that “A strong, well-defined voice is the bridge between you and your audience: It helps your readers understand who you are, and it helps you engage them” (Wildhaber). For students in college, their audience will always be their professor. Along with expecting a strong voice, professors expect students, even first year students, to master and employ the many other writing skills that make up academic discourse. Most students tend to prioritize the more technical conventions of writing over the development of a distinguished and personalized voice. The conventions of college writing are very complex and if professors are more helpful and patient with first year students as they learn academic discourse, students will be better prepared for all future academic endeavors and they will have a better opportunity to strengthen and develop their voice.