My Personal Approach to Learning Essay Evola Dawson Dr. Winchester, English Professor English 1013: Freshman English II Learning is imperative to life and in order for it to be effective, it must be affective. There are many ways that one can approach learning. My personal approaches to learning are practical examples, hands on, and open discussion. These are three ways that I have proven to be effective in my life as it pertains to learning. Practical examples are things that I can relate to that give me a clear picture of what is being taught.
Unit 1 review The hottest topic in Unit 1 focuses on how to successfully learn the literature. As it is shown in the professor’s lecture notes, deep reading and formal writing are unavoidable and essential steps of interpretation literature. In order to skillfully master these steps, students are assigned the reading assignment “Practical rules” about how to develop the essay in the right way. Previously, the basic thing that I know about writing paper is to follow the assignment. But how can I write in order to achieve the goals?
There are seven obstacles that hinder goal achievement. First, an unclear goal can prevent someone from achieving results. If the subordinates don’t understand what is expected, they cannot attain satisfactory results (Martin, 2009). For example, a teacher who tells her students to complete an essay assignment, but doesn’t state that the assignments goal is paragraph structure; won’t receive many submissions with proper paragraph development. Second, unclear directions can also stunt a projects turnout (Northouse, 2012).
I considered a good writer to be anyone who could effectively convey a message to a reader. Since going through the first two units, I have learned that good writing is quite a bit more complicated. Author Keith Grant-Davie discussed how important to good writing it was to analyze your subject matter to understand who all of your possible audiences are and who you may be representing when writing your material, and to address all parties appropriately. If an author can do this effectively, I believe that it is a crucial part of becoming a good writer. Unit one also taught me to reevaluate how important certain priorities when it came to writing.
Milica Green Instructor : Chris Soholt ESL 051: Illustration essay 29 May 2012 My expectation for this class Every since I came to this country, I have wanted to improve my English. I am excited about what will come and the goals I will achieve this term . I have strengths I wish to expend on and weaknesses to work on. I hope with the help of my professor and classmates I can make the most of this class. While taking this ESL class I am looking forward to learning how to write effectively, improve my grammar and become a better writer.
My skills in reflecting on my own work have developed and I set myself daily targets, ensuring I meet them. The staff that I have worked with at both of my placements have been motivational. The English departments constantly endeavour to be better, to achieve more and to support each other. I have modelled myself on the good practice I have seen around me consulting with other members of staff to discover the best ways in which I can support students. I am interested in working in a dynamic, forward thinking and inspiring environment and I believe NCHS School would provide that.
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.
Professor Kamerman ENG 301 28 June 2009 Accelerated Reader Program: Benefit or Detriment Reading is vital to literacy; knowing how to read is necessary and assures success in most fields of work. Reading helps with writing as well; a person who reads more than they play games or watch television will find it much easier to come up with the words necessary to express their thoughts and ideas in writing. Teaching children to read is the beginning to providing them with the tools they need for a successful life, academically and in their careers. The purpose here is to explore the Accelerated Reader/Reading Renaissance (AR/RR) program and discuss whether it truly is beneficial to students by providing them with the opportunity to progress
I believe I am an exceptional candidate for this program. I am mentally prepared for this. AP history will help me strengthen my writing skills, which I will use time and again throughout life. Additionally gaining a better understanding of university level course work is important for my growth. The first and most obvious benefit is the GPA factor of AP classes.
In modern society, parents and students are really worried about, and interested in, grading systems, as grades are used as critical data when students apply for colleges and companies. Recently, there has been a controversial question whether the academic scores should be determined by an effort or by an achievement. In my opinion, it’s more reasonable to consider an achievement when grading students. First of all, it’s hard to determine how hard a student works. There aren’t any objective criteria to rank students according to their efforts.