The way I improved my paper was taking my instructors constructive criticism and making the necessary corrections, to the best of my ability. I had obvious problems with the comma usage, dangling modifiers, and it was no question that I have to improve my vocabulary. Referring back to the text book and using the Thesaurus definitely helped me make the best revisions that I can make. The most challenging part of this assignment for me was to expand the use of my vocabulary. I know a lot of words; I just don’t use them in my everyday conversation, thus making it more difficult to incorporate in my essay.
This at first felt overwhelming. My tutor gave me some targeted references and I also asked the library staff for support in accessing the information I required. I learnt that asking for help can be a good thing. The information itself needed to be interpreted which required critical and analytical skills. I kept having to return to my initial question to avoid missing the point.
Good day, Jacquella! My name is Ana F. and I’ll be your e-structor for this submission. Let me offer you some useful writing tips to help you improve your essay. Let’s begin! *Strengths of the essay: You did a good job in differentiating listening from hearing, Jacquella: “Listening and hearing are two different processes.” Through this, your readers can have a better insight about listening, leading them into a proper perspective about your
I identified that I had to refocus discussions because the service user I was working with tended to digress. It proved to be a testing experience because I was not always sure exactly when to or how to draw in the conversation without causing offence to the service user or appearing to be in a rush. On reflection, I realized that being honest and upfront with the service user would have been a more professional way of dealing with the situation as stated by the GSCC Codes of Practice (2002, 2.1; 2.2) There was a need for empathic communication during the interview. Using appropriate reactions and facial expressions facilitate this. Given the importance of the housing issue to the service user, I had to be aware of how I spoke with him by using sensitive language and showing concern but also through trying to get the important issues across (Thompson, 2002).
We could bring up the case as a sample to demonstrate what we are discussing about. However, adding a question to prove our point is not recommended in academic writing. The subject line information to identify the situation has to be included on the head of the memo. In addition, clarity, correctness, and courtesy are very important and they represent for our efforts. The memo should be clearly written and organized in direct order, beginning with the objective and then systematically and covering the vital bits of information (Rentz, 2008).
Second, have the students write down a few of the challenging words | | |they may struggle with in the story. Third, the students write the words on their personal dry-erase boards. | | |Fourth, recite them after the teacher says them. Then, the Teacher reads aloud the story “A chair for my | | |mother" by Vera B. Williams. Review the most frequently used words after reading the story.
English 2001 Peer Feedback Form Instructions: Read one of your classmate’s rough drafts. Create a new document, copy the questions below onto it, and develop answers based on the rough draft that you read. Post your feedback document in the thread that your classmate started when she/he posted the rough draft. Then give feedback to a second rough draft. Writer’s name: ________Evita LaQua______________ Reviewer’s name:___Shay Washington______________ • Present the author’s thesis in your own words and discuss whether it is persuasive and whether it provides an accurate guide to the direction of the paper.
|Name: Jessica Juden |Date: 9/25/14 | Graded Assignment – LACII Unit 5, Lesson 4 [pic]BEFORE submitting this assignment, you MUST complete the 5.02 Quiz. Planning a Letter to the Editor The questions below will help you plan your letter to the editor. You may have already answered some of them in your Student Guide, so refer to your Student Guide, if you wish. Also, please refer to Lesson 5.04 for help with the Outline. (2 points) 1.
Unit one also taught me to reevaluate how important certain priorities when it came to writing. I learned from the other unit one authors, Joseph M. Williams and James E. Porter, that when an essay is read by someone who is looking for grammatical error or plagiarism instead of content, they will often find the error and ignore the content. Although I do still know the importance of grammar and originality, this class and the grading style has let me put those constructs in the back seat until the editing process, instead of making them something I had to constantly worry about. I don’t believe that good writing revolves around grammar, but rather how well your words can convey a message to the intended audiences.
VAR Reflection Assignment I did my VARK test and my result was that my learning style was Kinesthetic. I expected to be Read/Write because I noticed that I remember the best when I read over few times and make main points. Vark Inventory Reflection According to the VARK learning style inventory, my preferred learning styles are read and write. I agree with the results, Read/Write which means that I need teachers who use words well and have lots of information in sentences and notes. This preference is for information displayed as words.