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.
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.
I can honestly say that the teacher in the classroom did a great job with her students and I will be walking away with a bunch of awesome strategies and resources to take back to my own classroom to help with teaching reading and language arts. During this journey and through all of my observations, the teacher and myself had the same goal in mind and that was to make sure that we were educating the students to the
The middle school students increased their abilities to locate main ideas when challenged with exercises in the lesson cycle. The lesson cycle was effective because it gave students practice with text structures, signal words, and graphic organizers (Montelongo, Herter, Ansaldo, & Hatter, 2010). The students also confirmed their comprehension through the correct rewriting of the given text. The authors conclude the study by acknowledging that further study is needed in order to evaluate the quality of expository writing and its effectiveness on comprehension. They further recognize that this study was limited to the specific use of main idea placement in either the first or last
PROFESSIONAL DEVELOPMENT STRATEGIES - BA 2101, SECTION 011 FINAL ESSAY – 3/7/2013 INSTRUCTOR: Lindsay R. Teich Major in Success College students need more guidance in how to turn their talents, curiosity, and passions into successful careers. Most guidance offices and books on the subject will be inadequate for these purposes. The writing style is witty and engaging, and the examples are interesting and relevant. Repetition does occur in using the examples, but it's not too bad. While this book has some weaknesses in helping you select the direction you should go in, it is superb in helping you pursue your goals once they are set.
Looking back on my English experience here at Torrance High I believe I have learned a lot. In my last year at middle school they had us pick our scheduled for the next year at Torrance High, I decided to go into the honors program for English( it was one of my stronger subjects). I got I think the best English 1 teacher in the school. Mr. Duvall taught me a better way to organize the information I had read. I got a B first semester.
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. David Bartholomae, author of Inventing the University, is a professor who writes about the struggles that students face with transitioning into college level writing and learning to write with authority in academic discourse, all while maintaining a unique voice. I agree with Bartholomae’s views on the subject and his arguments are very valid because he speaks from the status and
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.
Jordan Taylor 4/24/12 Composition II Polites Reflective Statement In this course, College Composition II, I have learned many forms of writing effective argumentative pieces. The main thing I learned this year is how to effectively use sources to aid me in my argument. Along with that I learned that some sources are not credible and will not influence my writing much, if even at all. This helped me get better support in my arguments because I had credible sources that supported my argument. This course helped me utilize my sources better, made me realize my true freedom as a writer and understand how text may represent and have different meanings to other readers.
First you should major in subject areas that interest and feel passionate about it; consequently, it will make you engage fully with the material you are learning and marketable in a competitive workforce. Beside you should learn who you are, what you love, and where you find yourself good at. Also parents should not interfere and force you to choose a major you don’t like. Even if the you don’t know what you want to be, you can still determine your skills and interest by looking at your academic history, especially in the challenging and comprehensive classes in which you perform well. Moreover you may also reflect on your past experiences, jobs you’ve done to determine your major.