Foun1019: Course Analysis

Writing, and literacy in general, is one of the founding cornerstones of modern society. It is difficult to find any sort of occupation that doesn’t require at least some basic writing skills. From business managers to lawyers to doctors, despite their notoriously bad handwriting, all require intimate knowledge of writing skills. Yet, teaching critical writing skills is not the cure-all to solving the problems that the public education system faces in producing students better prepared to tackle the challenges of the world as Peg Tyre portrays it as in The Writing Revolution. Critical writing skills, despite its current underemphasis in the classroom, should not be the only focus of the public school system’s curriculum as Peg Tyre suggests in The Writing Revolution, because critical writing skills do not prepare students adequately enough for the standards of the real world which require more technical skills, critical writing skills only teaches a small subset of underlying critical thinking skills, and critical writing skills education, as presented by Peg Tyre, is formulaically based which can result in long-term inability to further student’s critical writing skills despite initial success.

Critical reading involves digging deeper into the author’s creation, and being able to understand it on different levels. Throughout the book, we are given tips on how to solely concentrate on reading without getting distracted. With writing and reading together, you can judge the essay you are reading more accurately. The sample essay by Nancy Mairs, shows different examples on

Advancing in my critical thinking skills is as important as my writing skills. I have to take the appropriate steps in continuing to engage the readers throughout the writing process. Writing is crucial as a student and everyday life because it is a form of communication. I will utilize the necessary resources to assist me in applying the lessons being instructed for completion of each assignment in accordance with the University guidelines. Allowing myself to create an outline for the topic before the rough draft is setting

While attending writing class, I learned about the 4 steps in writing, bases for revising, organizing, and connecting specific information, and I also learned about the different types of essays such as descriptive, narrative, process, cause and effect and argumentative essay. I have been a student at Milwaukee Area Technical College for 1 semester, and over the course of my enrollment I have grown and learned more that I knew prior to attending this writing course. Participating in this writing class has taught me so much more than stuff about literature and language, it has taught me another way of expressing myself. I have learned here how to write and express myself, how to think for myself, and how to find the answers to the things that I don 't know. Most importantly I have learned how important technique, outlines and organization are. My goal in this paper is to inform writers about how my writing skills have improved.

It’s hard to imagine that just ten short months ago I was sitting in a classroom building a spaghetti tower with no idea what a rhetorical analysis essay was or what the word anaphora meant. Now, just a couple of months later, I have read and analyzed six different novels, learned to write an argument, synthesis, and rhetorical analysis essay, expanded my lexicon of literary terms, and sat through a three hour AP exam. This class has not only given me the skills to master the AP exam, but it has also given me knowledge to succeed in future English courses and in life. Through this course, I have experienced unparalleled growth in my reading comprehension and writing abilities.

In the start of the semester I struggled with the development and proper protocols that needed to be followed to sharpen my writing skills that would have prepared me to become a better and more established University level writer. One of the main reasons why I believed that I did struggle in the beginning of the semester, was because I did not properly follow the SLO guideline that given to myself and my fellow peers by our instructor. As I was able to look back on my past project and assignments throughout the spring semester in this English course, I was able to see an established pattern where I followed the SLO guideline protocols, which really did help sharpen and improve my skills a college

At the start of this course, I wasn’t sure what to expect. I had a goal for myself to improve and learn skills that would make writing less daunting for me. I have learned so many things about my writing that I didn’t think much about before. Another goal I had was to break the cookie-cutter mold that was set upon me throughout high school. During the process of revision, I discovered many things about myself as a writer and techniques that have been effective for me in the writing process.

Before taking on the challenge of critical reading, writing, and researching, I would like to

Numerous of students from different states and portions of Georgia, and even around the world, has come to Georgia Southern University to intellectually grow and mature as an individual. I chose the FYE 1410: Global Health Nursing class to extended and further my knowledge about health around the globe. By the end of this course, I expect to learn various health related facts and achieve my learning goals as a student.

When it comes to critical thinking, reading and writing are two factors that deal with the critical thinking process. A few key aspects of critical reading and writing are identifying the tone in ones writing, how to throughly read and annotate a text, and the revision process. In the essay, “The Maker’s Eye”, Donald Murray explains how the attitude of a writer, listening to what readers have to say and how to edit your own writing makes your work better when critically thinking in college. These aspects of critical thinking, reading and writing make will keep the reader interested and make the writing easier to translate when read.

The leadership project in course EL-7235, Workforce and Economic Development consisted of identifying a problem, trend, issue or innovation related to the workforce and economic development that affects community colleges. The problem, trend, issue or innovation was to be discussed in detailed, connecting to theory, policy and or practice used in the community college setting to address the selected topic. In addition, conducting a comprehensive review of literature concerning the topic and enhancing the review of literature with field research at a community college were included. Moreover, a presentation of the problem, trend, issue, or innovation research combined with the theory, policy, or findings on how research dealt

However, my progress as a reader has significantly improved and changed during this semester. First, I learned to improve my critical reading skills through the in-class reading assignments. My professor provided very useful help in assigning us the first reading response question: “Summarize the main ideas of the reading assignment. What questions do you have?” I think that a combination of being able to understand, summarize what the text says as well as interpret its meanings is a helpful approach one can apply to better his or her critical reading skills. Therefore, I have applied this approach to any reading I had for this class and I am still using it for other classes as well. Secondly, I changed my reading habit after the third essay in which I chose a research topic in my discipline to write about. While doing the research, I noticed that I was also encouraged to become familiar with many different subjects in my discipline. The essay assignment was to pick a topic that I am personally interested in writing about. Coincidently, this was also one of the goals that I listed on the first class writing “read articles and

During the semester, the class was assigned writing tasks that were intended to showcase our strengths and weaknesses in our writing. We were forced to think outside the box and expand on ideas in our readings. In the beginning of the semester, I was not certain what to except from this course. Writing has never been my strong suit, early in the semester I struggled with the writings. In high school, English class was not my favorite subject causing me to not gain the knowledge I should have, coming into this course with a poor knowledge about expository and narrative writing. Once I entered this course, the information that was received about expository and narrative writing helped me tremendously. I became accustomed to the new writing

Proficient writing is an essential skill in all aspects of academic and professional achievement. English 101, Introduction to Composition and Rhetoric, provided the framework to good writing, teaching me composition and rhetoric fundamentals, polishing up my grammar and style, and expressing a clear message. English 102, Composition, Rhetoric, and Research, continued to build on the skills I learned in English 101, focusing on the subject matter research process and employing various rhetorical and literary devices to better express a clear message to the reader. The course also improved my critical thinking capacity, allowing me to culturally evaluate my target audience, present logically flowing arguments using appropriate language and structure, and critically reviewing my writing projects for content and expression. Every writer inherently knows there’s always room to improve and I hold fast to this mindset in all academic, professional, and personal writing projects. English 102 has both challenged and inspired me to grow into a much better writer than before I began the class, providing the necessary skills to be not just a good writer, but a great writer.

According to (Critical literacy practices, 2011) “critical reading” is a type of literacy practice that is learning practice in which students analyze and critique language and power relationships within written texts. Many college freshmen are not prepared for critical reading, yet a lot of higher education organizations and levels do not require individual critical reading courses. Even though critical reading is an often-cited neutral topic in some different colleges structured reading courses. In many different colleges, at times, there is little to no research that exists that may also describe how composition instructors teach critical reading strategies. No matter the subject or the age of the reader. An overall reading goal for critical readers includes reading an article to comprehend information based on what was stated within the text. While readers read to gain understanding from the text, the readers also use additional information at times such as factual ideas, prior knowledge, and also context clues to understand the difficult text. There are many ways to become a “critical reader” which includes different types of reading strategies.