Final Draft
My writing theory
1. Introduction
In this course, we are asked over and over what is writing. Through my experiences for seven weeks, I would like to say that writing is a challenge for expressing what I want to say in the way readers can understand. We saw the note bellow "be sure what you want it to say "every time we submit assignment. All reading and assignments are practices of this challenge and we stored them as knowledge and experience for future use. The following materials examines my statements from different perspectives. After see each detail, I would restate it in the last part of this essay.
2. What makes(made) me difficult to write
Struggles
When I refer to my thesis, my English skills as a reader and writer makes me difficult to write. As a reader, oftentimes I don’t have enough vocabulary for understanding the subjects. Now I got used to understand instructional writing or academic writing such as text books, but not story telling writing such as novels. This disadvantage interrupt me to understand what the writers want to say even they prepare enough for the readers. Reading is an opportunity to know how others write. For example, how the writing is organized, a paragraph is structured or which words are used. Especially for me, the construction of a sentence is the most helpful example because I am conscious of my grammatical ability. The reading assignments and peer review assignments gave me a good opportunity for practice. In addition, now I am trying to read story telling writing daily out of this course. The amount of reading will contribute to improve my learning skills from other writers.
Accomplishment
In this course, I was exposed to many story telling writing and I feel that these experience works as a guide when I need to write these kinds of writing. After I submitted writing project #2, I wrote my writing assignment for marketing class. The assignment is about buyer decision process and requested me to tell the story for each stages of process to decide college. Because the professor provides us outline in advance, I prepared a story that discuss about each stage. Then I began to write. After first writing, I read a paragraph again and made sure if the story goes well in the order. Made sure if a sentence has enough information and if it is clear enough to tell the story. How and where I put my thought was the most sensitive point what I learned in this course. In writing project #1 and 2, I was pointed out to add my feeling even I thought I did. So, in the marketing assignment, I tried to write my feeling right after an event and made the cause and effect relationship clear. The following example shows my efforts.
When I told my idea to my father, he said that the choice is not acceptable in Japanese labor market because there is the bulk hiring of new graduates and relatives said same thing. They meant that I lose a timing to get job if I go to college again in Japan. Although I understood what they wanted to say, I could not give up my mind. So, I searched another possibility on the internet and found an agency that sends student to college in U.S.
Ability
At this point, my writing ability is required to improve from two perspectives. One is English skills including spelling, vocabulary and grammar. Another is English writing skills. Here I want to say that general writing skills such as organization of writing or paragraph or structures beyond grammatical issue. Because the ideal writing style is different from Japanese style as shown in the picture, I need to get used to it. In Japanese writing, telling your feeling without saying, in other words, indicating is required for high quality writing. This is not applied to academic writing, but still our topic sentence is not as clear as English paper. These two skills are improved by gaining examples, so an increase in the number of reading is my best practice.
3. Writing outcomes and habits of mind
Rhetorical Knowledge
About Rhetorical Knowledge, I had experience in this ENG101 that exactly related an outcome below.
・Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure
In rough draft for writing Project #2, I used bullet points to list my observation results like this.
First, about prying custom, some students pray before they eat, others do not. The pray is shorter than pray in the class. The percentage of students who do not pray in café seems higher compared to that of in the class. Most of students in the class follow the professor prays before the class. Include me, international students and athletic student do not pray.
The peer’s advice realized me that it is still an essay even it has field work part. This experience gave me an awareness of choosing an appropriate tone for the writing makes the reader comfortable to follow the writing.
Critical Thinking, Reading, and Composing
Second, what I tried in writing project #2 is related to following outcome.
・Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer's ideas with those from appropriate sources
Again, the peer gave me an advice that I need to talk about my own feelings. In observation part, I tried to be through in just writing facts. So, I tended to follow that direction and I didn’t mention whether I like the observation result or not clearly. Based on the advice, I added clear statement about my feeling such as “I like their attitude” in final draft. I thought my writing was enough to indicate I like the result, but it did not. It means I failed to say what I want to say in the way the reader can understand. The lack of assumption about what the reader wants to know leaded to me wrong direction. Now I understand the importance from my mistake.
Processes
My process of writing changed by the practice of multiple drafts. This is an outcome listed like this.
・Develop a writing project through multiple drafts
In this course, ENG101, peer review was the most helpful phase to me. Usually, when I go writing tutor office, my work is reviewed by someone who teach me correct English not by someone who work same project. So, my work has never been reviewed by peers. What benefited to me was their perspective as a writer of their own work and a reader of my work. They knew the project well, so they realized the point where the writer wanted to say something but the reader could not understand it or the reader wanted to know something but the writer did not provide the information. Although we cannot get peer review for every assignment, the view as a writer and reader realize us a lot. Having peer’s view in myself will contribute to our writing and this new process is what I gained from course assignments.
Knowledge of Conventions
By revising my own work, I realized several points I repeated over and over. For example, I tended to write cause first result later as mentioned above. As my mistake pattern, I am not sure about preposition for the word and then my sentence can be guessed by native speakers but sounds strange to them. Because I don’t have enough vocabulary for conjunction, I tend to use same word such as so, because, then again and again as you know. These knowledges would work as a guide in the future writing as an outcome mentioned in the following sentence.
・Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising
Habits of mind
The following habit, openness helped me to improve my writing.
・Openness – the willingness to consider new ways of being and thinking in the world.
In any outcomes listed above, I needed to change if I thought it works than previous way. This looks easy but it is not. Changing own way has some risks such as time consuming, decrease in quality or simply incomplete. However, current way has a limit. I could not get efficient advice from peer if I did not attend this course. It means that my writing skills stay same positon. No development. I put more weight on development than on stay, openness is an important habit for me.
4. Conclusion
Throughout my work in this course, I got an awareness that writing is required to express what I want to say in the way readers can understand. Not only I realized it, I worked for that through course assignments. Then I learned how each work worked for me to improve my writing skills as I explored above. These knowledges will contribute to me when I need to write academic writing or professional writing in the future. For academic writing, I can see my own work from professor’s view, peer’s view or an amateur’s view and organize my writing depends on the reader. I might cut one paragraph because it is a basic information for a professor, or I might add one chapter for a beginner of the subject. For professional writing, I can expect client’s impression or colleague’s reputation from my writing. So, I might use certain styles of writing to achieve my ideal result. To close the gap between what I want to say and what the reader understand is a true writing skill.
My writing theory
1. Introduction
In this course, we are asked over and over what is writing. Through my experiences for seven weeks, I would like to say that writing is a challenge for expressing what I want to say in the way readers can understand. We saw the note bellow "be sure what you want it to say "every time we submit assignment. All reading and assignments are practices of this challenge and we stored them as knowledge and experience for future use. The following materials examines my statements from different perspectives. After see each detail, I would restate it in the last part of this essay.
2. What makes(made) me difficult to write
Struggles
When I refer to my thesis, my English skills as a reader and writer makes me difficult to write. As a reader, oftentimes I don’t have enough vocabulary for understanding the subjects. Now I got used to understand instructional writing or academic writing such as text books, but not story telling writing such as novels. This disadvantage interrupt me to understand what the writers want to say even they prepare enough for the readers. Reading is an opportunity to know how others write. For example, how the writing is organized, a paragraph is structured or which words are used. Especially for me, the construction of a sentence is the most helpful example because I am conscious of my grammatical ability. The reading assignments and peer review assignments gave me a good opportunity for practice. In addition, now I am trying to read story telling writing daily out of this course. The amount of reading will contribute to improve my learning skills from other writers.
Accomplishment
In this course, I was exposed to many story telling writing and I feel that these experience works as a guide when I need to write these kinds of writing. After I submitted writing project #2, I wrote my writing assignment for marketing class. The assignment is about buyer decision process and requested me to tell the story for each stages of process to decide college. Because the professor provides us outline in advance, I prepared a story that discuss about each stage. Then I began to write. After first writing, I read a paragraph again and made sure if the story goes well in the order. Made sure if a sentence has enough information and if it is clear enough to tell the story. How and where I put my thought was the most sensitive point what I learned in this course. In writing project #1 and 2, I was pointed out to add my feeling even I thought I did. So, in the marketing assignment, I tried to write my feeling right after an event and made the cause and effect relationship clear. The following example shows my efforts.
When I told my idea to my father, he said that the choice is not acceptable in Japanese labor market because there is the bulk hiring of new graduates and relatives said same thing. They meant that I lose a timing to get job if I go to college again in Japan. Although I understood what they wanted to say, I could not give up my mind. So, I searched another possibility on the internet and found an agency that sends student to college in U.S.
Ability
At this point, my writing ability is required to improve from two perspectives. One is English skills including spelling, vocabulary and grammar. Another is English writing skills. Here I want to say that general writing skills such as organization of writing or paragraph or structures beyond grammatical issue. Because the ideal writing style is different from Japanese style as shown in the picture, I need to get used to it. In Japanese writing, telling your feeling without saying, in other words, indicating is required for high quality writing. This is not applied to academic writing, but still our topic sentence is not as clear as English paper. These two skills are improved by gaining examples, so an increase in the number of reading is my best practice.
3. Writing outcomes and habits of mind
Rhetorical Knowledge
About Rhetorical Knowledge, I had experience in this ENG101 that exactly related an outcome below.
・Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure
In rough draft for writing Project #2, I used bullet points to list my observation results like this.
- Some students pray before they eat, others do not. The pray is shorter than pray in the class. The percentage of students who do not pray in cafe seems higher compared to that of in the class.
- Most of students in the class follow the professor prays before the class. Include me, international students and athletic student do not pray.
First, about prying custom, some students pray before they eat, others do not. The pray is shorter than pray in the class. The percentage of students who do not pray in café seems higher compared to that of in the class. Most of students in the class follow the professor prays before the class. Include me, international students and athletic student do not pray.
The peer’s advice realized me that it is still an essay even it has field work part. This experience gave me an awareness of choosing an appropriate tone for the writing makes the reader comfortable to follow the writing.
Critical Thinking, Reading, and Composing
Second, what I tried in writing project #2 is related to following outcome.
・Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer's ideas with those from appropriate sources
Again, the peer gave me an advice that I need to talk about my own feelings. In observation part, I tried to be through in just writing facts. So, I tended to follow that direction and I didn’t mention whether I like the observation result or not clearly. Based on the advice, I added clear statement about my feeling such as “I like their attitude” in final draft. I thought my writing was enough to indicate I like the result, but it did not. It means I failed to say what I want to say in the way the reader can understand. The lack of assumption about what the reader wants to know leaded to me wrong direction. Now I understand the importance from my mistake.
Processes
My process of writing changed by the practice of multiple drafts. This is an outcome listed like this.
・Develop a writing project through multiple drafts
In this course, ENG101, peer review was the most helpful phase to me. Usually, when I go writing tutor office, my work is reviewed by someone who teach me correct English not by someone who work same project. So, my work has never been reviewed by peers. What benefited to me was their perspective as a writer of their own work and a reader of my work. They knew the project well, so they realized the point where the writer wanted to say something but the reader could not understand it or the reader wanted to know something but the writer did not provide the information. Although we cannot get peer review for every assignment, the view as a writer and reader realize us a lot. Having peer’s view in myself will contribute to our writing and this new process is what I gained from course assignments.
Knowledge of Conventions
By revising my own work, I realized several points I repeated over and over. For example, I tended to write cause first result later as mentioned above. As my mistake pattern, I am not sure about preposition for the word and then my sentence can be guessed by native speakers but sounds strange to them. Because I don’t have enough vocabulary for conjunction, I tend to use same word such as so, because, then again and again as you know. These knowledges would work as a guide in the future writing as an outcome mentioned in the following sentence.
・Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising
Habits of mind
The following habit, openness helped me to improve my writing.
・Openness – the willingness to consider new ways of being and thinking in the world.
In any outcomes listed above, I needed to change if I thought it works than previous way. This looks easy but it is not. Changing own way has some risks such as time consuming, decrease in quality or simply incomplete. However, current way has a limit. I could not get efficient advice from peer if I did not attend this course. It means that my writing skills stay same positon. No development. I put more weight on development than on stay, openness is an important habit for me.
4. Conclusion
Throughout my work in this course, I got an awareness that writing is required to express what I want to say in the way readers can understand. Not only I realized it, I worked for that through course assignments. Then I learned how each work worked for me to improve my writing skills as I explored above. These knowledges will contribute to me when I need to write academic writing or professional writing in the future. For academic writing, I can see my own work from professor’s view, peer’s view or an amateur’s view and organize my writing depends on the reader. I might cut one paragraph because it is a basic information for a professor, or I might add one chapter for a beginner of the subject. For professional writing, I can expect client’s impression or colleague’s reputation from my writing. So, I might use certain styles of writing to achieve my ideal result. To close the gap between what I want to say and what the reader understand is a true writing skill.
Rough draft
My writing theory
1. Introduction
In this course, we are asked over and over what is writing. Through my experiences for seven weeks, I would like to say that writing is a challenge for expressing what I want to say in the way readers can understand. We saw the note bellow "be sure what you want it to say "every time we submit assignment. All reading and assignments are a practice of this challenge and we stored them as knowledge and experience for future use. The following materials examines my statements form different perspectives. After see each detail, I would restate it in the last part of this essay.
2. What makes(made) me difficult to write
Struggles
Based on my thesis, my English skills as a reader and writer makes me difficult to write. As a reader, oftentimes I don’t have enough vocabulary for understanding the subjects. Now I got used to understand instructional writing or academic writing such as text books, but not story telling writing such as novels. This disadvantage interrupt me to understand what the writers want to say even they prepare enough for the readers. Reading is an opportunity to know how others write. For example, how the writing is organized or a paragraph is structured, which words are used. Especially for me, the construction of a sentence is most helpful example because I am conscious of my grammatical ability. The reading assignments and peer review assignments gave me a good opportunity for practice. In addition, now I am trying to read story telling writing daily out of this course. The amount of reading will contribute to improve my learning skills from other writers.
Accomplishment
In this course, I was exposed to many story telling writing and I feel that these experience works as a guide when I need to write. After I submitted writing project #2, I wrote my writing assignment for marketing class. The assignment is about buyer decision process and requested me to tell the story for each stages of process to decide college. Because the professor provides us outline in advance, I prepared story that discuss about each stage. Then I began to write. After first writing, I read a paragraph again and made sure if the story goes well in the order. Made sure if a sentence has enough information or if it is clear enough to tell the story. How and where I put my thought was the most sensitive point what I learned in this course. In writing project #1 and 2, I was pointed out to add my feeling even I thought I did. So, in the marketing assignment, I tried to write my feeling right after an event and made the cause and effect relationship clear. The following example shows my efforts.
When I told my idea to my father, he said that the choice is not acceptable in Japanese labor market because there is the bulk hiring of new graduates and relatives said same thing. They meant that I lose a timing to get job if I go to college again in Japan. Although I understood what they wanted to say, I could not give up my mind. So, I searched another possibility on the internet and found an agency that sends student to college in U.S.
Ability
At this point, my writing ability is required to improve from two perspectives. One is English skills including spelling, vocabulary and grammar. Another is English writing skills. Here I want to say general writing skills such as organization of writing or paragraph or structures that beyond grammatical issue. Because the ideal writing style is different from Japanese style shown in the picture, I need to get used to it as well. In Japanese writing, telling your feeling without saying, in other words, indicating is required for high quality writing. This is not applied to academic writing, still our topic sentence is not clear as English paper. Because these two skills are improved by gaining examples as mine, the number of reading is my best practice.
http://www.slideshare.net/ytaki/how-to-write-a-paper-2-20120121
3. Writing outcomes and habits of mind
Rhetorical Knowledge
About Rhetorical Knowledge, I had experience in this ENG101 that exactly related an outcome below.
・Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure
In rough draft for writing Project #2, I used bullet point to list my observation results like this.
First, about prying custom, some students pray before they eat, others do not. The pray is shorter than pray in the class. The percentage of students who do not pray in café seems higher compared to that of in the class. Most of students in the class follow the professor prays before the class. Include me, international students and athletic student do not pray.
The peer’s advice realized me that it is still an essay even it has field work part. This experience gave me awareness of choosing an appropriate tone for the writing makes the reader comfortable to follow the writing.
Critical Thinking, Reading, and Composing
Second, what I tried in writing project #2 is related to following outcome.
・Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer's ideas with those from appropriate sources
Again, the peer gave me an advice that I need to talk about my own feelings. In observation part, I tried to be through in just writing facts. So, I tended to follow that direction and I didn’t mention whether I like the observation result or not clearly. Based on the advice, I added clear statement about my feeling such as “I like their attitude” in final draft. I thought my writing was enough to indicate I like the result, but it did not. It means I failed to say what I want to say in the way the reader can understand. The lack of assumption about what the reader wants to know leaded to me wrong direction. Now I understand the importance from my mistake.
Processes
My process of writing changed by the practice of multiple drafts. This is an outcome listed like this.
・Develop a writing project through multiple drafts
In this course, ENG101, peer review was the most helpful phase to me. Usually, when I go writing tutor office, my work is reviewed by someone who teach me correct English not by someone who work same project. So, my work has never been reviewed by peers. What benefited to me is their perspective as a writer of their own work and a reader of my work. They know the project well, so they realized the point where the writer want to say something but the reader cannot understand it or the reader want to know something but the writer does not provide the information. Although we cannot get peer review for every assignment, the view as a writer and reader realize us a lot. Having peer’s view in myself contribute to our writing and this new process is what I gain from course assignments.
Knowledge of Conventions
By revising my own work, I realized several points I repeat again and again. For example, I tend to write cause first result later as mentioned above. As my mistake pattern, I am not sure about preposition for the word and then my sentence can be guessed by native speakers but sounds strange to them. Because I don’t have enough vocabulary for conjunction, I tend to use same word such as so, because, then again and again as you know. These knowledges would work as a guide in the future writing as an outcome mentioned in the following sentence.
・Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising
Habits of mind
The following habit, openness helped me to improve my writing.
・Openness – the willingness to consider new ways of being and thinking in the world.
In any outcomes listed above, I needed to change if I thought it works than previous way. This looks easy but it is not. Changing own way has some risks such as time consuming, decrease in quality or simply incomplete. However, current way has a limit. I could not get efficient advice from peer if I did not attend this course. It means that my writing skills stay same positon. No development. I put more weight on development than on stay, openness is an important habit for me.
4. Conclusion
Throughout my work in this course, I got an awareness that writing is required to express what I want to say in the way readers can understand. Not only I realized it, I worked for that through course assignments. Then I learned how each work worked for me to improve my writing skills as I explored above. These knowledges will contribute to me when I need to write academic writing or professional writing in the future. For academic writing, I can see my own work from professor’s view, peer’s view or an amateur’s view and organize my writing depends on the reader. I might cut one paragraph because it is a basic information for a professor, or I might add one chapter for a beginner of the subject. For professional writing, I can expect client’s impression or colleague’s reputation from my writing. So, I might use certain styles of writing to achieve my ideal result. To close the gap between what I want to say and what the reader understand is a true writing skill.
My writing theory
1. Introduction
In this course, we are asked over and over what is writing. Through my experiences for seven weeks, I would like to say that writing is a challenge for expressing what I want to say in the way readers can understand. We saw the note bellow "be sure what you want it to say "every time we submit assignment. All reading and assignments are a practice of this challenge and we stored them as knowledge and experience for future use. The following materials examines my statements form different perspectives. After see each detail, I would restate it in the last part of this essay.
2. What makes(made) me difficult to write
Struggles
Based on my thesis, my English skills as a reader and writer makes me difficult to write. As a reader, oftentimes I don’t have enough vocabulary for understanding the subjects. Now I got used to understand instructional writing or academic writing such as text books, but not story telling writing such as novels. This disadvantage interrupt me to understand what the writers want to say even they prepare enough for the readers. Reading is an opportunity to know how others write. For example, how the writing is organized or a paragraph is structured, which words are used. Especially for me, the construction of a sentence is most helpful example because I am conscious of my grammatical ability. The reading assignments and peer review assignments gave me a good opportunity for practice. In addition, now I am trying to read story telling writing daily out of this course. The amount of reading will contribute to improve my learning skills from other writers.
Accomplishment
In this course, I was exposed to many story telling writing and I feel that these experience works as a guide when I need to write. After I submitted writing project #2, I wrote my writing assignment for marketing class. The assignment is about buyer decision process and requested me to tell the story for each stages of process to decide college. Because the professor provides us outline in advance, I prepared story that discuss about each stage. Then I began to write. After first writing, I read a paragraph again and made sure if the story goes well in the order. Made sure if a sentence has enough information or if it is clear enough to tell the story. How and where I put my thought was the most sensitive point what I learned in this course. In writing project #1 and 2, I was pointed out to add my feeling even I thought I did. So, in the marketing assignment, I tried to write my feeling right after an event and made the cause and effect relationship clear. The following example shows my efforts.
When I told my idea to my father, he said that the choice is not acceptable in Japanese labor market because there is the bulk hiring of new graduates and relatives said same thing. They meant that I lose a timing to get job if I go to college again in Japan. Although I understood what they wanted to say, I could not give up my mind. So, I searched another possibility on the internet and found an agency that sends student to college in U.S.
Ability
At this point, my writing ability is required to improve from two perspectives. One is English skills including spelling, vocabulary and grammar. Another is English writing skills. Here I want to say general writing skills such as organization of writing or paragraph or structures that beyond grammatical issue. Because the ideal writing style is different from Japanese style shown in the picture, I need to get used to it as well. In Japanese writing, telling your feeling without saying, in other words, indicating is required for high quality writing. This is not applied to academic writing, still our topic sentence is not clear as English paper. Because these two skills are improved by gaining examples as mine, the number of reading is my best practice.
http://www.slideshare.net/ytaki/how-to-write-a-paper-2-20120121
3. Writing outcomes and habits of mind
Rhetorical Knowledge
About Rhetorical Knowledge, I had experience in this ENG101 that exactly related an outcome below.
・Develop facility in responding to a variety of situations and contexts calling for purposeful shifts in voice, tone, level of formality, design, medium, and/or structure
In rough draft for writing Project #2, I used bullet point to list my observation results like this.
- Some students pray before they eat, others do not. The pray is shorter than pray in the class. The percentage of students who do not pray in cafe seems higher compared to that of in the class.
- Most of students in the class follow the professor prays before the class. Include me, international students and athletic student do not pray.
First, about prying custom, some students pray before they eat, others do not. The pray is shorter than pray in the class. The percentage of students who do not pray in café seems higher compared to that of in the class. Most of students in the class follow the professor prays before the class. Include me, international students and athletic student do not pray.
The peer’s advice realized me that it is still an essay even it has field work part. This experience gave me awareness of choosing an appropriate tone for the writing makes the reader comfortable to follow the writing.
Critical Thinking, Reading, and Composing
Second, what I tried in writing project #2 is related to following outcome.
・Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer's ideas with those from appropriate sources
Again, the peer gave me an advice that I need to talk about my own feelings. In observation part, I tried to be through in just writing facts. So, I tended to follow that direction and I didn’t mention whether I like the observation result or not clearly. Based on the advice, I added clear statement about my feeling such as “I like their attitude” in final draft. I thought my writing was enough to indicate I like the result, but it did not. It means I failed to say what I want to say in the way the reader can understand. The lack of assumption about what the reader wants to know leaded to me wrong direction. Now I understand the importance from my mistake.
Processes
My process of writing changed by the practice of multiple drafts. This is an outcome listed like this.
・Develop a writing project through multiple drafts
In this course, ENG101, peer review was the most helpful phase to me. Usually, when I go writing tutor office, my work is reviewed by someone who teach me correct English not by someone who work same project. So, my work has never been reviewed by peers. What benefited to me is their perspective as a writer of their own work and a reader of my work. They know the project well, so they realized the point where the writer want to say something but the reader cannot understand it or the reader want to know something but the writer does not provide the information. Although we cannot get peer review for every assignment, the view as a writer and reader realize us a lot. Having peer’s view in myself contribute to our writing and this new process is what I gain from course assignments.
Knowledge of Conventions
By revising my own work, I realized several points I repeat again and again. For example, I tend to write cause first result later as mentioned above. As my mistake pattern, I am not sure about preposition for the word and then my sentence can be guessed by native speakers but sounds strange to them. Because I don’t have enough vocabulary for conjunction, I tend to use same word such as so, because, then again and again as you know. These knowledges would work as a guide in the future writing as an outcome mentioned in the following sentence.
・Develop knowledge of linguistic structures, including grammar, punctuation, and spelling, through practice in composing and revising
Habits of mind
The following habit, openness helped me to improve my writing.
・Openness – the willingness to consider new ways of being and thinking in the world.
In any outcomes listed above, I needed to change if I thought it works than previous way. This looks easy but it is not. Changing own way has some risks such as time consuming, decrease in quality or simply incomplete. However, current way has a limit. I could not get efficient advice from peer if I did not attend this course. It means that my writing skills stay same positon. No development. I put more weight on development than on stay, openness is an important habit for me.
4. Conclusion
Throughout my work in this course, I got an awareness that writing is required to express what I want to say in the way readers can understand. Not only I realized it, I worked for that through course assignments. Then I learned how each work worked for me to improve my writing skills as I explored above. These knowledges will contribute to me when I need to write academic writing or professional writing in the future. For academic writing, I can see my own work from professor’s view, peer’s view or an amateur’s view and organize my writing depends on the reader. I might cut one paragraph because it is a basic information for a professor, or I might add one chapter for a beginner of the subject. For professional writing, I can expect client’s impression or colleague’s reputation from my writing. So, I might use certain styles of writing to achieve my ideal result. To close the gap between what I want to say and what the reader understand is a true writing skill.
Assignment
eng_101-wp3-description_and_rubric.pdf_.pdf | |
File Size: | 120 kb |
File Type: |