“The keys to patience are acceptance and faith. Accept things as they are, and look realistically at the world around you. Have faith in yourself and in the direction you have chosen,” affirmed Ralph Marston. The future ahead of us is the bag that holds the accomplishments, the extent of faith, determination, dedication, and more crucially the abundance of assiduousness you put in your each action. “No one will ask you to do more than your best.” The concept of this, it exemplifies the English Language Arts Module Assessment, in which students were tested to demonstrate the knowledge of English Language Arts, so that the instructor have a sense in which each scholar needs to improve on, as well as identifying the strengths of each student. The examination focal point was to develop an argumentative essay, using textual evidence from the three texts provided. From my prior knowledge from 7th grade, my instructor, Ms. Simpson, touched the surface on how to develop an argumentative essay, however, in some ways she also ornate on the topic of argumentative essay, therefore, writing this type of piece was not aliens, a complete stranger. In terms of the writing prompt given, it was imperative to comprehend what was the question portraying. In order for me to understand, what was the question asking; I broke the prompt into my own words, so that I would grasp my main focus. With the capability of paraphrasing, I was able to develop my argument. Therefore, I have the introduction under my wing, with the thesis statement in which I state my position. Moreover, I had to go on a scavenger hunt for textual details. As I gathered, my textual details, I had the elaborate on the evidence to support my claim. Elaborate, in this ca...
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To conclude, the English Module Assessment benefited me in several ways. It taught me how I need to enhance as a writer, as well as what I have under my wing, my strengths. The future ahead of us is the bag that holds the accomplishments, the extent of faith, determination, dedication, and more crucially the abundance of assiduousness you put in your each action. Most of my classmates didn’t anticipate the scores in which they wanted, especially me. However, this isn’t the actual examination. With the results, you are able to know what you need to do on the next test. You want to exert, in which you put every drop of your one hundred ten percent effort. With consistent determination, the day of the test, you will have the spotlight on you. “The mode by which the inevitable comes to pass is effort,” declares Oliver Wendell Holmes, Jr.
When I first encountered the word argument in this chapter I thought that I would be informed on what an argument is and how to construct an argument in an essay. After reading the chapter I think arguments much more than creating diversity over a topic. Also, it is much more than making a claim. There are many different styles and ways to present an argument.
In this essay, we were to evaluate the ideas proposed by the author. Isolating and analyzing the key claims within the text. This essay required us to provide justifications used by the author to support those claims and provide an analysis of the ideas. I chose a fictional text for this prompt called “The Things They Carried” by Tim O’Brien. The argument from this particular story is that everyone carries a burden. The justifications that I came up with to support this claim was Lt. Jimmy Cross’ strong infatuation with a girl named Martha and how all the soldiers carried some kind of burden, either physical or emotional. I needed to provide evidence to support these justifications. Some evidence I provided to back up the justification was how a soldier named Ted Lavender died on duty and how Lt. Cross blames himself for Ted’s death because he was concentrating more on Martha than his own crew. My feedback for this assignment wasn’t that good. I didn’t fully understand the prompt and that caused me to get a bad grade on the essay. The professor said my quotes were awkwardly used in this assignment and that I needed more cohesion between my thesis and the surrounding sentences. I noticed that I still need to work on my grammar techniques. One thing I did realize about my feedback was that I had less sentence fragments, so I count that as an improvement. It wasn’t required to make a revision memo
In preparation for the Advanced Placement Literature and Composition exam, high school students must read many kinds of literature during the year-long course to familiarize themselves with different time periods, movements, philosophies, and genres. Advanced Placement students must learn to think critically, and be ready to find, analyze, and express literary connections through written analysis. The biggest challenge of teaching and learning Advanced Placement English is the difficulty covering the entire scope of literature in two semesters. Twentieth century literature often gets neglected. The pace of the curriculum can also limit the creativity of lesson planning and evaluation. Many teachers rely heavily on lecture, discussion, and a traditional analysis paper.
In our modern society, we have forgotten the art of writing. When we write, we think to ourselves, the longer the sentence, the more intelligent I will sound. Many may say it is by writing long sentences. But is it all that true? In this piece of writing I would like to focus on an essay written by Verlyn Klinkenborg, Several Short Sentences About Writing. In this essay he explains how and why when we write, we should keep our sentences short. he also explains why students should be assigned essays that are not determinate on other sources as evidence. I will also be comparing this to a piece written by Sarah Manguso, Ongoingness. I will be comparing these two pieces on their writing style, and their essayistic ideas. My belief is that we need
Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 9th ed. Boston: Pearson Education, 2012. Print.
In order to succeed in something, you must know what is expected, have the materials needed and give fourth the effort to do the best of your ability. According to the English 111 syllabus, this course is designed to develop student’s writing ability so that they can portray a clearer message within their writing.
This course and writing these essays has drastically improved my writing capabilities. Before this course I could not write an enthymeme or effectively write an argumentative paper. Establishing a clear and strong enthymeme to a question at issues helps me organize my ideas within the body paragraphs and keeps me from becoming repetitive. I understand now that addressing a counter argument strengthens my paper and helps tell the reader that you know your topic and have strong reasons. I look forward to using the writing skills I learned in this class towards future writing opportunities either with my studies or outside of school. I will continue to use enthymemes to effectively state my claim and reason and to strengthen my argument.
My experience into English 111 not only left me anxious, it became a self-revelation. My learning capabilities were challenged because writing did not come natural and the possibility of becoming a prominent writer were going to take a lot of time, effort and hard work. In spite of not knowing what to expect, I entered into this new semester pumped up carrying an “I can do this” attitude and feeling confident.
Persuasiveness is a vital skill all authors and essayists must master in order to effectively communicate their ideas. “The Great Person-Hole Cover Debate: A Modest Proposal for Anyone Who Thinks the Word “He” Is Just Plain Easier…” (Person-Hole Cover Debate) written by Lindsy Van Gelder is a poor example of how to construct a persuasive essay. This essay can be deconstructed into three key areas which are used to judge an essays persuasiveness. Failure to achieve effectiveness in these areas deem a persuasive essay ineffective. These areas include persuasive essay fundamentals, literary devices, and features. “Person-Hole Cover Debate” fails its goal of persuading the audience to comprehend and eventually agree with the thesis of the essay.
Before the start of this school year, I was not clueless as to how to craft an argument, but, to say the least, I was unexperienced. I thought that “argumentative” was simply a fancy name for “persuasive”—needless to say, I was mistaken. Blinded by this fallacy, I avoided acknowledging any opposing views in my essays (such as in my TV argumentative impromptu), which only made it seem as if I did not have sufficient information to defend my arguments. I thought I had to induce my audience to agree with me and that if I mentioned any alternatives, I would lose them.
Whether the goal is to reach unlimited number of audiences or to address the presumed audiences, discussing issues surrounding arguments thoroughly is the key concept I seem to overlook. Overall, the biggest lesson here is to adapt writing for a general audience and master to build arguments and support them effectively and precisely. As Irene Clark notes, “ Instead, students are asked to write for a “general audience,” a concept that many students find difficult to understand”(6). Writing a literacy narrative essay, it was difficult for me attaining the perfect balance of information and description. I have to develop a sense of what information is critically necessary for the story to reach the intended audience and satisfy their expectations. I need to learn to write in such a way that my readers can visualize just as I imagine
Hoping for the best but expecting the worst, I walked in to English not knowing what to expect. English 111 was boring at times but in many ways helpful. College Composition I main objective is to teach students the fundamentals of academic writing and critical thinking. Aside from learning how to academically write, recognizing grammatical errors, tone, and different styles such as MLA, APA, and CMS, are some other things learned in the course. This essay will be evaluating the book as a whole, self-reflections, essays, my strengths and weaknesses and my professor.
The author begins his argument by retelling the story of his youth to build his ethos but the results are poor as it presents more questions on how he is a credible source on this argument as his only evidence is his own story. However, through the same means his pathos is built as his anecdote conveys feelings in the audience, making them more willing to listen. Graff finally, gives a call to action to schools to use students’ interests to develop their skills in rhetoric and analysis, which reveals the logic behind his argument. The topic about how students are taught rhetoric and analysis brings interest but with an average argument only built on pathos, a low amount of logos, and questionable ethos it can fall on deaf
English 101 is incredibly challenging and overwhelming to the typical college student. A narrative reflective essay, an expository essay, a novel, and the Nelson-Denny Reading Comprehension test are all crammed into ten weeks of backbreaking work. However, the most intolerable assignment of all has not even been mentioned yet: the argument paper! Students run around shrieking and cursing when they are handed the assignment. Most of them are enveloped by insanity during the writing process. When I mentioned the dreaded argument paper to a fellow classmate, he said that he felt my pain. English 101 students should not be required to write an argument paper because it is detrimental to their emotional well-being.
This is where the writer provides ideas and arguments with corresponding analysis, interpretation and evaluation. It also requires proficiency in grammar usage which means a writer should be mindful of the rules and conventions in writing to avoid erroneous sentence structure. Consistency is one of the skills needed in academic writing by making essays free from personal feelings and biases. A clear sense of argument is very important in academic writing because in writing the thoughts of writer would be vividly expressed. One has to give ideas and perception on a certain thing in the surroundings such as real object, picture, text, artifacts, phenomena and