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Reflective writing process
Reflection in creative writing
Reflection in creative writing
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Literature Logs Doin’ the Louvre Responses: write out your initial responses to the text: “This blew me away” or “This made me laugh” or “I found this bizarre” etc. It’s kind of confusing to me. Connections: Make one of each of the three types of text connections: text-to-text, text to self, text to world. Consider other essays, poems, or anything else you’ve read; your own experience or the experience of people you know; current events, what you’ve learned in other classes, etc. Text to Text: Text to Self: this poem made me to think off junkie stuff, which is organized very beautifully Text to World: It relate to the world because it tells the truth of life. Quotes: put quotations from the text that most intrigue, puzzle, I think it’s a very straightforward poem. How a home tenant talk or express his feeling to landlord. Connections: Make one of each of the three types of text connections: text-to-text, text to self, text to world. Consider other essays, poems, or anything else you’ve read; your own experience or the experience of people you know; current events, what you’ve learned in other classes, etc. Text to Text: Text to self: this poem reminds me the conversation that I had with my old homeowner when I move. Text to world: It also reminds me the movie Global Financial Meltdown- One of The Best Financial Crisis Documentary Films Quotes: put quotations from the text that most intrigue, puzzle, interest, or provoke you. You can reference a long passage with a page number. Then write your response to the quotations or passage, exploring why you thought they were significant. Look for “pregnant passages”—passages full with meaning. Select three quotes. 1. “What? You gonna get eviction
Through these resources, activities, and strategies, students are able to make progress into distinguishing the main idea and supporting details in reading texts. Through this they are also able to organize thoughts to develop a topic sentence and moreover use supporting facts and details. Many of the resources and activities done in this lesson allowed the students to think for themselves and make educated guesses based on the information given. Moreover they were allowed multiple opportunities to share with one another about heir thought
Mary Pipher’s “Writing to Connect” focuses on persuading its reader through personal experience, expert testimonies, and figurative language that his writing can change the world. At the end of the text, Pipher hopes that her reader believes that one’s words have value and can impact others.
The essay “Ten Ways to Think about Writing: Metaphoric Musings for College Writing Students” by E. Shelley Reid discusses a key point in writing that the writer should be passionate or have a connection to their writing. For instance, Reid states that there are three main principals that writers should follow when writing. In her work, E. Shelley Reid wrote, “Write about what you know about,
Carry Your Own Skis by, Lian Dolan Arthur Ashe by John McPhee, and Dreams by Langston Hughes are three of my favorite texts from the textbook this semester because of all the messages they portray. The reason why these were my favorite’s texts is because I was able to relate to them one way or another. This is very important to do in literature. Connecting to the texts can help us understand them more. This is why some texts become more popular than others. For example, Romeo and Juliet by William Shakespeare. Everyone who has ever been in love can relate to this story. The feelings expressed are ones often felt by people everywhere. The more a person can relate to a story, the more important it is to them.
Schakel, Peter J., and Jack Ridl. "Everyday Use." Approaching Literature: Writing Reading Thinking. Boston: Bedford/St. Martin's, 2008. 109-15. Print.
Anchor standard 3: Analyze how and why individuals, event, and ideas develop and interact over the course of a text.
The first type of text is the aforementioned classic novel. For this unit, two texts in particular will be utilized. One is J.D. Salinger’s The Catcher In the Rye. This novel focuses on the experiences of a cyn...
...of how I did the same with my pet parakeets. The connection with text to text was the similarities between the poem of The Love Song by J. Alfred Prufrock and the book, The Loved One by Evelyn Waugh and how they were both about love and how they have trouble with it and does not know what to do. Lastly, the connection with the two books to the world was in Endurance how on the new you hear about how there is ship missing and people surviving the shipwreck it is just like in the book how they had to survive when they left their ship. There were many connections from the books to my life, to other books, and to the world.
This poem includes quotes with informal language that children or teens would better understand. It’s narrative-based style is easy to follow, and although the poem covers very basic concepts, it’s message is still communicated subliminally. This particular poem is interesting because it focusses on the universal experience of pain and it’s relation to time. Similar to this is “The Householder”, written in a cyclical style, opening with a “house” and ending with a “home”. With only three stanzas, it is
Foster, Thomas C. How to Read Literature like a Professor: A Lively and Entertaining Guide to Reading between the Lines. New York: Quill, 2003. Print.
In the Ninth grade transitions proved to be paramount to conveying meaning and sentence fluency. Furthermore, Transitions signify the glue that ties together your essay, transitions portray the relationships between your ideas. Without transitions a reader cannot gain precious information from your essay or writing
In high school, I began to ask teachers for writing prompts prior to reading the book, so I could have a longer time to think about my approach to the essay. This engaged me in the book
I will preface this literacy narrative by a warning: this is not, in any way, an essay about my positive academic experiences with reading and writing. Don’t get me wrong, I LOVE reading, but this fondness was not rooted in me because of school. Writing, on the other hand, has been the bane of my scholastic journey since the start of my high school years. This could explain why I waited until my very last quarter at university to take my required writing class.
During the course of this semester; the variety of writing styles and essays assigned to me in my communication skills class encouraged the development of my writing skills, as well as provided me with more self-assurance in my abilities. My writing, research, and presentation abilities enhanced through practice, determination, and the understanding I gained during this course. With every single writing assignment, I learned new innovative approaches and skills, which enhanced my abilities to improve my thoughts logically, enabling me to write more clearly, and to organize my papers more effectively. At the beginning of this semester; despite the fact that I already knew the terminology MAP: message, audience, purpose; I never really understood the significance of MAP. For this reason, my writing lacked clarity, organization, and my writings appeared less focused on the topics. As a result my research papers and essays did not flow as smoothly from one passage to the next. Furthermore, I was unaccustomed with the precise procedures used when writing an essay. For instance, my previous classes before college, although requiring a reference page, did not require me to include proper citations in my writings. After evaluating the quality of my writing toward the end of the semester, I recognized vast improvements in several areas of my writing. By concentrating on the beginning stages of my writings, I could distinguish ahead of time my audience and my message. As a result, my essays are clear, and I remain on topic. In addition to that using transition phrases efficiently also helps my writing to flow smoothly. The proper use of transitions makes my writings easy to follow from one topic to the next. I also learned that pre-writing...
Coming into this class at the beginning, I thought that it was going to be a breeze, especially since writing was my strong point in high school. Not only was I wrong, but I struggled a whole lot more than I ever thought I would. As the semester progressed, I was able to find ways to make my writing more enjoyable to read by gaining the ability to clearly state my point.