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Reflective writing process
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Reflection writing
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I sat across from Helen and watched as she got her packet while I got a single piece of paper. It only took one page to say “I’m sorry, but your writing was not selected.” Helen’s packet took multiple pages to reminder her parents to sign their permission for the publishing of her essay. Helen’s story got in and mind didn’t. In retrospect, mine didn’t deserve to get in. Why? In an overzealous state to write an epic, I took what was originally 2 pages and turned it into six pages of unnecessary details, overcomplicated world structure, and random vocabulary in a classic freshman attempt to sound intelligent. It didn’t work. Three years and four months later, I’m realizing that my essays usually don’t need me to add as much as subtract for …show more content…
The blunt honesty in My Daughter’s Homework Is Killing Me—“I have inadvertently yet perfectly re-created my own eighth-grade homework conditions: getting stoned, attempting math, and failing at it.”—shows simple passion for writing the essay, and it’s funny. If I was to rewrite my memoir, I would have used more blunt honesty, and mentioned something along the lines of “I’ll admit, part of my problem was me not caring about art” or “I guess I shouldn 't have taken the class”. I used Greenfeld’s sentence idea “I’m not interested in the debates over teaching to the test or No Child Left Behind. What I am interested in is what my daughter is doing during those nightly hours between 8 o’clock and midnight, when she finally gets to bed.” in my D.A.R.E. essay when I said “I’m not here to explain why underage drinking is actually good for the youth of America or to fight the drinking age. I’m here to say why … D.A.R.E. needs to prioritize safety over law enforcement.” because I loved the idea of brutal honesty so much, and I thought it was a bold way to get the point across to the audience to forget the counterargument and related subjects for a …show more content…
I used to cram fancy-schmancy words into my essay, in part following classmate’s examples from classes like World History where the language wasn’t at all important. Because of the insecurity in my own voice, it took me a while to develop humor. My art memoir was even pretty dry in part because of the depressing topic, but also because I just didn’t put any humor in. My D.A.R.E. essay was much more fun to write because I got to joke around with it, using words like “devil’s lettuce” and “It 's easy to paint the "bad eggs" as
The point is just to let the unrestricted thoughts flow, for me most of the time it ends up being a rant that makes me look like a less than nice guy. To prove my point in the third essay for the class titled “Writing for all” the first draft was a total rant. The they say a portion of the essay had lines like “ A student would go to class, learn “... drop the E and add -ing” to make something a verb. Only to later down the line learn, doto some detail, it doesn’t always count as a verb.” making me sound pessimistic. Not something I generally would allow people to read. After a combing through the rant filled pages of that first draft I managed to salvage I created this as the better opening “A scholar may use writing as a way for us to preserve what we learned, for future generations to build off of. A book author will use writing to pull people into the book’s world of mythos and legend.” The First draft had essayed gold mired in the rant somewhere and just took rereading and picking out those lumps of gold. Which then have the opportunity to be part of the main essay after smelting or filtering it
In Patricia Limerick’s article “Dancing with Professors”, she argues the problems that college students must face in the present regarding writing. Essays are daunting to most college students, and given the typical lengths of college papers, students are not motivated to write the assigned essays. One of the major arguments in Limerick’s article is how “It is, in truth, difficult to persuade students to write well when they find so few good examples in their assigned reading.” To college students, this argument is true with most of their ...
We would do research on a subject or a person, and write about them. We, once again, were not allowed to be unique in our writing or think creatively or critically. This is the time when I was taught the five paragraph essay. As stated in Gray’s article, the five paragraph essay is detrimental to students’ writing. This format for writing is damaging because it doesn’t allow students to express their own ideas about a topic. It does not allow for any creativity or uniqueness in a paper. In tenth grade, I wrote many papers for my English class, but I never once got an A on them. I was led to believe that my writing was weak because I could not relate to what I was writing about. I did not have any emotional connection to the research papers I had to write, and it made it harder for me to write them. I had grown up not being allowed to think critically, and therefore, my papers in high school lacked creativity and deeper
Although a personal statement is supposed to be mine, in the back of my head, I was thinking that an admission officer would look at this sheet of paper I had written and base my admission on it. Then I felt that although this was supposed to be my story, it was not really what I wanted to say because the purpose was to please someone else. At a certain point, all creativity was gone and my only goal was to have a perfect personal statement. The need to have a perfect personal statement did not allow me to write an essay that was truly me. I already had my mind set that I was going to write what I thought the reader wanted to hear instead of what I truly wanted. I decided, however, that although the two questions of “Is it good?” and “Does this suck?” Barry presents would haunt me for the rest of my life, if my personal statement was not truly me, then I was getting into schools for the wrong reasons. It was surprising how, for so long, I struggled writing this life-altering essay and when I just let it go, and started writing without worrying about perfectionism, I “…was both there and not there… and the lines made a picture and the picture made a story” (124). I was able to write an essay that mattered to me as opposed to something that was a misguided version of myself.
Growing up in the recent generations is very challenging. Children at such young ages, even younger than teens have been faced with such perilous decisions. It is especially hard for teenagers to find acceptance at this point in their lives. Here is an instance that is so common in this day and age, yet this particular case is only fiction. A teenage boy named Donny has been going through a few changes in his appearance. His parents, Matt and Daisy, are somewhat disturbed yet they don’t say much to him. Then one day Daisy gets a call from Donny’s school administrator and tells her that his grades are attitude are dropping scale. He eventually gets kicked out of private school and does poorly in public school. Daisy was concerned and decided to take advice from the school and psychologist to get help from a highly reputable tutor, Calvin Applebee. Instead of Donny’s parents talking to their son they hire Cal, which tries to handle Donny’s lack of emotion and performance. Donny’s performance didn’t change with Cal, at least in the school aspect, but Cal kept reassuring Daisy and Matt that it would change and to give it more time. In result, Donny runs away after being sent home because he was expelled for being caught with drugs in his locker and months later he still has not returned home. Who is to blame? Should Daisy and Matt been more disciplined on Donny? Well, in Anne Tyler’s short story the Teenage Wasteland this is just what happened. I really enjoyed this story because I feel it really focused on an issue that is so common in our generation. It was easy to read and was straight to the point. I especially enjoyed the role of the dumbfounded parents, Cal’s cynical character, and in result of the all their foolishness, the action Donny resulted in taking.
Culture Centers in Higher Education: Perspectives on Identity, Theory, and Practice is a powerful and enlightening book by Lori D. Patton. Patton is a higher education scholar who focuses on issues of race theories, African American experiences on college campuses, student development theories, campus environments, inclusion, and multicultural resources centers at higher education institutions. She has a variety of publications and was one of the first doctoral students to complete a dissertation that focused exclusively on Black culture centers entitled, “From Protest to Progress: An Examination of the Relevance, Relationships and Roles of Black Culture Centers.” In Campus Culture Centers in Higher Education Patton collaborates with many higher education scholars and faculty members to discuss various types of racial and ethnic culture centers in higher education, their overall effectiveness, relevance, and implications for improvement in relation to student retention and success. Diversity, inclusion and social justice have become prevalent issues on all college campuses, and this piece of literature gives a basic introduction for individuals unfamiliar with cultural resource centers. This book successfully highlights contributions of culture centers and suggestions for how centers can be reevaluated and structured more efficiently. For many faculty, administrators, and student affairs professionals unfamiliar with the missions and goals of culture centers, Patton’s text provides a concrete introduction and outline for the functionality of these resources and also offers recommendations and improvements for administrators managing multicultural centers.
However in 8th grade I had an inspiring teacher, Ms. Moe. She told us to write whatever we felt on paper, to create stories from our lives, to write from our souls. Of course all of my stories were morbid with sinister events, but well written. (Maybe because I would spend all the time I could with her, so I would revise and revise until it was perfect- well at least for an 8th grader.) Writing My Past as a Writer was a great way to remind me why writing was alright. This paper was a little easier to write because it was my story. I had to revise it a bit and add some more background to what I was writing in the class, such as my Johnathn story (there are more of them too). As to let the reader know why Ms. Moe called me ‘disturbed’, but that was not hard. I’m sure Ms. Geary was a little concerned after reading this, wondering if she needed to report that I’m unstable or a threat to others, but no I just enjoy writing things that get my dark side out (I’m stable now, I promise). Getting a perfect score the first time, I still revised it and added things I thought would make it even better to read. Peer reviewing with Russell was great because he had some great insight in how to portray my reputation. Havi...
Primarily the work done of the personal essay taught me more than anything else in this course did. Candidly, the draft is one I am so unhappy with that I fear even attempting to revive it, but there was a lot learned while drafting it. To begin with, Tell it Slant stated that, "Memoir mines the past, examining it for shape and meaning, in the belief that from that act a larger, communal meaning can
In the same way, while reading, people prefer texts with humorous tone and exceptionally witty story lines. Therefore, we may call humor a linguistic art, an indicator of knowledge and general intelligence, or a tool to inspire others to incorporate wordplay in their everyday conversations. Let us consider the following example: “Joe was painting in the class of the great Magister… you know his fame. His fees are high; his lessons are light …his highlight brought him renown…” (Henry, A Sense of Love).
Gathering myself with all my work, and all the grammatical errors that cross through each page; I realized that those were simple mistakes that everyone creates. Surely I am a victim to myself; I leave most of my work unreformed in its pitiful expression, and not willing to change it. Each essay typed out, and sent was an extension of me; When the essays were handed back I did not welcome them with open eyes. My report “Samhain Celtic Festival,” is misinformed about what I know about it, and what information I took to explain it. My summary for “Just One More Game…” is misinterpreted, and lacks true focus on what actually needs to be summarized. I value my education, but what I did not include was how I was going to keep it all together.
“The White Man’s Burden” is a poem written by the British writer and poet Rudyard Kipling. In 1899, the poem was published in the magazine called McClure’s. Rudyard Kipling composed the poem initially for Queen Victoria’s Diamond Jubilee but decided to change the poem to match the American colonisation of the Philippines. The poem deals with issues such as racial oppression and the white man’s racial primacy. Kipling’s poem is a lyrical depiction of the white man’s burden during the nineteenth and twentieth centuries.
It seemed like a normal day when I entered Mrs. A’s AP Language and Composition class, but little did I know that she was going to assign a very important project that was going to take forever. I took my seat and wrote down what was on the board. Then I sat patiently and waited for Mrs. A to come explain what we were doing today. When the tardy bell rang, Mrs. A glided into the room and gave us all a stack of papers. She then proceeded to discuss our upcoming assignment, a memoir. As she explained the very important assignment, I wondered whom I would write about. No one really came to mind to write about and I thought for sure I would never be able to get this thing done on time. I finally decided that I would write in on my mother, Kari Jenson. I knew I would probably put the project off until the very end and do it the weekend before even though it would get on my mom’s nerves. Putting work off was just how I did everything, it worked for me. When I arrived home from school that day, I told mom about the project. I told her I would most likely write it about her and she was overjoyed.
Over the past semester, I have found the most challenging part of this course to simply be the transition from high school composition classes to college. Because writing expectations are so different in college than in high school, even with AP and Dual Enrollment “college level” classes, I first found myself being overwhelmed with the pressure to write the perfect first draft. The pressure came from knowing how much a final draft of a paper contributed to my grade. This left me sitting in front of my computer for hours at a time with thoughts of what I wanted to say racing through my head, but unable to deliver these thoughts into organized, structured sentences. I learned, through writing my persuasive essay, that instead of trying to write the paper start to finish and already in its perfect form, it is easier for me to look at the paper through its different components and focus on them individually, then work to best organize my ideas fluently.
One of my academic confessions is that I almost always keep a thesaurus website accessible while writing so that I can use the same word multiple times but just by concealing the repetition through an arsenal of advanced vocabulary. It seems like my word choice is always either highly intellectual or simplistic to the point that it seems like I’m talking to a child – there’s not in between. Another reason why I am guilty of using empty words in the form of adjectives is simply to take up space in a paper in order to meet the word count or page length requirement. Even now as I’m writing this, I have begun to think twice about every time I attempt to use an adjective. From a more casual conversational stance, though, I still think that these fillers can be helpful.
When I saw the news saying that after 15 years Leonardo DiCaprio was embarrassed about his performance in Titanic, I did not expect that I would feel the same way when I read the college application essay I wrote one year ago. Although I submitted the final draft because at that time I believed it was the best revision, now I can immediately point out a couple of mistakes and weaknesses. The essay did not have adequate details about what I did in a program about finance and money management, and therefore it was confusing. Moreover, it had many weaknesses such as rough transitions and grammatical mistakes. If I were the admissions officer, I would not accept the student who wrote such a piece of crap. Nonetheless, the process of retrospection not only shows my weaknesses in writing in the past, but also enables me to see my progress in writing over time. After taking two writing classes in college, I am able to apply techniques I learned from these classes to revise my essay to a better draft.