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Literature review of reading skills
A comprehensive essay on reading skills
Literature review of reading skills
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Throughout my life, reading and writing was not always my strongest point. In fact, it was one of my weaker subjects and I loathed being forced to read and write when it comes to school. I remember even up to the end of my senior year, I rarely touched any of my textbooks or barely read any of my assigned books throughout high school. However, as I began college, I started to force myself to fully read all my textbooks and complete my writing assignments with my fullest capabilities. In the past couple of weeks, I found ways to balance out my reading and writing to fit in with my leisure time and for school assignments.
Most of the time I do my homework at late into the night. For example, here it is currently 2AM and I am working on school assignments and jumping from my laptop to my textbook. I am generally much calmer and focused at night because so I tend to work very late into the night. I am currently working out of the Campbell
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For example, on my social media sites, most of my reading is very short, and concise, ignoring spelling and grammar rules. This reflects upon my writing as well, and I tend to adjust my style to the current situation compared to writing an essay. Of course this style is much simpler to read regardless of the never ending flow of information, I adapted to this style of reading being a part of the younger generation where technology and social media has become a very active component in life. The podcast …. Brings up the topic about how people have diminish their natural reading and replaced it with this new style of reading. I find it interesting because it is a lot easier for me to read new posts on twitter compared to reading a Thomas Hardy novel. However, I believe it is because I personally am not very used to reading dense novels whereas I practically do this style of reading and writing every day because it is how the modern age
Transitioning from high school to college can be overwhelming. Before English 1301, I thought that I did not have to worry about being prepared for college. I quickly realized that my little background in writing essays was not going to be enough for college. Writing is not just something that I will use in English classes. In college, I will have to use effective writing skills in all my classes to complete research papers, essay tests and communicate to professors. Throughout my education, writing strategies persisted to be something that did not come easy to me. I dreaded writing because I could never find ways to get my thoughts down on paper. Ironically, a class that petrified me due to the amount of writing that was required ended up helping me in so many ways. English 1301 and my professor prepared me so much for college and real life.
Learning to read and write are both considered to be fundamental human skills, that we begin to learn from the day we start school. As time advances, as do our minds, and we are expected to evolve in our reading and writing skills. Finishing high school is a large milestone for the lives of young adults; however, there is so much to learn in order to reach the next big milestone. To be a writer in college can challenge our preconceived thoughts on how we write. Although some skills remain unchanged, high school graduates are faced with overcoming new ways of doing a skill that seems so simple that it is practically innate. The definition of writing skills for college students is much different than high school. However, considering we have come so far it is time to go over the information we already know and challenge ourselves with ideas that we are yet to learn more about.
Carr is worried. He confesses that he now has difficulty with the simple task of sitting down and reading a book. Absorbing the text is now belaboring, and he finds that his mind drifts off into other realms. Moreover, this phenomenon is not only limited to himself. Bruce Friedman, a pathologist at the University of Michigan Medical School, admits that he “can’t read War and Peace anymore…even a blog post of three or four paragraphs is too much,” (Carr). In addition, Scott Karp, a devoted blogger on online media and literature major, relates that he was an avid reader in college. Sadly, he observes the same trend in his focus as Carr and Friedman. Karp speculates that the loss of focus isn’t so much a change in the way he reads, but in the way he thinks (Carr).
Throughout my childhood, I had a very strong dislike for writing and reading. I found it boring and unexciting. As I progressed through elementary school, each writing assignment always came back with a mediocre to poor grade and to be honest, I didn’t really care because I disliked writing so much, so it meant nothing to me. Even throughout middle school, I didn’t care. Because all grades in elementary and middle school didn’t count towards anything, so I just didn’t put in the effort. I got bored so easily when completing a writing prompt for the state standardized testing exam called CSAP, later known as TCAP, then progressing to become PARCC. Writing just never appealed to me.
Over the course of this semester, I have progressed as a writer. Picking up new skills and dropping old bad habits has transformed me into a much better writer than when I entered the English 101. Entering this class, the only English classes that I took were mandatory high school classes all four years. In these classes, however, content was focused on reading novels, poems, and literature. There was usually only one major writing assignment each year, which was a research paper on a topic that was given by our teachers. Although there was some writing involved in these classes, most of the class time was spent on improving my reading and comprehension skills. A small part of the class was given to improve my skills as a writer and even a researcher. In English 101, however, most of the class time was spent on writing and more specifically, academic writing. This includes doing proper research, picking a worthy topic to write about, correctly analyzing sources, and developing a well-rounded, complete paper. I have progressed a writer over the semester by effectively integrating and analyzing sources better, and being more specific with my words.
Behrens, Laurence, and Leonard J. Rosen, eds. Writing and Reading Across the Curriculum. 7th ed. NewYork: Longman, 2000.
Writing and Reading Across the Curriculum, Brief Edition (2nd Edition) (2 ed., pp. 413-429). New York: Longman.
Writing and Reading across the Curriculum. Laurence Behrens and Leonard J. Rosen, Boston: Pearson 2011. 274-279
Writing and Reading Across the Curriculum. Tenth edition. Edited by Laurence Behrens and Leonard J. Rosen. New York: Longman Publishers, pp. 371-377, 2008.
Although it has only been 2 weeks that I have been attending in this writing course, I have already expanded my knowledge greatly and gained plenty of courage in a very little time period. I am not an avid reader, nor do I ever bother to take my own time to go out and pick up or buy a book, but throughout the weeks, I have been assigned to read a new article every week, and each article has made me realize the power and potential reading has to a single person. How it can change someone’s life drastically. I mostly enjoyed reading “The Importance of the Act of Reading” by Paulo Freire, “The Joy of Reading and Writing: Superman and Me” by Sherman Alexie, and “All Writing is Autobiography” by Donald M. Murray.
Begrens, Laurence; Rosen, Leonard J. Writing and Reading Across the Curriculum. 7th ed. New York, Longman, 2000. 320-322.
Clearly, I’ve had my ups and downs with reading. I still have my own personal obstacles with reading that I plan on improving in my English class. I enjoy reading more now than I have in my school years. I know reading is a great way to escape as well as learning. I see reading in a different light than I have before. Like Dr. Seuss said, “The more you learn, the more places you’ll
Throughout my high school years, I did not necessarily find a liking in writing, as it was extremely graded hard on a rubric and mostly censored. I constantly felt pressure from my teacher to meet our school writing rubric, rather than expressing my thoughts on a topic creatively through my writing. Every week, Ms. Harper gave us three writing assignments all due on the same day next week. Due to these restrictions, I did not allow myself to think in a comprehensive sense. When I started college at Clayton State, that mindset of writing without creatively thinking on the topic prevented me from opening up my mind to different ideas. Luckily, English 1101 which was taught by Dr. Frank gave me a new perspective on writing and allowed me to open
In this paper, I will analyze reading strategies for the content area of language arts in a fifth grade class. Reading comprehension is one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter, whether it’s science, math, or social studies as well as everyday living skills. The content areas typically included disciplines like science, social studies/history and math, but any area outside of English literature instruction constitutes a content area. The reading associated with content area courses reflects not only the concepts and ideas important to these subjects, but also the text structures used by those practicing the field.
Behrens L. & Rosen L.J. (2009) Writing and Reading Across the Curriculum (3rd ed.) NY: Pearson Longman.