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Self-confidence is critical to the development of children
High school teacher expectations
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I could really do I would only give her a reason to feel good about herself or make myself feel humiliated in front of everyone. I couldn’t say anything because it would only be and Let's go back a few years coming into a new chapter of the book, you know the transition from Middle School to High School. I was nothing but a full time student who thought she one day would become a English teacher. I loved the long, chilly nights of procrastination trying to get homework done. Suddenly it turned around completely, a few weeks into the class my first essay of the year was right around the corner. I think we all know how that turns out probably with a big fat zero, but for me it was different since writing had always played a large part to my life. The most important element in my developing …show more content…
I had been guilty of not being a perfect writer but a great reader. As I knew the papers were finally handed out with our grade , I would read my comments to be ready for a new assignment.
It was that time around blue papers hand it out with your time and date for “TUTORIALS”, I clearly see my Mrs.Elbert walking straight ahead towards me stretching her hand out to hand me the paper in big clear letters with my name on it. I couldn’t believe it, I looked over towards the paper to make sure it was for me, well guess what right name and only one name it couldn’t be anyone else. As I realize it was actually my name, I tore the paper up wishing it was all a dream.
I wasn't up for reality, therefore I knew I had to definitely look for other resources . It was a small school which only had one teacher per grade level making it hard for me to find help so I knew how much my teacher hated the upper grade level teacher. I played the game by its rules , I need a peer review so my bright idea was to ask the upper grade level teacher for help
that constant reading can improve writing ability, whether if it’s a fine literature or a poor literature.
After reading our mentors notes and analyzing what we have learned through this term, I have read all assignments that were submitted before our midterm exam. This gave me chance to follow up with how I advanced my writing skills from the beginning. As it was interesting to see how I can point out the missing qualities of these essays, it was nice to see our mentor’s notes justifying my points.
As time goes by, I noticed how reading and writing became one of my weaknesses. Having an assignment readings and writing an essay about it was one of the things I don’t like doing. I am not sure if there are any valid reason on why I don’t like it but all I know is there is always a point where I end up getting stuck because I do not know what else to say. Also, reading gets deeper and some of the words are hard to understand especially when some of the readings use metaphors. However, in every essay I turned in, I always look forward on all of my teacher’s comments because I always want to know what else I am missing, what else to say, and how to improve it. I guess in this case, Sherman Alexie and I are opposite towards our view on writing but we are the alike on the view of learning and improving.
My development as a writer has flourished throughout this semester. The first week of this fall semester started out with writing responses from our readings in the textbook. Looking back through and analyzing my reading responses at the semester to now; I noticed a substantial improvement in not only my grammar skills, but also my summarizing, and in-depth studying of writing adeptness. Another way I have progressed this semester is the vocabulary of my writing has significantly improved and become more scholarly. Another advancement I noticed was that the content of my work has matured, along with my organizational adeptness.
My relationship with writing has been much like roller coaster.Some experiences I had no control over. Other experiences were more influential. Ultimately it wasn’t until I started reading not because I had to read but because I wanted to, that's when my relationship reached change. I would have probably never cared about writing as I do today if it weren't for the critics in my family. When I was a child, my aunts and uncles always been in competition with who's child is better in school. I have always hated reading and writing because of the pressure to prove my family wrong was overwhelming for me. I had to prove them wrong and show them that I was capable of being "smart" which according to them was getting straight A's in all your classes.
It’s the end of the school year, and students are preparing for finals, in anticipation of moving forward in their education. English students are perfecting their portfolios, looking back on the hard work they had done throughout the year. The teacher begins to hand out papers for summer work for AP English Language and Composition. A student looks over at his peer’s paper and raises his hand.
For the forty odd pages we wrote for this class, I feel that the overall achievement was getting practice. I wasn’t required to write many papers in high school so for me the constant writing was helpful for me. I can really tell a difference in the way that I write now from the way that I wrote at the start of this year. I’m really looking forward to next year, because seeing yourself improve over a short amount of time really is
Responding to student writing is rife with potential — potential to help students improve their writing, potential to encourage a writer to continue, and potential to make the student feel like a failure. The written text used to responding to student writing, the end notes, the marginalia, is hugely influential to student writing, but largely ignored. John Swales might identify this kind of text as an “occluded” genres—texts that are produced on a very regular basis in a composition class (including syllabus, assignment prompts, etc), but are largely ignored or viewed as inconsequential. The result of this kind of ignored text is that responses to student writing vary greatly and, when scrutinized, generally demonstrate very little substance and very little direction for the writer. In addition to ostensibly useful feedback such as guidance, praise, and corrections—comments that effectively lead students to improve their writing, the marginal comments also include negative and seemingly useless remarks ranging from non sequiturs to failure, meanness, and cruelty.
Although many will argue that great writing will require time and practice, opponents claim that great writing is like a puzzle which means one can put the pieces together to create an astonishing puzzle. This was the case when I was a 10th grade. As a tyro, I didn’t know much about writing elements and styles. Fortunately, one of my English teachers, Mrs. Roberson, change my outlook on writing. She taught me countless techniques. From that point, I started reading books to increase my knowledge and vocabulary. This was an incredibly wondrous experience for me. I was learning new information while expanding my learning capacity. This was stupendous. It was a life-changing moment for me. Throughout my high school journey,
An unknown person has said, “to write means more than putting pretty words on a page; the act of writing is to share a part of your soul with the world.” A pencil is an important facet to me because it is my way of expressing myself. It has helped me through wonderful and awful times.
I am not the kind of person who talks or writes much. Putting my thoughts on papers is something I have always struggled with doing. I believe this class will help me improve on transferring my thoughts to paper, in an organized fashion. I look forward to becoming a better writer because of this class.
Over the course of the semester, I feel that I have grown as a writer in many ways. When I came into the class, there were skills I had that I already excelled at. During my time in class, I have come to improve on those skills even more. Before I took this class, I didn’t even realise what I was good at. This is the first class where I felt I received feedback on my writing that helped me to actually review my work to see what areas I lacked in and where I succeeded.
There are many different types of events that shape who we are as writers and how we view literacy. Reading and writing is viewed as a chore among a number of people because of bad experiences they had when they were first starting to read and write. In my experience reading and writing has always been something to rejoice, not renounce, and that is because I have had positive memories about them.
The eternal tale of becoming an accomplished writer; dream haunting thousands of aspirants who work hard to fulfill it. However, in one's initial quest towards the goal, it's not uncommon to stumble on a glaring lack of skill or knowledge of the craft. In many instances, this happens due to the lack of a reading habit. It is, therefore, pertinent to discuss and assess the importance of reading for a writer.
I knew I had to keep it together and not let the people around me realize the sadness that this day was going to bring me. As I waited outside like always, because DeeDee was never on time, I realized this wasn’t the end. It was more a moment in my life where I could make a decision, to grow up, or to give up. I walked into that class, knowing that when I received my final grade and my journal, I had to make that call. The wait was the longest moment I have ever felt, the feeling that this was what I have been waiting for and it may never happen was agonizing. As she explained the exam to the younger kids, she talked about writing. In this moment, she got emotional. She broke down as she talked about knowing us on a level that not many other people did. She loves her job and she loves teaching this class; Something that is hard to find these days. It was a beautiful moment for all of us, whether we appreciated seeing her care so much or