Dual Enrollment English was the first real college-level class I ever had. I actually have taken other college-level classes before it, but Dual Enrollment English was the only course that gave me an accurate representation of how college will really be like and what it will expect of me. My journey through Dual Enrollment English began with a sense of fear and self-defeat and ended with a sense of satisfaction and confidence with many highs and lows along the way. This portfolio catalogs the evolution of my writing during my two semesters in Dual Enrollment English including seven different types of papers as well as each of their respective drafts and tutor feedback.
The First Paper: Narrative Essay The first essay assignment of the class was a simple five-page narrative essay about any moment in my life that left a large impact on me. This
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Although I am writing this reflection before the paper has been graded or have had much of any feedback on this paper, I still feel quite confident about it for a few reasons. Firstly, the multi-genre paper was the paper where I felt the most creatively free and motivated. Consequently, I actually enjoyed making it, and I had little to no problems with developing content once I chose my topic. Secondly, due to my paper 's very unconventional and innovative repetend method, my teacher thought it was so impressive that she immediately showed my paper to the class as soon as she saw it. The class also responded quite well to my paper. My biggest regret with this paper was that, even though I submitted the assignment early, I did not have enough time to do all of the things I wanted to. For example, if the assignment allowed me another week to work on it, I would have written a song, complete with music and lyrics, for it, among other things. Still, I feel that this paper was a decent return to form for my
In Downs and Wardle’s article, they argue and identify the flaws in teaching writing in college. Demonstrating the misconceptions that academic writing is universal, but rather specialized in each case. Citing studies and opinions from esteemed professionals, Downs & Wardle state their points and illuminate the problem in today’s many colleges.
During the English 160 course, I improved my approach to writing and developing papers, build on critical reading and grammatical skills, and exceed my previous abilities to write a strong paper as I took into consideration different genre based audiences. If my improvement does not exemplify my determination to learn and prepare for English 161, then I politely request you review my portfolio.
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.
When I was first accepted into the AP Language & Composition course, I felt overwhelmed. I had always received above average grades in all subject areas, but because this was an AP course I was unsure if my English skills were up to par. During the summer, my anxiety about the course increased. I began to feel that my writing skills were inferior to the skills of my peers’. Before this course, I did not have a developed writing voice or style. I had little knowledge of what phrases or words to avoid using in writing. I started to wonder if I truly belonged in an AP course. After having completed this course, I have a better grasp of the English language and have acquired skills that have improved my writing.
As a student, I have learned many different skills that I will take with me throughout my journey from this course. We have traversed many different types of writing styles, which any college student, or any person for that
The first day of my junior year I was extremely overwhelmed by this class; all the essays we were required to write in the first week didn't help much either. However, since the beginning of the year I have learned so many useful and important lessons which have guided my learning throughout this first semester and, I'm assuming, will continue to guide me for the rest of my high school experience and beyond. In addition, I have made many goals which pertain to essays I have written, and I believe I have met those goals.
English Composition II has unexpectedly improved my writing into an academic level. As I studied various English reading and writing courses, this class “English Composition II” did not immediately caught my eye. However as I researched about the concepts of this class, the decision to make was not so difficult since I was lacking in critical thinking and the interpretation of works. Also as a Business Major, it made sense that the subject of English would be of interest to me and as a career requirement. During the first weeks, I thought that I would be fully prepared for this course after taking an accelerated course in English during the spring semester. However, after attending class for about a month, I certainly did not expect to learn an entirely new process of writing
Who would have ever thought that you could enjoy a college English class? That was the case for me this past fall semester. Even though there were many hours spent planning, writing, and editing, the mixture of fun writing prompts and a great teacher resulted in a fun time all in all. This challenging class has taught me the importance of organization, how to be a better writer, and most importantly, how to have fun writing.
As the semester finally approaches the finish line, I revisit my past work to compare and contrast how this class has developed me into a successful writer at the college level. Throughout the year my writing style has developed and become broader as I have learned how to incorporate more of my personal views as well as reliable, unbiased information. This portfolio is a representation of how many things I have learned along the way while being an English 102 student.
Looking back at my time from English 112 gave me a greater feel and look at what kind of writer I am ultimately am. While going through my senior year of high school and taking a college level class I was skeptical if I was even able to accomplish that high of a writing requirement but to my surprise I fought my way through. In my journey of fighting until the end I learned a good amount about myself that even if I wasn’t feeling up to writing the five page papers that we had to write I always found myself doing them at the end. Seeing this made me realize that I’m the kind of person who will finish the task given to them on the day it is due no matter what my mood or condition is because it is my duty to show that I’m responsible enough to
I remember the question that I had to answer in my essay was “If there has been some obstacle or bump in the road in your academic or personal life, please explain the circumstances.” Another thing was how it could be no more than 500 words or 7,000 characters. At the time when I wrote this it was last year and I was still a senior in high school and very eager to get into a university. Since I was so desperate to impress my audience I had to make sure that everything I wanted express went into those 500 words. I even went very personal in my essay talking about my childhood and the “bumps in the road” that I overcame in my life. For example in my writing I mentioned the hard work that I put into school and said “I had spent the past seven years working hard and challenging myself in school just so I can graduate high school with honors, get into college, and be one step closer to making my future better.” This showed the people that were reading my paper a sneak peek into my life and who I was, how dedicated I was, and how much I was determined to get into the
This is the first essay that I wrote for class. I was extremely nervous writing my first "college paper" but I ended up enjoying it very much. Although my writing skills and technique are a little unorganized and choppy, I can honestly say that this paper was the one that I most challenged myself creatively. It was pretty hard putting such awesome experiences into mere words, but I did my best. The paper obviously shows my writing level at the beginning of the class, but has been my favorite paper to write.
Practice makes perfect. Who would’ve thought this would have applied to writing as well? Coming into senior year I had a vague idea of how to write an essay. Now, fourteen papers and two dozen formative assignments later, I have become a very confident writer. Consequently, dual enrollment english has been largely beneficial, more so than any other english class I have taken at Albemarle High School. Not only did I learn various concrete ideas and adjustments for my writing, but also I was able to turn around and put those concept to work immediately. Others say this is the best way to learn, and I agree. Dual Enrollment English 112 has benefited me in more ways than one.
A story or moment that defines me has to be in the 8th grade when I was about to embark on my grades class trip to Washington D.C. The story starts on Thursday, April 26th, 2012 when I'm called into the principal's office to see my parents and the principal waiting for me. At the time I did not know what I did but as we were talking my principal told me that I was kicked off my 8th-grade trip. My parents and I were shocked because I had not done anything worth being kicked off the trip. The principal labeled me a "flight risk" and said that I would not have behaved if I went on the trip.
Furthermore, I tried to develop the essay to make it interesting and demonstrate how the event shaped