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Essay on time management for students
Essay on time management for students
Reflection on the writing process
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It’s halfway through the year, and miraculously, time continuously disappears. Throughout the past six months, Core has been filled with countless writing assignments. Including, DBQs, Quick Writes, literary essays, and journals (the most time consuming literary assignments). Although diligently persevering through all the writing assignments can become excruciatingly frustrating and annoying, I’m definitely a stronger and more experienced writer now than I was at the beginning of the school year. When journals began, a few minuscule weeks into the school year, it was a reality check - English wouldn’t be an “easy A” like the years past. While my first journal grade, a B, wasn’t terrible, I aspired to achieve an A. Reflecting on my progress, the difference of a grade …show more content…
Because I have written so many essays this year, I have realized, as a writer, that in order to leave a reader with knowledge, the work requires a display of insight to the character’s life while also portraying a connection to the reader of today, tomorrow, and yesterday. On the other hand, too much summarizing leads to a monotonous essay, and finding the balance is a wonderful feeling, which is where writing DBQs assist. Writing DBQs allows writer, much like myself, to develop a capability to interest readers with a diplomatic opening sentence, to affect readers by incorporating aspects of current events into the essay, and perhaps the most important part - to inform readers of what truly happened beyond the biased historical documents. The countless meticulously planned, written, and edited writing assignments this year, have taught me several articulate ways to create improved literary work, which will definitely assist me in the future. However, there has been so much writing incorporated into all aspects of Core this year, which has been a minuscule let-down, especially when reading class
In fact, I began this semester with plans to accomplish skills that would eventually bring me to an understanding of what a great writer is. During the summer I attended an English mini course which proved to be just a quick version of some high school rules on writing, that did not require much thinking or writing tasks, but it did provide an understanding of what was going to be expected in colle...
In my English class, I wanted to do well and ultimately became competitive to be the top student. I would read several passages, plays, and books through the year and at all times write as much as I could for the essays. My overall goal was to prepare for the ACT during junior year and earn “Advanced” score on my EOC/Benchmark scores. Hence, any writing techniques I could learn from my teachers, I would. I learned a majority of my writing skills and techniques in my sophomore and junior honors English classes. During my sophomore year, it was the first time I was in an honors course and it challenged me with writing even more. The summer assignment for the class was reading the book “A Separate Piece” by John Knowles and to complete and A, B, C of literacy techniques and elements, which was simple enough. While beginning the assignment, there was what appeared like a heap of unknown and new words, which left to question if the class was for me. By the end of that one assignment, I learned several new literacy elements and techniques that I would go on to enhance my writing as well as add new vocabulary to my everyday conversations and papers. My sophomore year also required a good amount of writing for state standardized tests. In my Honors English II course, for a certain score on the standardized tests, the student would receive extra credit points for class. Parallel to when I was in
In my past writing assignments it seemed to be that we were learning everything step by step, where as in college more is expected from me as a writer. As a high school student it was quite easy to push everything off till the last moment. Those two o'clock nights were very frequent when a six-page research paper was due the next day. As a college student the requirements are more challenging and not something that can be pushed back till the very last second. It seems strange to me that starting earlier for a college paper and working twice as hard on it, receiving a lower grade on it than I would have in high school is upsetting to think about, but is so true. When coming into the semester I was unaware of what was expected from me, but as the semester progressed I was able to get a better understanding of the course and how to look critically at myself as a writer. I know that these are qualities that I will use for many years to come.
That year, coincidentally, was when I also decided to pursue a growth mindset. According to Dweck (2006), the author of Mindset, lying inside all of those with a growth mindset is a, “passion for stretching yourself and sticking to it, even when it’s not going well” (p. 9). Passion may sound nice, but it certainly does not guarantee success. English class, for better or for worst, was best summarized as a constant battle. A battle between me, my failure to produce decent content, and my grade. Every essay I wrote was deemed average or even below by my school’s standards; until the last, notorious essay of the year. Through endless hours of analysing the novel, asking for assistance from my teacher, and cut-throat revisions, I was able to achieve my highest grade in
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.
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.
This trimester I began the class English 101 with mixed feelings. Depending on the topic and style, I could really enjoy writing. However, there were occasionally times where I just did not feel much inspiration, and consequently, my writing quality was not exactly remarkable. My previous course to English 101 was AP Literature, where I learned how to analyze writing and write powerful papers. Although, to my disadvantage for this class, the teacher was more concerned about content than presentation and grammar technicalities. I learned to create good ideas and responses, and while I did possess the ability to convey them with proficiency, I could not express myself at a college level. Nonetheless, I can happily report that I have acquired these skills throughout English 101, learning to curb my near addiction to prepositional phrases, in addition to halting my use of coordinating conjunctions to begin sentences. I find it pleasing to read and compare my first essay to my latest one, seeing all of the differences and enhancements. My writing has improved through the trials of in-depth analyses and short deadlines, enabling me to perform my best no matter the style or topic. Overcoming the oppositions found in the class and my own
So far this year, I felt pretty satisfied with my progress this semester. I feel like I am slowly adapting to the new way papers and assignments are handled. All my college work depends solely on me now. No one is going to baby me anymore and whether I succeed or fail depends on how much effort I put into something. For the first time in my life I wrote a paper. Not just a five paragraph essay but actual pages, which is extremely challenging. It’s also been my first time studying for five hours straight so I can pass an actual test. I didn’t know I possessed this level of dedication, it’s probably because it isn’t free.
As I shoved my notebook into my backpack, I heard my writing fellow murmur something about an essay. I wasn’t worried. After taking every Advanced Placement English class my high school offered, I felt equipped to handle a simple essay until received Dr. Carver’s email with the prompt and instructions. I blinked at the screen and rubbed my eyes; thinking I had misread the message, I read it again. I was supposed to have the essay finished in approximately 42 hours, but I had never written a decent essay in less than four days. I was in a state of panic; all of my ideas had evacuated my imagination leaving me with a painful case of writer’s block. To me, most of good writing is good editing and proper editing requires having a window to forget your writing before returning to it: a window that 42 hours just couldn’t provide.
I believe that my writing has grown a lot with in this first semester of college. I was the type of person in college that would write a paper, and not review it, and still turn it in. I would usually receive good grades, but that was on the high school level. Those types of under-developed papers do not receive good grades in college. On a paper that I may have turned in to one of my high school teachers would have got me a B, yet if I turn around and use that same paper now, I would receive no more than a D. That is what I believe should happen at this level in the game. You as an individual must recognize your own mistakes, and correct them on your own. In high school many of my teacher’s would grade a paper, return it with marks on which we should impro...
When the semester started I was avoiding courses that involved writing assignments because I considered myself bad at it. I assumed that the work we were to be assigned was beyond hard because of what I heard of my teachers from High School. Now that I go back and think about it, they were just preparing us to a higher level of writing and developing new skills.
As this semester is coming to an end I have written a lot of papers for Mrs. Nance. Some of them were very tough and others were a little bit easier for me whatever they were I got through them all even though some nights I did not think I would. The papers that were hard for me were a lot of the bigger papers and they were not hard just because they were long. On some assignments I could keep writing for days. It was the revising that was hard for me and especially in my Costa Rica memoir. I do not think I have ever worked that hard on a paper before, and in the end it was all worth it because I got a very good grade on it. It was challenging because I had to go back and try to find any spelling mistakes which took a lot of work because I
Throughout this fall semester, I have learned many things. Before this class, I have never had to buckle down and plan out my writing so tediously. The many outlines, rough drafts, and final drafts have crafted me into a much better writer than I would have ever expected to become. While I have always considered English as one of my strong subjects, through this class I have learned that English has many more components than I originally thought. One of the most substantial of these components is a transitional sentence and through this class and the writing practice it has brought me, I have learned how to properly write them.
Waiting with anticipation to discover my defining moment, the moment that makes or breaks each student in the class, our final. I sank down in my chair wondering if I would pass or fail the college level English class that I had struggled with all semester. Our teacher walked into the classroom, wearing his usual white pants with a blue collared shirt and a red bow tie. He grinned as his eyes peeked over the rim of his bifocal glasses, as he casually walked to the other end of the classroom. My heart sank into my chest while his words sizzled off his tongue, "ESSAY." He then began to inform us that the essay should have at least one book source and 1200 words of information on a topic given. Everyone in the class moaned because people never use books any more. It seemed ridiculous to most when the information is just a click away.
Looking through my past submissions and pieces of work throughout this past semester, I have made many realizations in regards to my progress as an English student. Through re-reading my writing, and reviewing the feedback I have received on my writing, I can recognize my growth as an English student. In addition to realizing my growth, I am also able to see a lot of areas that still need work. This past semester I have faced many challenges, I have pushed myself to go outside of my comfort zone, and I have excelled in several areas. After analyzing my past works from this semester, I have identified many re-occurring strengths and weaknesses from each unit, as well as challenges and goal assessments for myself in the future.