Entering this course, English 214, the perspective that I had is that it would not be as different from my prior English class, English 114. As I began to learn about the course and its structure, it did become clear that both English classes would not be too distinct from one another. For instance, this course would also revolve around your own topic of choice, in which throughout the semester your writing would be based on that topic. I personally like this structure of the class, since I am able
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Recently, in my writing class, I argued, with success, the legitimacy of The Walking Dead as a literary work to my professor. In doing so, I realized how well The Walking Dead Franchise could work in a classroom. The Walking Dead Franchise (comics, novels and television series) can help a diverse group of learners understand and analyze character development, conflict, plot development, use of figurative language, dialogue, word choice and to understand how medium affects literature. The Walking
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I wasn’t born into a dictatorship neither did I live in fear for my life when I read books, but I do understand what Camus’ definition of what Creating Dangerously is. Throughout my life I have written essays for different classes, but the class that led me to understanding Camus definition was my 12th grade English Class. In this class one day we were talking about masks (similarly to this years UM class), after a while of discussing what a mask was the teacher stated that we all had one. When she
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After keeping in touch with Clive Thompson, Nicholas Carr, Sherry Turkle, and Malcolm Gladwell in the past several months, I understand how a simple topic can be crafted into a thoughtful conversation between the writers and the readers. Of course, the revisions given by my professor and classmates lead me to go on the right track of narrating the “They Say” and the “I Say” about whether or not to use technology. I decided to choose 2H and 3B to be included in my portfolio. First, even though the
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Upon analyzing trends of the open-ended AP Literature prompts, it is evident that the test changed in functionality over time. The earliest of all exams had two responses in which a student could choose whichever he or she felt most comfortable with, but that trend was short-lived. The College Board also constructed prompts that compared two different works, and required a more plot-based response, as opposed to how the work contributed to society or what the author’s intended purpose of creating
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In the three articles Allen, Irvin, and Bunn talk about writing in two different ways. They talk about it in how schools have taught us and by ways other than this. The first article “The Inspired Writer Vs. the Real Writer” talks about some of the misconceptions about writing and writers. The author Sarah Allen talks about her first experience in teaching a first year writing and how her students taught differently about writing In the second article, “How to Read Like a Writer” the author Mike
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Anne Lamott is a successful writer, having authored six books and countless reviews in the magazine California. This means Lamott is very qualified to write about first drafts, shitty ones in particular, in her essay titled “Shitty First Drafts”. Lamott begins by debunking the common belief among non-writers that writers instinctively and effortlessly “[write] fully formed passages as fast as a court reporter” or even know what they are going to write about before they begin. In fact, Lamott claims
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Once you graduate high school, you are opened to many possibilities to your future. With becoming a writer, there are many things you can be a writer for. Writers have subgenres of job types that a person can prepare, with some being more beneficial than others. Being a writer is very diverse and can be really laid back and you have more freedom than most types of jobs. With this career, it's more important to gather information relating to what a person is writing about, to have legitimacy to what
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Honors First-Year Reflection Essay The most important three learning objectives for me are written and oral communication skills, context-driven research skills, and active participation in the UMW community. Written and oral communication skills make up the basis for presentations of your work. I am far better at written communication than am oral. My teachers in high school stressed the proper ways to write essays to be clear and show our knowledge on the topic, so I was able to learn that before
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