I do not have a much experience writing a rhetorical analysis. The last time I practiced with writing a rhetorical analysis was in High School but it did not consist of writing a 6 page paper. In High School we analysed short speeches but did not go in dept on writing multiple analysis. So when writing a rhetorical analysis on a blog for this semester I had to do more research on how to write a rhetorical analysis. The activities that were helpful were the outside assignment and class workshop.
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writing a “college level” paper was last year in my AP Language and Composition class. I quickly realized that the papers we wrote in that class were nothing close to the papers we wrote in this class. All the papers written in this class had to be much more detailed and required more components than the past papers I have wrote. The most challenging part of the transition from high school papers to college papers is the length of them. I was not used to writing 3-5 page papers and it was hard for me
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writing. From the beginning of this class, I’ve been drenched in work online and in class. From doing reflections on the class everyday to the more recent research paper the class has been working on. The most helpful things that I learned in this class that can possibly be used in the future are the vocabulary words, the research paper, and the class reflections. The more helpful out of the things learned in this class was the vocabulary that we have done. Vocabulary is a key component in communication
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“Beating” is a piece of art created in 2012 by Corrine Cushman, a student who graduated from Western Illinois University later that year. The artwork is an etching, which is an intaglio type of printmaking. Intaglio processes involve using acids to etch away depressions in the material. The piece is an average size; it is not overwhelming large, but it is big enough to clearly understand the image. This etching has been loaned to Olson Hall by the WIU Printmaking Department. It hangs in the hallway
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to write at a college level. I had only written one big paper in High School and I had no idea how to do research. It was a hard experience and I had to push myself to a point that allowed me to present data in the best way possible. Thankfully, friends and the Writing Center were there at every step of my development into a confident writer. Aside from that, some of the most rewarding projects at Carleton were surprisingly assigned papers. They allowed me to express myself in a way that I had not
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One challenge that I have faced was preparing for the 7th grade United States Constitution test. I knew that this was an important test and imagined that it was going to be a very difficult one. I was worried and nervous that I wouldn’t be able to pass the test even if I studied as hard as I could. I was afraid of having to answer 150 questions all at one time and my biggest worry was that I wasn’t taking good notes. I would get very upset with myself whenever I would read over my notes then look
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not good enough. For example, this is my fourth time trying to write an opening paragraph, my third time writing just this sentence, and I only settled on the words “opening paragraph” after writing both “first paragraph” and “the beginning of this paper.” It’s not that I have an issue finding the words, I just can’t seem to put them in an order i like. Which is why I stay on the other side of writing. I’ve been reading since a really young age. My first books were mostly science based due to my
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grade, I would always have problems with writing stories. At the beginning of the week, I would always have to write a story that fitted the assigned prompt. My teacher would always give each of us a blank paper, so that I was able to make plan out what I was going to write. On the blank paper, I wrote down an abbreviation called BME. The letter B in my outline stand for the beginning of the prompt. Next, the M in my outline would stand for the middle of the writing essay. The teacher also read to
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I've learned a lot this semester about my writing. More than that of last semester indefinitely. Between the Annotated Bibliography, argumentative essay, and this multi genre assignment there has been an immense amount of growth in style and process of my literary works. My style has grown in the sense of me knowing immediately how im going to word some sentences or the way i'm going to go about designing essays to get my point across as best I can. My diction and verb usage has also chaged since
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Reflecting on this past semester in CWP 102, I can honestly say I have seen growth but I still have flaws that I need to work on. Coming into this class I felt that my strong writing skills would help me easily get through this class. But after the first week my mind was changed. I quickly realized that this course would be more rigorous and challenging. Beginning with the reading logs, and blogs these both have helped craft my writing in which it is today. My first time doing the reading log, I
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