All Too Often Online Learning Gets Into The Habit Of Not All

All Too Often Online Learning Gets Into The Habit Of Not Allowing Stu

All too often, online learning gets into the habit of not allowing students the space to review what they know and ask about what they don't know. This week, as we complete the first major writing assignment of the course, we thought it would be a good idea to take some time to afford you that opportunity. For discussion this week, start by constructing a 75-150 word response detailing your experience so far in the course. This can be in essay format or a detailed list, but be as specific as possible. Think back to the chapters we have read so far: Writing with Purpose, Expository Writing, Making a Plan, Comparing and Contrasting, and Writing Elements. Also, consider what you have learned through each of our lectures. What new ideas have you added to your writer’s toolbox? What questions do you have regarding any topics that have been covered or any topics we have not covered? What questions do you have for the instructor? What things have you found that work for you that may benefit your classmates? Remember, we are all working through this class at different writing skill levels. We are all here to learn. Some of you will be more advanced writers than others; some of you find yourself struggling to keep up. We are all in this class together, so working together is essential. Keep your criticisms constructive. Keep your mind open to new ideas no matter where they come from. Most of all, enjoy the conversation.

Paper For Above instruction

My experience so far in this online course has been both challenging and enriching. I have gained a clearer understanding of writing with purpose and how to structure my ideas effectively, especially through the chapters on expository writing and making a plan. The process of comparing and contrasting has helped me develop critical thinking skills, enhancing my ability to analyze different perspectives. One new idea I’ve added to my writer’s toolbox is the importance of clarity and concise language, which I now prioritize in my drafts. I still have questions about integrating sources seamlessly and ensuring proper citation to strengthen my arguments. For future improvement, I plan to dedicate more time to peer review and feedback, as I believe collaboration benefits everyone. Sharing strategies that work for me, such as outlining before writing, can help classmates improve their writing process as well. Overall, I appreciate the opportunity to reflect and learn collaboratively, fostering growth regardless of where we are in our writing journey.

References

• Elbow, P. (1998). Writing with Power: Techniques for Mastering the Writing Process. Oxford University Press.
• Graff, G., & Birkenstein, C. (2017). They Say / I Say: The Moves That Matter in Academic Writing. W.W. Norton & Company.
• Lunsford, A. A., & Ruszkiewicz, J. J. (2010). The Everyday Writer: Short, Broad, and Complex. Bedford/St. Martin’s.
• Hacker, D., & Sommers, N. (2016). A Writer’s Reference. Bedford/St. Martin’s.
• Reynolds, G. (2011). Writing Tools: 50 Essential Strategies for Every Writer. Chronicle Books.
• Strunk, W., & White, E. B. (2000). The Elements of Style. Pearson.
• Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The Craft of Research. University of Chicago Press.
• Peha, S. M. (2014). Teaching Writing: Balancing Process and Product. National Council of Teachers of English.
• Wardle, E., & Downs, D. (2019). Writing about Writing: A College Reader. Bedford/St. Martin’s.
• Harris, R. (2017). The Nonfiction Book Companion. HarperCollins.