Assignment 1: Jaipal Sindhu ENC 101 Mr. Ezekiel Jarvis ✓ Solved

Assignment 1jaipal Sindhuenc 101mr Ezekiel Jarvis070920161988 89

Analyze and revise three of your previous essays from before the midterm examination, documenting your decision-making processes and the revisions you made. Produce a 550-word final essay explaining how and why you improved your earlier work, supported by notes taken during the revision process.

Sample Paper For Above instruction

In this portfolio, I will analyze and reflect on the revisions I made to three of my essays submitted before the midterm examination. The purpose of this exercise is to demonstrate my awareness of the decisions I made during editing and to show how these changes enhanced the clarity, coherence, and overall quality of my writing. Throughout this process, I employed metacognitive strategies—checking my progress and making adjustments—to improve my work, guided by my notes and reflections.

For my first selected essay, I chose my initial draft on the topic of environmental conservation. Originally, my essay contained vague arguments and lacked concrete examples, which weakened my thesis. Recognizing this, I revisited my introduction and clarified my main argument, emphasizing the urgency of deforestation and pollution. While revising, I added specific statistics about deforestation rates and incorporated examples from recent environmental campaigns to strengthen my position. My notes indicated that I was focusing on substantiating my claims and improving organization. This revision improved the essay’s persuasiveness and clarity, making my argument more compelling.

My second essay was about cultural integration, where I initially struggled with maintaining a cohesive structure. My first draft contained disjointed ideas and lacked smooth transitions. During revision, I carefully examined my paragraph organization, moving related ideas closer together and adding transitional sentences to improve flow. I also rephrased some sentences for clarity and conciseness, as noted in my revision notes. These adjustments helped articulate my ideas more coherently, enabling readers to follow my discussion more easily. The revision process deepened my understanding of how logical flow enhances readability.

The third essay I chose was a personal narrative about my migration experience. My initial draft was emotionally expressive but lacked detailed descriptions and reflections on the significance of my journey. To improve this, I included sensory details and reflections that connected my personal experiences with broader themes of adaptation and resilience. My notes showed that I focused on strengthening the depth of my storytelling and emphasizing the lessons learned. These revisions added depth and emotional resonance to my narrative, making it more engaging and meaningful.

Throughout this process, I continuously monitored my progress by reviewing my notes and revising accordingly. I adjusted my focus from broad ideas to specific details, ensuring each paragraph supported my thesis effectively. I also sought feedback from peers and my mentor, which helped me identify areas needing further improvement. This iterative process of reflection and revision allowed me to refine my essays and develop greater self-awareness of my writing strategies.

In conclusion, revising these essays has been a valuable learning experience. By consciously making decisions—such as clarifying arguments, improving organization, and deepening reflections—I enhanced the quality of my work. Recording my thought process through notes enabled me to understand the importance of metacognition in writing. This exercise has improved my ability to critically evaluate my drafts and implement effective revisions, skills that will undoubtedly benefit my future academic writing endeavors.

References

  • Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education.
  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Carnegie Corporation of New York.
  • Nuthall, G. (2007). The way students learn in the classroom. Teaching and Teacher Education, 23(3), 317-330.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475.
  • Toulmin, S. (2003). The Uses of Argument. Cambridge University Press.
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
  • Reid, J. M. (1998). Learning Styles in the ESL/EFL Classroom. Heinle & Heinle.
  • Anderson, L. W. (2002). Everyday Teaching and Learning: How to Improve Your Practice. Corwin Press.
  • Leki, I., & Carson, J. G. (1997). Completely different worlds: EFL and ESL student perceptions of academic and social language losses. TESOL Quarterly, 31(1), 39-69.

Related Assignments