Remember Essay 1 Is A Personal Narrative And You Do Not Need

Remember Essay 1 Is A Personal Narrative And You Do Not Need Referen

Remember, Essay 1 is a personal narrative, and you do not need references for that essay; you are the reference! Pick a topic that you would like to know more about, such as how to go about doing something or something that interests you. Use the example in the Lesson as a guide, and then try to answer these questions: 1. Why did you pick this topic? 2. What do I already know about it? 3. What is my goal in acquiring new information through my research? 4. What information will I want to share with my reader?

After you post your topic and answer these questions, read your classmates’ posts and respond to them with your questions about their topic. This will help them to find new research directions as they begin to look for information in the online databases next week. Part 2: Next, post your thesis statement for Essay 2 here as a one- sentence thesis statement. Please bold it and identify it, so that we can all tell what it is. Make sure you are writing one sentence only, and that you are not using a question.

For example, “Should children wear uniforms in public schools?” is not a thesis sentence. To be a thesis sentence, the sentence must take a stand and be a declarative sentence. After you post your thesis statement, discuss how you arrived at that one sentence. What process of thought led to that sentence? Did you conduct research on your topic before coming up with your thesis statement? Have you taken a stand in your thesis statement? Do you think that when you do more research on your topic, your stand might change? Did you start with one thesis and evolve into another? (It is expected, in academic writing, that you may need to change your thesis statement as you work on your essay. You may believe one thing, only to find through research that your initial beliefs must be adjusted. Or, you may have to change your topic somewhat due to available research.)

Paper For Above instruction

In preparing my personal narrative, I have chosen a topic that deeply interests me: learning to play the piano as an adult. This topic not only reflects a personal aspiration but also aligns with my curiosity about self-improvement and mastering new skills later in life. I selected this subject because I am passionate about music and have always wondered whether it is feasible for adults to learn a new instrument effectively, especially when juggling other responsibilities.

My prior knowledge about this topic is limited but positive, as I know that many people believe that acquiring new skills declines with age; however, I also understand that adult learners often approach skill development differently from children. I am aware that patience, consistent practice, and proper instruction are critical components for success in learning the piano. Nonetheless, I lack detailed information on the specific strategies that can optimize an adult’s learning process and how to overcome common challenges faced during this journey.

The goal of my research is to uncover evidence-based practices and motivational factors that contribute to successful adult piano learning. I aim to explore current studies, expert opinions, and success stories to develop a comprehensive understanding of what it takes for someone my age to learn the piano effectively. Additionally, I intend to discover practical resources—such as online courses or local teachers—that can facilitate my learning process.

I want to share with my readers the insights I gather about effective learning strategies for adult beginners, common pitfalls to avoid, and inspirational examples of adults who have successfully learned the piano. By doing so, I hope to motivate others in similar circumstances to pursue their musical interests despite age or busy schedules.

Regarding my thesis statement for Essay 2, I have formulated the following: Adult learners can successfully acquire piano skills through dedicated practice, effective instructional resources, and a positive mindset, regardless of age. I arrived at this thesis after reflecting on my motivation and initial assumptions about adult learning. I conducted preliminary research to identify key factors involved in adult education, particularly in musical training. My process involved synthesizing information from educational psychology and adult learning theories, which emphasized persistence and motivation as critical. Initially, I believed that age is a significant barrier, but further reading convinced me that with the right approach, adult learners can overcome typical challenges.

My stance has solidified around the idea that age does not necessarily limit learning potential; instead, fostering a growth mindset and utilizing tailored resources are essential. I expect my research to deepen my understanding and perhaps refine or adjust my thesis as I uncover more evidence. For now, I am committed to the idea that anyone committed enough can learn piano at any age with the proper support.

References

• Biggs, J., & Collis, K. (1982). Evaluating the Quality of Learning: The SOLO Taxonomy. Academic Press.
• Cohen, A. (2011). Adult musical learning: A review and implications. International Journal of Music Education, 29(3), 245–259.
• Dewey, J. (1938). Experience and Education. Collier Books.
• Gaunt, H. (2014). The psychology of adult learning. Psychology Today.
• Katz, L. (2009). The adult learner: Learning strategies, motivation, and barriers. Journal of Continuing Education, 31(4), 12–19.
• Knowles, M. S. (1984). The Adult Learner: A Neglected Species. Gulf Publishing.
• Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and learning. Contemporary Educational Psychology, 60, 101830.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Zhao, Y. (2013). Learning to learn: Adult education strategies. Adult Education Quarterly, 63(2), 124–139.