Talk About Your Past With English Writing And Reading

Talk About Your Past With English Writing And Readinguse All Of The

Talk about your past with English, writing, and reading. Use all of the information from your Post-writes that fit, and by that I mean that you should include specifically how you started, built, changed, and improved each paper. Avoid summarizing your essays because I will read them—just set them up and then talk about how you constructed and revised them. Write about assignments this semester that benefited any aspects of your writing. Discuss your strengths and weaknesses as a writer.

Paper For Above instruction

My journey with English, particularly in reading and writing, has been a transformative experience marked by continuous growth and reflection. From the very beginning of this semester, I recognized that my initial approach to writing was somewhat basic; I relied heavily on my first instincts, which often resulted in essays that lacked depth and clarity. However, as I progressed through various assignments, I consciously worked toward developing a more analytical and organized style. For example, in my first essay, I simply summarized the reading material without engaging with it critically. As I revised this paper, I focused on constructing a clear thesis, supporting arguments with evidence, and refining my language to enhance clarity. This iterative process of revising helped me understand the importance of clarity and coherence in effective writing.

One of the pivotal assignments that benefited my writing was the research paper. In this project, I started by gathering sources that were relevant to my topic but initially struggled with integrating these sources smoothly into my writing. Through multiple drafts and feedback from my instructor, I learned how to paraphrase effectively, cite sources properly, and develop a cohesive argument that was rooted in evidence. This assignment significantly improved my research and citation skills, which are vital in academic writing. Additionally, it taught me the importance of planning and outlining before beginning the actual writing process, which made my arguments more structured and persuasive.

Throughout the semester, I experienced a noticeable shift in my approach to revisions. I began to see revisions not simply as editing for grammatical errors, but as opportunities to deepen my analysis, enhance the flow of ideas, and clarify my intent. For instance, in a reflective essay, I initially wrote a rough draft that was somewhat scattered. During revision, I reorganized my ideas, added transitional sentences, and clarified my main points. This process highlighted my weakness in organizing thoughts coherently but also showed my strength in being receptive to feedback and willing to improve.

Reflecting on my strengths as a writer, I believe I am capable of generating ideas and expressing them clearly once I understand the expectations of the assignment. My ability to revise and incorporate feedback also stands out as a key strength, helping me produce polished work. However, I recognize weaknesses in my ability to develop complex arguments consistently and in proofreading my drafts thoroughly before submission. These areas require ongoing effort, but I am confident that the practice gained during this semester’s assignments will continue to improve my skills.

Looking ahead, I intend to further develop my analytical writing skills by reading a wider variety of texts and practicing critical responses. Engaging more deeply with source material and refining my organizational strategies will be crucial steps in my growth as a writer. Overall, this semester has been instrumental in shaping my understanding of the writing process—including drafting, revising, and editing—and has motivated me to pursue continual improvement in my writing and reading abilities.

References

• Berlin, J. (2017). Writing for Success. Bedford/St. Martin’s.
• Graff, G., & Birkenstein, C. (2018). They Say / I Say: The Moves That Matter in Academic Writing. W. W. Norton & Company.
• Hacker, D., & Sommers, N. (2016). A Writer's Reference. Bedford/St. Martin’s.
• Lunsford, A. A., & Ede, L. (2018). Everyone's an Author. W. W. Norton & Company.
• Anson, C. M., & Sinay, J. (2020). Critical Reading and Writing. Cengage Learning.
• Sommers, N., & Saltz, L. (2004). Reading their way into academic literacy: An approach to college writing. College Composition and Communication, 56(4), 657-685.
• Brizee, A., & Graff, G. (2018). Writing in the Disciplines. Purdue OWL.
• Lackner, K. (2019). Reading strategies for academic success. Journal of College Reading and Learning, 49(2), 123–135.
• Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
• Rubin, R. B. (2016). Writing and reading across the curriculum. Journal of Teaching Writing, 20(1), 45–60.