You Are Coming Into The Home Stretch Of This Course You Part

You Are Coming Into The Home Stretch Of This Courseyou Participated I

You are coming into the home stretch of this course! You participated in a number of activities in this course that allowed you to practice various conventions of writing. The purpose for doing these activities was to gear you up to write in an academic and critical way. When you move onto ENG102, you will be expected to write papers that are more evaluative in nature. As you move onto ENG102 and other courses, how do you plan to use what you learned in this class to expand your critical writing skills?

Paper For Above instruction

As I approach the transition from this foundational course to ENG102, I recognize the importance of integrating the critical writing skills I have cultivated into my upcoming academic work. Throughout this course, I engaged in various activities designed to enhance my understanding of academic conventions, such as thesis development, structured argumentation, proper citation, and analytical reasoning. These activities have not only improved my writing mechanics but also fostered a more critical mindset, essential for evaluative writing. Moving forward, I plan to utilize these skills to develop more nuanced, evidence-based arguments, and to engage critically with diverse sources and perspectives.

One of the most valuable skills I learned was how to formulate clear, compelling thesis statements that serve as the backbone of my essays. In ENG102, this skill will be crucial in guiding my evaluative papers, which require precise focus and a strong stance. I will also emphasize structuring my essays logically, employing effective transitions and supporting my claims with credible evidence. For instance, I will analyze sources critically rather than just summarizing them, which aligns with the analytical skills emphasized in this course.

Additionally, I learned the importance of proper citation and avoiding plagiarism, which will be vital in maintaining academic integrity in my future writing. I intend to refine my ability to critically evaluate sources for credibility and relevance, which will strengthen my arguments and demonstrate scholarly diligence. This practice of source evaluation and citation will enable me to engage more responsibly and thoughtfully with existing literature, a foundational aspect of evaluative writing in ENG102.

Another key takeaway is the importance of revisions and feedback. I have come to appreciate that effective writing is an iterative process, involving multiple drafts and constructive critique. I aim to incorporate feedback more systematically into my work, enhancing clarity, coherence, and critical depth. This approach will help me produce more polished, persuasive essays that reflect higher-order thinking skills.

Furthermore, I plan to leverage the analytical frameworks I learned to approach texts and topics from multiple angles. This will allow me to craft balanced evaluations that consider alternative viewpoints and counterarguments, demonstrating sophistication in my critical writing. Engaging with different perspectives is vital in academic discourse and will deepen my understanding and argumentation skills.

In conclusion, I believe that the skills acquired in this course—critical thinking, structured writing, source evaluation, and revision—are fundamental tools that I will carry into ENG102 and beyond. My goal is to continuously build upon these competencies, developing more complex, evaluative, and persuasive writing abilities. By applying what I have learned here, I am confident I will become a more effective, critical communicator capable of engaging thoughtfully with academic stimuli and contributing meaningfully to scholarly conversations.

References

• Bean, J. C. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. John Wiley & Sons.
• Lunsford, A. A., & Ruszkiewicz, J. J. (2019). Everything's an Argument. Bedford/St. Martin's.
• Murray, R. (2011). Writing Essays in the Humanities and Social Sciences. Open University Press.
• Graff, G., & Birkenstein, C. (2017). They Say / I Say: The Moves That Matter in Academic Writing. W. W. Norton & Company.
• Giltrow, J., & Burgess, G. (2014). Academic Writing: Genre,. Text, Audience. University of Toronto Press.
• Thompson, I. (2015). Critical Thinking: An Introduction. Cambridge University Press.
• Hacker, D., & Sommers, N. (2018). A Writer’s Reference. Bedford/St. Martin's.
• Appleman, D. (2000). Critical Encounters in High School English. Teachers College Press.
• Enos, S. (2013). The Importance of Critical Thinking in Higher Education. Journal of Higher Education Practice, 13(2), 25-33.
• Armstrong, M., & VanSledright, B. (2018). Developing Critical Thinking in Academic Writing. Educational Research Review, 23, 45-58.