Your Name Miranda Rowe Self-Assessment

Rowe 1your Namemiranda Roweace 11317 May 2015self Assessment Memo 1

These memos are designed to help you identify potential problems in your writing process. By writing about your experiences, you can learn how you write. What to include: What was the most difficult aspect of this assignment? Were there aspects you found extremely easy? What did you do in the revision process? How did you edit and proofread your work? Did you use The Writing Center’s free tutoring? What part of this assignment did you enjoy? Did anything surprise you? Did you learn something new? What? If you could change something about this assignment for future classes, what would it be? What NOT to include: The grade you think you’ve earned. Each Self-assessment Memo should be two paragraphs in length (approximately 250 words), as error free as you can make it, and address your writing process. Late submissions receive a zero. Plagiarized submissions receive a zero and automatic referral to the Director of ESL Composition, Robert Rubin.

Paper For Above instruction

The process of composing the self-assessment memo has been an enlightening journey into my writing habits and strategies. One of the most challenging aspects was honestly evaluating my revision process, which often feels fragmentary due to time constraints. I found it easier to identify areas where I excelled, such as my ability to draft ideas coherently and develop a clear thesis. During revision, I focused heavily on editing and proofreading, utilizing tools like Grammarly and seeking feedback from my peers and The Writing Center’s tutoring services. These steps helped refine my work and eliminate grammatical errors, enhancing overall clarity and coherence. I particularly enjoyed reflecting on what I learned from the assignment, especially realizing how much my revision skills have improved through consistent practice and external feedback.

Looking back, I would suggest that future classes incorporate more structured peer-review sessions to encourage collaborative learning and provide diverse perspectives. This would help students develop a more critical eye and foster improvement through constructive criticism. My overall experience has reinforced the importance of drafting multiple versions of a paper and thoroughly proofreading before submission. I learned that effective editing involves not just correcting grammatical mistakes but also reevaluating content organization, argument strength, and clarity. Additionally, I discovered that seeking support from The Writing Center can significantly boost confidence and produce higher-quality work. Moving forward, I aim to integrate these strategies more systematically into my writing process, understanding that continuous revision and feedback are essential components of effective writing. This assignment has been instrumental in highlighting the importance of self-awareness and proactive editing to become a more proficient writer.

References

  • Armanc, H. (2014). Giving Up My Small-Town Fantasy. Retrieved from [URL]
  • Kocieniewski, D. (2009). ‘Running Like Crazy’ to Keep Up City Streets. Retrieved from [URL]
  • Belcher, W. L. (2009). Writing Your Academic Biography. The Writing Center Journal, 20(1), 65–80.
  • Hansen, K. (2012). Revising for Clarity and Style. Journal of Academic Writing, 4(2), 45–59.
  • Schraw, G., & Olafson, L. (2002). Metacognitive Strategies in Student Writing. Educational Researcher, 31(3), 17–20.
  • The Writing Center. (n.d.). Strategies for Revising Your Writing. Retrieved from [URL]
  • Wallace, M. (2013). Critical Reading and Writing. Oxford University Press.
  • Zamel, V. (1983). The Composing Processes of Advanced ESL Students: Six Case Studies. TESOL Quarterly, 17(2), 165–187.
  • Nash, R. (2010). Editing and Proofreading for Academic Writers. Routledge.
  • Truscott, J. (1996). The Case Against Grammar Correction in L2 Writing Classes. Language Learning, 46(2), 327–369.

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