As the semester ends, it is appropriate to reflect on the experience of studying Composition I: English 1200, with the overarching theme of “Reading and Writing the World.” This course has focused on critical reading and writing, emphasizing rhetorical knowledge, critical thinking, and the art of excellent communication. Before this session, I could not explain and build a significant argument in my writing, but now I know how to do it with ease and organization. This final essay explores my reading and writing course by emphasizing essential concepts and presenting examples to demonstrate how I have learned and improved.
Throughout the semester, I practised stating and developing a solid thesis statement. The Educational Autobiography Essay allowed me to reflect on my reading path, relying on formal schooling and life experiences. Through the Educational Autobiography Essay, a vital course requirement, I could reflect on my way toward literacy. Writing a thesis statement that defined my educational history and set out the basic plan for the essay was a terrific learning experience. In the first draft, I lay the framework for understanding my evolution as a student and writer by delving into the complexities of positive and negative interactions with professors. Writing and revising this essay helped me improve my ability to express my thesis statement.
My skill of organizing my writing witnessed marked improvement throughout the semester, reaching a critical point in the research project. Exploring the complexities of the Israeli-Palestinian conflict required the systematic organization of thoughts regarding the conflict’s historical roots, cultural and religious factors, geographical disagreements, and other related concerns. With the aid of the research paperwork plan, I could better organize my ideas and construct a coherent framework. I discovered the importance of presenting data systematically and logically throughout this operation. By painstakingly structuring my thoughts, I developed the ability to lead the reader through complicated themes transparently and comprehensibly.
The Research Project demonstrated the course’s goal of incorporating reading topics. Analysis and synthesis of academic and internet sources aided my writing in various ways. The vast history of the Israeli-Palestinian conflict proved my progress in accepting other ideas. We discussed the decades-long Israeli-Palestinian conflict, and I learned to appreciate outsider perspectives. My cultural background and limited media coverage coloured my early perception of this fight. I added other views on the debate topic, which improved my understanding. This displayed my willingness to learn from diverse perspectives and comprehend a contentious topic. The discussions helped me understand the disagreement and the victims’ viewpoints, strengthening my nuanced and empathetic stance.
Finally, the discussion of the Israeli-Palestinian conflict emphasized my progress in absorbing outsider perspectives and integrating them into my knowledge of complicated global problems. I also included signal words and MLA citations in my writing process. This talent strengthened my arguments and showed source material involvement.
The iterative process of constructing a piece of writing via multiple changes tremendously improved my growth as a writer. The research project and the educational life essay were revised to show my commitment to refining ideas and strengthening arguments. The iterative process of constructing a piece of writing via multiple revisions tremendously improved my growth as a writer. As I went through these modifications, I realized the importance of critical self-evaluation; it helped me identify places for improvement. This exercise has taught me the value of going through several edits before landing on a final polished and well-articulated copy.
In the final Learning Assessment Essay, I demonstrated my ability to polish work using writing and citation styles. This reflective work will show my development in absorbing comments, following citation formats, and writing according to norms using examples from the semester. This final product will demonstrate my ability to utilize the skills and insights I gained to write well.
This course has left me amazed and grateful. Each article, discussion board post, and SMS exchange has shaped my intelligence. Each interaction, from Douglass’s profound insights to “Bad Ideas About Writing,” has deepened my perspective of the world and my role in it. (Douglass) The author discusses how the semester has shaped their intellectual progress in this section. This section emphasizes how publications, discussion forums, and SMS conversations shape their intellect. A reference to Frederick Douglass, an abolitionist and writer, shows how historical people shaped the author’s perspective. This shows the author has critically analyzed and evaluated various ideas, expanding their expertise. Including “Bad Ideas About Writing” indicates that the author has considered opposing views, which deepens their comprehension of complicated problems. The statement “deepened my perspective of the world and my role in it” shows how the semester changed the author’s worldview and self-perception(Douglass). This shows how education may change one’s worldview and behaviour. I leave this class with the information and skills I learned and the confidence that writing can empower self-expression, critical analysis, and social change. The teachings and connections I have made in this classroom will help me improve as a writer. Once a simple collection of strands, this patchwork of words is now a dynamic tapestry of ideas ready to meet obstacles and embrace chances.
In conclusion, Composition I: English 1200 transformed my writing and critical thinking abilities. From failing to state a significant argument to improving structure, each project helped improve writing. The Educational Autobiography Essay and Research Project showed my improvement in expressing main ideas and organizing complicated ideas. Multiple drafts and critical self-assessments showed that progress is constant. In the Learning Assessment Essay, the ability to polish writing and citation norms shows semester-long comprehension. I am grateful for intellectual strides in this beautiful tapestry of knowledge. Each literature and assignment has shaped my writing style with a vivid tapestry of thinking. I am ready to confront future problems and accept possibilities in my writing progress with improved abilities and a conviction in writing’s power.
Work Cited
Douglass, Frederick. Learning to Read and Write. pp. 1818–95.
Johnson, Jeanette, et al. Writing Essays and Short Research Papers. 2012, http://www.confederationc.on.ca/academicsupportcentre/learningskills/.
WRITING IN MLA THE REASONS BEHIND THE WORK. www.potsdam.edu/cwc. Accessed 9 December 2023.
“Learning to Read” by Malcolm X. https://accounts.smccd.edu/bellr/readerlearningtoread.htm. It was accessed 9 December 2023.
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