English 102 final

Another example of this ability exists in my Project 2 text. Again, I will assert that I have exceeded expectations within this category.

As students undertake extensive research, their questions will shift and change. Attendance, in-class participation, and respect for submission deadlines are expected in writing classes.

In contrast, my Project 3 text uses a much lighter tone in order to create greater appeal for my college audience.

I chose to argue topics that were important or interesting to my intended audience in a unique or fresh way. I have certainly met expectations for the style competency. They will also be encouraged to use multiple forms of research e.

Walla Walla Community College

Curricular Components The curricular components listed here only begin to capture the energy and commitment necessary for student success in a first-year writing course. When necessary, I used the web to find sources for local or nonacademic topics.

They are directly informed by the annual program-wide student writing assessment, and they have been written within the framework of nationally accepted outcomes for first-year composition. Writers consider many perspectives on their subjects and speak to and sometimes against those ideas as they explore what they think.

While the course emphasizes academic research, it also considers how inquiry informs all kinds of writing within the academy and beyond.

As students work in digital spaces, the writing produced should be appropriate for those English 102 final and media. I, without a doubt, exceeded expectations in my revised texts for mechanics, the final course competency. Particularly, I addressed the point of views of linguists, teachers, businessmen, and technology-related arguments.

In Englishstudents will build on those understandings and extend them. For all of my projects, English 102 final utilized databases provided by the Brookens library and the university to find sources from academic journals because I understand that peer-reviewed articles contain the most trustworthy and accurate information.

I successfully utilized Microsoft Word, Blackboard, Audacity, and recently Google Sites to create, save, organize, and share electronic files.

I revised some of my projects to reduce wordiness and increase clarity and my ability to express my arguments within a given word limit improved in later texts. I also addressed biker safety in a way that represented bikers, motorists and officials with economic concerns, acknowledging the diversity of ideas and concerns.

In Englishstudents will come to understand the spirit and methods of academic inquiry; they work from the perspective that knowledge is made through engaging with the ideas of others. My discussion board posts also portray my ability to take thoughtful positions on ideas presented in texts.

They will need to, as writers so often do, negotiate multiple, conflicting perspectives on a particular issue. Writing Students in writing classes continuously produce written work. I have fixed those errors in my revisions and do not expect any mechanics issues. I found the workload stressful and taxing at times; however, the hard work and time have given me stronger abilities and confidence as a writer.

For example, students may read texts written for a general audience as well as texts written for a highly specialized academic audience. One particular employment of Microsoft Word that I used to help ensure college-level writing is the Navigation tool.

Additionally and importantly, in English students experience various ways of representing research in writing—from using research-based writing to add to or extend an ongoing conversation, to exploring what they think about a question or issue, to making a research-based assertion in some way.

For many discussions, we were asked to read and evaluate or expand upon rhetorical arguments, written by various authors, pertaining to issues affecting Americans. Acknowledgement of opposing and diverse views occurs within all four of my texts.

Critical thinking, reading, and writing represent another course competency in which I can assert that I met and even exceeded expectations. Course Community Writing courses are highly interactive and depend on frequent feedback, discussions, and in-class workshops. The third competency for English relates to 21st-century literacy.

Even prior to revision, I had strong mechanics throughout my texts with few errors beyond an extra or missing punctuation here and there. I also exceeded expectations in adopting appropriate voice, tone, and level of formality throughout my four texts.

Students can expect to write a considerable amount of informal and non-evaluated work from which their formal, evaluated work will grow. Students also consider the various rhetorical moves and research strategies that other writers use.

Throughout the entirety of this course, I devoted much time and energy to developing my skills as a writer, as well as my texts. My abilities in the rhetorical knowledge competency improved throughout this course and I have exceeded expectations in the final drafts of my texts.

Taking these aspects of my texts into consideration, I confidently assert that I met and exceeded expectations in this category. English Student Outcomes By the end of Englishstudents will be able to: They encounter a range of texts and learn to read source-based writing and other forms of written inquiry.

This includes evaluated work, such as formal assignments and subsequent revisions, as well as informal and non-evaluated writing, such as research blog entries, annotated bibliographies, collaborative wikis, in-class writing exercises, reflective logs and memos, rough drafts, and peer responses.View Essay - English final from ENGLISH at Washington State University.

Joseph Cunningham English 4/18/17 Final Part 2 In this English class I have learned a lot of useful techniques. The English Final Portfolio Purpose: To demonstrate your best writing and create pieces you would be proud to include in a college application portfolio.

This will also help you think about your writing and the writing process in a more conscious way, which will, ideally, make you into a more careful, self-conscious and effective writer.

English Introduction to College Writing and Research Statement of Mission and Course Goals English is a course in academic inquiry: in how writers form their own research questions, and in how academic writers enter and respond to an ongoing conversation through sustained research.

English has undeniably ranked as the most academically rigorous writing course I have taken as a student. The combination of projects, frequent evaluative discussion posts, and extensive reflection requirements kept me focused on my writing skills from the first week of the semester.

English 102: Introduction to College Writing and Research

I found the workload stressful and taxing at times; however. Liberty University English Mrs. Tweedy's Final Exam study Guide Poems Learn with flashcards, games, and more — for free.

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English 102 final
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