English 2089 - HOnors intermediate composition
During the Spring Semester of 2015, I participated in an Honors section of English Composition that mainly consisted of the completion of four major papers and in-class discussions of course material. The discussions necessarily drew in the student because they were based upon small group responses and they examined such interesting thought as the characteristics of a discourse community, the tendency of a person to make sense through applying/extrapolating the models from his or her core field of study onto new material, adapting to the work’s situation. The papers had multiple review sessions before final submission to thoroughly analyze the areas and degrees to which one successfully met the assignment’s purpose at various steps in the writing process.
I personally sought out the Honors section because I wished to improve my writing skills through high expectations and a challenge that would force me to refine my rhetoric/writing – one element in my pursuit of becoming an educated man. The multiple steps offered plentiful points of improvement for reflection upon how to adapt but I was left wanting with course expectations. Understanding that educators often have high amounts of work to grade and so spend less time on individual pieces as work increases, I plan to, in my future assignments, leave a note on the front of the document indicating areas in which I felt I was weak or had intentionally made efforts in and indicate that feedback on these would be greatly appreciated, honing in the precious critique. I learned how to be conscious of the audience to which I write and of the purpose of the writing which has provided me significant knowledge on how to draft the structure/flow of a work. I also gained insight into identifying and implementing methods of rhetoric, tone, and other writing techniques in relation to the writing situation as well as how to infuse research and quotes into a paper in support of a position.
Final Reflective Essay concerning the student's self-identified significant areas of growth and learning.
I personally sought out the Honors section because I wished to improve my writing skills through high expectations and a challenge that would force me to refine my rhetoric/writing – one element in my pursuit of becoming an educated man. The multiple steps offered plentiful points of improvement for reflection upon how to adapt but I was left wanting with course expectations. Understanding that educators often have high amounts of work to grade and so spend less time on individual pieces as work increases, I plan to, in my future assignments, leave a note on the front of the document indicating areas in which I felt I was weak or had intentionally made efforts in and indicate that feedback on these would be greatly appreciated, honing in the precious critique. I learned how to be conscious of the audience to which I write and of the purpose of the writing which has provided me significant knowledge on how to draft the structure/flow of a work. I also gained insight into identifying and implementing methods of rhetoric, tone, and other writing techniques in relation to the writing situation as well as how to infuse research and quotes into a paper in support of a position.
Final Reflective Essay concerning the student's self-identified significant areas of growth and learning.