Alivia Shattuck
November 26, 2018
Throughout elementary, middle and high school, you are taught to read and write a certain way. However, once you come to college those all change. As I went through school, I was taught to write a paper in five paragraphs, include a thesis statement, mainly is focused on one question and using one approach. For reading, I was to read a book or paper and either retain the information or answer a few questions. Once I came college that all changed. In college, reading and writing is very different and much more difficult. For writing in college, you much approach the topic with different views, ask and answer questions throughout the writing, respond in detail, and write as many paragraphs as you want. And for reading, you must digest, annotate, ask questions, write key information, and complete many assignments on the reading.
As I entered College reading and writing 1, I did not know what to expect. I knew that it was going to be difficult for me. Once we began writing our first paper, I had a hard time stay away from my high school writing habits. I expected that at the beginning I was going to need help grasping the new information but by the end of the semester, I would be able to write a paper with few corrections and no help. As I am ending the semester, I have come to the conclusion that my expectations were not accurate. I am on my way to becoming a better writer, but I still need help from my professor and my peers. As they read my papers and make correction, I am able to understand where I went wrong and how I can improve. The habits I learned from reading and writing helped me in my other classes too. If I needed help on a paper, I would refer to the book Habits of the Creative Mind to help me with my paper. The authors Miller and Jurecic, describe the habits as “curiosity, attentiveness, openness, flexibility, reflectiveness, persistence, and creativity”. Their habits help to engage the reader in their own reading and writer. They describe the habits in the chapter Orienting: “Curiosity-the desire to know more about the world”, “Openness- the willingness to consider new ways of being and thinking in the world”, Flexibility- the ability to adapt to situations, expectations, or demands.”, “Persistence- the ability to sustain interest in and attention to short- and long-term projects.”, and “Creativity- the ability to use novel approaches for generating, investigating, and representing ideas”.
When it came time to reading and digesting my first article, I struggled. I would underline and circle a few things. However, I later learned that I was supposed to do more. Now by the end of the semester, I am able to annotation, ask questions, highlight important details, create voice markers, and many more. When it comes to class reading or reading on my own, I have become a stronger reader. Miller and Jurecic, point out a great view. They say “In order to learn to write, you have to learn how to read as a writer. There’s only one way to learn how to
read well, and that’s by rereading”. Having to leave my old “rules” was difficult for me but in my opinion, I am starting to move in the correct direction of becoming a better writer.
As I look through my past work in class, I realized that I had many goals in order to become a better reader and writer. On August 31, 2018, I write three goals for myself. They were: “1. Get away from my normal style of writing, 2. Everything has the potential to be exciting, and 3. Use creativity.” In this journal entry, I used a quote from Miller and Jurecic and it said, “Many writers are boring their readers, but everything has the potential to amuse someone”. I have learned that this is true. Many things I have written have been “boring” but if I had a few key information it can amuse my readers. As I read through my writing log, journal entries, and my past informal essays, I noticed a pattern. At the beginning, my goals were small and not in detail. Now, as I am approaching the end of the semester, my goals have grown and are in details.
As I went throughout the semester, I had many growths regarding my reading process, writing process, and integrating ideas with others. For my reading process, I had a large growth. As I am looking at my papers, I see that I got all “Not Yet” at the beginning of the year. I struggled with understanding that reading is inseparable from writing. I was unable to connect two texts together, view how writers approach situations and seek important information. For annotations, I had a difficult time keeping a running summary, take notes, record reader, ask questions, and I was only sticking to the “easy” way of annotating. For writing process, I got many more “Not Yet”. I had a hard time engaging in the conversation. I needed to use voices to implement ideas of others and have game-changing ideas. As I went throughout the steps of writing a paper, I did not take revision as an essential part of writing. Also, when it came time to use critical analysis of my work to rethink and develop the complexity of my Ideas, I struggled. I needed to plan changes from received feedback, go beyond the comments from others when revising, elaborate existing evidence, and embrace new ideas. Next, for integrating ideas with others, I got many more “Not Yet”.
When it came to writing my papers I was unable to embed words correctly into my papers. I needed to use they say I say to help me connect my passages, accurately represent borrowed passages, use signal phrases, react to borrowed sentences (spotlight, explain, translate, analyze, interpret, apply, build on, question, complicate, criticize, and reject), use blockquotes appropriately, and have a work cited page. As I review my papers from the beginning, I net moved onto the papers from recently. I have come to the conclusion that I have grown in this class. For my reading process, I got many “good” and “OK”. I was able to see how writers connect to a network of conversations, record the reader, ask questions see how writers improve understanding and keep a running summary of the reading. Then for writing process, I did much better. I was able to use informal writing to make connections, approach revision to develop new ideas, go beyond the comments to revise my paper, rework sections to clarify new ideas, and embrace new ideas that evolve over time. Lastly for, integrating ideas with others, I still got many “Not Yet”. Some things did improve; however, some stayed the same. Something growth was seen, was that I was able to bring out the meaning of words, use background information, choosing relevant passages, and embedding words of others into my sentences. Overall, as I finished looking at my paper, I realized that I have growth throughout the last couple of months.
While reading and writing, I had to learn to attempt my weakness into my projects. While I was writing my papers, I would look back at my rubric to make sure that I am included all the needed information. Using this has helped me become a stronger writer. I also would look at my past writing assignment and the comments to see what I did wrong on those and how I will not make that mistake on my next writing assignment. When it came to reading, I made to rely back on my rubrics in order to have advanced annotations. Now when I read things for other class, I always make sure to have that paper with me, so I can refer back to it when I am struggling.
The only way to become better at something is to learn from your mistakes. Learning from your mistakes will help you to achieve your goals. As I went throughout the semester, I learned from my mistakes to become a better reader and writing. As I wrote my papers, I would look at my comments from my peers and professor on my past writing assignments on what I can do better. What I learned in class or writing lab, I would use those strategies on my assignments. As I will be taking a writing class my second semester, I found ways that I can learn from my mistake in order to become a better reader and writer. I will use my rubrics, past assignments, and feedback from my professors and peers. This helps to find what I need to approve on. As I reviewed my feedback, I have found things that I will need to improve on my reading and writing. When it comes to reading, I will need to improve on my annotation and summaries of the content. Next time I annotate, I will add notes, questions, underlining and assumptions. While I am making the annotations, I will keep a running summary of the information. For writing, I will need to get away from my high school habits and focus more on college writing. I will look at my rubrics and comments to improve.
As the year went on, my reading and writing patterns changed, which I am not proud of. When it came to assignments, I would do really good on it and then the next one I would not finish through. For next semester, I will make sure to complete all my assignments with the best of my ability. When it comes to class time, I will make sure to be attentive and engage more into the conversation.
Alivia Shattuck
November 26, 2018
Throughout elementary, middle and high school, you are taught to read and write a certain way. However, once you come to college those all change. As I went through school, I was taught to write a paper in five paragraphs, include a thesis statement, mainly is focused on one question and using one approach. For reading, I was to read a book or paper and either retain the information or answer a few questions. Once I came to college that all changed. In college, reading and writing are very different and much more difficult. For writing in college, you much approach the topic with different views, ask and answer questions throughout the writing, respond in detail, and write as many paragraphs as you want. And for reading, you must digest, annotate, ask questions, write key information, and complete many assignments on the reading.
As I entered College reading and writing 1, I did not know what to expect. I knew that it was going to be difficult for me. Once we began writing our first paper, I had a hard time stay away from my high school writing habits. I expected that at the beginning I was going to need help grasping the new information but by the end of the semester, I would be able to write a paper with few corrections and no help. As I am ending the semester, I have come to the conclusion that my expectations were not accurate. I am on my way to becoming a better writer, but I still need help from my professor and my peers. As they read my papers and make correction, I am able to understand where I went wrong and how I can improve. The habits I learned from reading and writing helped me in my other classes too. If I needed help on a paper, I would refer to the book Habits of the Creative Mind to help me with my paper. The authors Miller and Jurecic, describe the habits as “curiosity, attentiveness, openness, flexibility, reflectiveness, persistence, and creativity”. Their habits help to engage the reader in their own reading and writer. They describe the habits in the chapter Orienting: “Curiosity-the desire to know more about the world”, “Openness- the willingness to consider new ways of being and thinking in the world”, Flexibility- the ability to adapt to situations, expectations, or demands.”, “Persistence- the ability to sustain interest in and attention to short- and long-term projects.”, and “Creativity- the ability to use novel approaches for generating, investigating, and representing ideas”.
When it came time to reading and digesting my first article, I struggled. I would underline and circle a few things. However, I later learned that I was supposed to do more. Now by the end of the semester, I am able to annotation, ask questions, highlight important details, create voice markers, and many more. When it comes to class reading or reading on my own, I have become a stronger reader. Miller and Jurecic, point out a great view. They say “In order to learn to write, you have to learn how to read as a writer. There’s only one way to learn how to
read well, and that’s by rereading”. Having to leave my old “rules” was difficult for me but in my opinion, I am starting to move in the correct direction of becoming a better writer.
As I look through my past work in class, I realized that I had many goals in order to become a better reader and writer. On August 31, 2018, I write three goals for myself. They were: “1. Get away from my normal style of writing, 2. Everything has the potential to be exciting, and 3. Use creativity.” In this journal entry, I used a quote from Miller and Jurecic and it said, “Many writers are boring their readers, but everything has the potential to amuse someone”. I have learned that this is true. Many things I have written have been “boring” but if I had a few key information it can amuse my readers. As I read through my writing log, journal entries, and my past informal essays, I noticed a pattern. At the beginning, my goals were small and not in detail. Now, as I am approaching the end of the semester, my goals have grown and are in details.
As I went throughout the semester, I had many growths regarding my reading process, writing process, and integrating ideas with others. For my reading process, I had a large growth. As I am looking at my papers, I see that I got all “Not Yet” at the beginning of the year. I struggled with understanding that reading is inseparable from writing. I was unable to connect two texts together, view how writers approach situations and seek important information. For annotations, I had a difficult time keeping a running summary, take notes, record reader, ask questions, and I was only sticking to the “easy” way of annotating. For writing process, I got many more “Not Yet”. I had a hard time engaging in the conversation. I needed to use voices to implement ideas of others and have game-changing ideas. As I went throughout the steps of writing a paper, I did not take revision as an essential part of writing. Also, when it came time to use critical analysis of my work to rethink and develop the complexity of my Ideas, I struggled. I needed to plan changes from received feedback, go beyond the comments from others when revising, elaborate existing evidence, and embrace new ideas. Next, for integrating ideas with others, I got many more “Not Yet”. When it came to writing my papers I was unable to embed words correctly into my papers. I needed to use they say I say to help me connect my passages, accurately represent borrowed passages, use signal phrases, react to borrowed sentences (spotlight, explain, translate, analyze, interpret, apply, build on, question, complicate, criticize, and reject), use block quotes appropriately, and have a work cited page. As I review my papers from the beginning, I net moved onto the papers from recently. I have come to the conclusion that I have grown in this class. For my reading process, I got many “good” and “OK”. I was able to see how writers connect to a network of conversations, record the reader, ask questions see how writers improve understanding and keep a running summary of the reading. Then for writing process, I did much better. I was able to use informal writing to make connections, approach revision to develop new ideas, go beyond the comments to revise my paper, rework sections to clarify new ideas, and embrace new ideas that evolve over time. Lastly for, integrating ideas with others, I still got many “Not Yet”. Some things did improve; however, some stayed the same. Something growth was seen, was that I was able to bring out the meaning of words, use background information, choosing relevant passages, and embedding words of others into my sentences. Overall, as I finished looking at my paper, I realized that I have growth throughout the last couple of months.
While reading and writing, I had to learn to attempt my weakness into my projects. While I was writing my papers, I would look back at my rubric to make sure that I am included all the needed information. Using this has helped me become a stronger writer. I also would look at my past writing assignment and the comments to see what I did wrong on those and how I will not make that mistake on my next writing assignment. When it came to reading, I made to rely back on my rubrics in order to have advanced annotations. Now when I read things for other class, I always make sure to have that paper with me, so I can refer back to it when I am struggling.
Alivia Shattuck
November 26, 2018
Throughout elementary, middle and high school, you are taught to read and write a certain way. However, once you come to college those all change. As I went through school, I was taught to write a paper in five paragraphs, include a thesis statement, mainly is focused on one question and using one approach. For reading, I was to read a book or paper and either retain the information or answer a few questions. Once I came to college that all changed. In college, reading and writing are very different and much more difficult. For writing in college, you much approach the topic with different views, ask and answer questions throughout the writing, respond in detail, and write as many paragraphs as you want. And for reading, you must digest, annotate, ask questions, write key information, and complete many assignments on the reading.
As I entered College reading and writing 1, I did not know what to expect. I knew that it was going to be difficult for me. Once we began writing our first paper, I had a hard time staying away from my high school writing habits. I expected that at the beginning I was going to need help grasping the new information but by the end of the semester, I would be able to write a paper with few corrections and no help. As I am ending the semester, I have come to the conclusion that my expectations were not accurate. I am on my way to becoming a better writer, but I still need help from my professor and my peers. As they read my papers and make correction, I am able to understand where I went wrong and how I can improve. The habits I learned from reading and writing helped me in my other classes too. If I needed help on a paper, I would refer to the book Habits of the Creative Mind to help me with my paper. The authors Miller and Jurecic, describe the habits as “curiosity, attentiveness, openness, flexibility, reflectiveness, persistence, and creativity”. Their habits help to engage the reader in their own reading and writer. They describe the habits in the chapter Orienting: “Curiosity-the desire to know more about the world”, “Openness- the willingness to consider new ways of being and thinking in the world”, Flexibility- the ability to adapt to situations, expectations, or demands.”, “Persistence- the ability to sustain interest in and attention to short- and long-term projects.”, and “Creativity- the ability to use novel approaches for generating, investigating, and representing ideas”.
When it came time to reading and digesting my first article, I struggled. I would underline and circle a few things. However, I later learned that I was supposed to do more. Now by the end of the semester, I am able to annotation, ask questions, highlight important details, create voice markers, and many more. When it comes to class reading or reading on my own, I have become a stronger reader. Miller and Jurecic, point out a great view. They say “In order to learn to write, you have to learn how to read as a writer. There’s only one way to learn how to
read well, and that’s by rereading”. Having to leave my old “rules” was difficult for me but in my opinion, I am starting to move in the correct direction of becoming a better writer.
As I look through my past work in class, I realized that I had many goals in order to become a better reader and writer. On August 31, 2018, I write three goals for myself. They were: “1. Get away from my normal style of writing, 2. Everything has the potential to be exciting, and 3. Use creativity.” In this journal entry, I used a quote from Miller and Jurecic and it said, “Many writers are boring their readers, but everything has the potential to amuse someone”. I have learned that this is true. Many things I have written have been “boring” but if I had a few key information it can amuse my readers. As I read through my writing log, journal entries, and my past informal essays, I noticed a pattern. In the beginning, my goals were small and not in detail. Now, as I am approaching the end of the semester, my goals have grown and are in details.
