A Reflective Summary of the English 131 Class - Assignment Example

Introduction Prior to joining college, I knew that one of the skills vital to academic excellence is writing. Despite this knowledge, the thought that I would be expected to write reports and essays in various classes worried me immensely, due to my limitations in the English language as an ESL learner. I was also concerned about writing essay assignments covering a broad variety of goals, since I was not sure I had the skills necessary to present information in a coherent manner. However, on enrolling for English 131, most of my fears were put to rest. The methodical approach to learning English, guided by specific outcomes has increased my confidence in expressing myself through written word. This is because it has laid the necessary foundation for me to progressively apply and improve acquired writing skills. In addition to the systematic course approach, I have also learnt a lot from self-reflection allowed by assigned writing projects. Most importantly, I have come to appreciate the notion that, irrespective of the actual writing project and format applied, understanding proper techniques that make for good writing can enable one to create properly crafted and understandable work. The essays compiled in this portfolio demonstrate the progress I have made thus far, and I believe that the subsequent critical analysis of the four writing outcomes illustrates this improvement as well. Outcome 1 In consideration of the first outcome, I was expected to showcase knowledge of various strategies that writers make use of, in different contexts of writing. I believe I demonstrated outcome one in the second short assignment, in which I was supposed to write a piece of work in my mother tongue in the first section of the paper, followed by an analysis of my choice of work and its stylistic strategies. I settled for a Chinese poem detailing my life growing from boyhood to young adulthood. In the first version of the assignment, I focused solely on directly translating the meaning of the poem. As a result, you asked me to focus on the detailed analysis of why I chose the genre. You also recommended that I should explain how the writing style served to deliver the intended message to the audience. In the revised version, therefore, I made a greater effort to analyze the poem, its stylistic approach, and strategy intentions. For instance, I was able to clearly indicate that I opted for the poetry genre, and applied a descriptive approach, as demonstrated by phrases illustrating the slow life in my village, my playful boyhood, and the progress I have managed to achieve up to now. I intended to create a mental image for the audience of the idyllic rural Chinese setting where I grew up, and the factors that motivated me to pursue further education like my “first love” (p.2). In terms of tone and convention suitable to descriptive poetry, I incorporated elements like repetition “long long ago” (p.2), to emphasize my message of the time and effort that one takes in growing up. The methodical reference to my childhood, the joys of growing up, the inspiration of falling in love, and the willpower to excel academically and in life at large, also showed a sentimental yet determined tone. Through this step by step description of my life, I believe I was able to appeal to a wide audience of young males, who would identify with my experience. I confirmed this belief during the peer review process, when my male friends kept recalling their experience of being young and worry free, disappointing parents, falling in love for the first time, and later recognition of the need to grow up. Further, my description of the university as “the place to continue pursuing dreams” while acquiring a “bright future” (p.2), is one that virtually every young person presently in college can identify with. As indicated in the concluding statement of the short assignment “the choice of descriptive words and phrases paints a clear mental picture of this long journey in pursuit of quality higher education” (p.3). This is a feeling that I believe my audience could share with me. I also met outcome one in the first short assignment, where I explored my mother tongue in comparison to English. I was able to identify some of the differences between Chinese and English, in terms of sentence construction and tenses. In regard to the sentence constructs I noted that "in terms of “Though”, Chinese grammar said you must have a transition “but” after words like though/although/even though” (p.1). I indicated that this is not required in English, hence the differences in strategy between Chinese and English writers. I also emphasized the difference in use of tenses that characterize Chinese and English writers, thus acknowledging the variance in language that is shaped by cultural uniqueness. Outcome 2 The second outcome stipulated that one should read, evaluate, and synthesize complicated texts, while incorporating several types of evidence, so as to create and support writing. I was able to achieve these objectives in my first major paper. I opted to write the personal essay titled “My American Learning Experience”, using a combination of personal experience and related texts that supported my writing. My essay was guided by the primary purpose of exploring the learning experience in the US, including education and cultural elements. Just like Amy Tan, in one of the course texts, I recognized that language is a crucial aspect in daily life. This was a suggestion also used in the first short assignment on mother tongue and personal identity (p.1). In major paper one, I linked this idea to how I gained “firsthand experience of how difficult it is to understand and actually write using a new language” (p.1). Based on this suggestion about how international students suffer from linguistic problems, I was able to build my essay using examples and texts other than course sources to show how these problems take place. Summarization and integration of the Tan idea shows the ability to use course text in a focused manner. In another instance, I outlined personal experience on how “during my first few weeks at school, my low know-how of English continued to worsen my interaction inability, while affecting my learning ability” (p.2). I linked this to other authors’ prior research like Yan and Berliner (939), who stated that “language barrier prevents Chinese students in America from engaging in important events like sports, different school clubs, and even entertainment activities attended by most students of their age.” This showed conversational link between textual ideas and my goals, one of which was to demonstrate difficulty experienced by international students like me, who lack advanced ability in English. Another example included consideration of my fellow international students’ views on the learning process, where I learnt that “most, like me, had found language a significant barrier to blend in the school” (p.2). This shows that I took interviews, although informal, into account in fulfillment of the second outcome. I was also able to derive possible improvement measures from an outside source by Yan and Berliner (941), stipulating that, “irrespective of what instructors choose as the teaching method, they should provide assistance in terms of clear guidance and individual communication with immigrant students” (p.2). These are some of the aspects that show my understanding of multiple sources of information to support the goals intended in the writing. The use of these sources also demonstrated by ability to use MLA referencing style, as can be seen from the in text citations following author, page number style. I also added a works cited page in the revised version of my first major paper, further showing by improved understanding of documenting sources. Outcome 3 The third outcome sought to ensure that a student produced complex, logical and convincing arguments considered applicable within the academic context. My second major paper best illustrated this outcome, as it was an argumentative research paper. I clearly laid out the paper’s line of inquiry, which was to “explore and critically analyze existing scholarly evidence, showing the relationship that exists between media and the rise in women’s unhealthy habits like eating disorders, as they seek beauty” (p.1). This statement of purpose of also shows the complexity of the subject, as it questions the link between different elements of society and how they affect each other. I also mentioned the reasons why the subject of argument is important, by summarizing that “the subject bears a huge impact, given the pervasive nature of media and accompanying socio-cultural expectation of women to be symbols of physical perfection” (p.1). This shows that the far reaching nature of modern media has brought about socio-cultural changes, like the need for women to embrace a certain image of beauty. The implications, therefore, are that the media should be accountable, while women should be protected in a way. In addition to producing a claim for argument and summarizing the stakes involved, I developed the argument through evaluating proof and assumptions supporting broader ideas linked to the association between media and idealized female beauty. To place the argument within a proper context, I provided definitions of main concepts in the paper, by citing Luff and Gray (133), that body image is “the inner representation of a person’s outer appearance.” In regard to media showcasing of women I noted that “a broad range of media from print media such as magazines and paper adverts, to television and social media, all bring about the idea that women have to be slim in order to be seen as beautiful (Luff and Gray134)” (p.1). I examined various dimensions of the argument, including the historical trend of media idealization of female beauty, psychological outlook on the issue, and even the varying influence of different media platforms on the same issue (pp.2-3). I believe that the argument was also persuasive, as it also incorporated counterclaims such as, “media cannot be blamed entirely for rising cases of eating disorders and occurrence of women’s efforts to attain idealistic beauty” (p.3). There were also suggestions in the paper that, media also helps people interact positively, as well as, to embrace healthy habits like eating proper diets and exercising. These proposals make up additional counterclaims. I, however, resumed my argument of media portraying unrealistic beauty, concluding with possible measures to counter the negative trend. By presenting the claim, reasons for the study’s importance, exploring broad assumptions of the issue, counterclaims, resuming the argument, and suggestions for problem resolution, in that order, I hope that the argument used a clear organizational approach. In addition, moving from basic aspects of the involved issues to the more complicated ones, made transition from one idea to the next relatively easy thus building a logical line of inquiry. I was able to demonstrate outcome 3 better in my second major paper than I did in the first, since I had gained a bit more experience in presenting a more complex, critical and persuasive through proper organization of claim, argument justifications, key argument assumptions, and counterclaims. Outcome 4 The fourth and final outcome called for development of flexible means for proofreading, editing, and revising my writing. I had to revise all my papers, from the short assignments to the major papers. In the initial draft of the first short assignment, where I was to talk about my mother tongue and its influence on my personal identity, I had made significant errors in grammar and organization. After peer reading, my classmates recommended proofreading, to correct grammar errors. After submitting the first draft, you asked me to clarify why I had chosen examples distinguishing Chinese from English, as well as, what I understood from dialects within the Chinese culture having some differences (p.1). In response, I noted that the tense and grammar differences showed the tendency of language to vary from one environment to another, while the different Chinese dialects show that language is defined by specific cultures. This explains the significant influence culture has on a person’s identity. In another instance, I had to revise my second short assignment significantly. This is because I had provided a direct translation of the poem I wrote in mother tongue, without in depth analysis of my writing strategy. I also failed to explain the choice of my writing approach and to analyze the message conveyed in the poem. In the revised version of this assignment I provided an analysis of the poem, stating that “it represents any young man’s journey of growth from boyhood play to maturity, which is characterized by educational aspirations and worldly know-how” (p.1). I also defined the approach used as “descriptive” and illustrated how I built on this writing strategy. In the third example, I had to significantly revise my major paper one. After you read the first draft, you indicated that the paper lacked a properly defined line of inquiry, which made it almost impossible for a reader to make out the paper’s message. You also noted that it lacked proper connection to expected lessons from my personal experience and to outside research. In response, I restated the purpose of the essay and summarized reader stakes “The essay examines my learning experience, not just in education, but also in other areas of culture…the paper, therefore, attempts to provide a comprehensive narrative of my experience as a Chinese student in America, forming a potential foundation for others in my position to adjust and gain maximum benefits from the American society” (p.1). I also made an effort to link other scholars’ information with my goals, while correcting grammar and punctuation errors pointed out. Conclusion In summary, the English 131 class has been an eye opening experience for me on matters of writing. I have learnt significant lessons such as the importance of language in defining one’s identity. In addition, I have developed skills in expressing my ideas through writing, while supporting them with outside sources. I no longer have the fear I had of writing, because I now understand the mechanics of good writing, which make me better at writing creative, descriptive, persuasive, and academic pieces of work. These writing skills will surely come in handy in the rest of my college studies and for that, I am really grateful. Thank you for the great writing lessons! Read More