WP#3 Final draft
Introduction
Before enrolling in the English Composition course, I thought that writing was a one-time action. Other processes, like drafting or revising seemed like "chores" that I had to do, as a student, given that writing was not one of my favorite language skills. In this course, I had the opportunity to develop and practice new skills, which helped me improve my writing. However, the most important was that I could experiment with various writing practices, reflect on them and form my theory on writing.
Now, I understand the act of writing to be a complex process that includes different stages: generating ideas, sketching, drafting, reflecting, reviewing and finalizing the work. Creating a personal theory is like distilling all the knowledge that we gained during this course. Having a theory that reflects my experience and understanding of writing will help me be a reflective and mindful learner and teacher.
In the course of this essay, I will explore this theory through a discussion of my identity as a writer, a reflection upon my writing regarding the course outcomes, and an exploration of how it has prepared me for my academic, professional, and personal life.
Not only a writer
In the past, I could never think of myself as a writer. I used to write because I had to do it, either as a learner or as a teacher. Writing in English, was even more challenging because it is a foreign language that I started practicing again recently, and I am still practicing it as a Graduate student of an English speaking College. In this section, I will examine my identity not only as a writer but also as a reader and as a critical thinker.
A reader
When I was a little kid, I used to read a lot. Not all the kinds of books, but only those that I found interesting. When a book attracted me, I could not stop reading it until I had finished it. I was not an introvert kid; however, when we visited our cousins, I remember myself being for hours in their bedroom, and reading their books instead of playing with them. I had read so many books when I was a child, and on the contrary, as an adult, I did not like reading at all. I would explain this contrast with the funny theory that I had read so much, that I did not need to read again for the rest of my life!
Nonetheless, I had to start reading again for my post-graduate studies. Academic reading was demanding, but it helped me improve my English, my reading, and my writing skills. I learned how to write academic papers by reading academic papers and with the guidance and feedback from my professors.
In the English Composition course, I confirmed the theory that reading teaches writing, through my personal experience. The readings we were provided helped me understand the importance of the various phases in writing. The peer review activities gave me the chance to reflect on my composition practices, enriched my knowledge and helped me improve my final work.
A critical thinker
I think that critical thinking is a procedure that follows reading. As I was reading everything in this course, I was thinking of ways to imitate writing styles, to adopt ideas, to reject beliefs, and to employ strategies into my writing. At some points, I was not sure about my choices, so I trusted my instinct.
The peer review part was of great value. As I was evaluating my peers, for example, I was also reflecting on my writing, and I was wondering if I had done myself what I was suggesting to my peers. The review I received was beneficial, as well. When you are creating your project, it is difficult to step back and look at your work as another person. It is hard to move away from what you have in your mind and see if your message is comprehensible. This is why a different viewpoint from a peer is so critical. But even in this case, I had to decide which suggestions I should follow and what to reject. The same happened when I had to revisit my first draft and create the final one. I had to think and write critically. Even the smallest details that might seem insignificant would convey a different meaning. It was interesting to revisit the essay I wrote a few days ago. The time distance would make a huge difference in the way I view my work.
A writer
In the beginning of the course, writing was a challenge, as I had to disengage from the only form of writing I had practiced recently, academic writing. I was very curious to learn about the habits of mind and see how they would help me improve my composing skills.
The processes of generating ideas, sketching a plan, drafting the essay, reflecting and revising it were completely new for me. The most difficult part of the first writing project was to decide the topic I would write about. It seemed so simple, to describe a ritual and examine the way it shaped my identity, but it wasn't. I had been struggling for days before I decided to write about "The ritual of kafe."
Before enrolling in the English Composition course, I thought that writing was a one-time action. Other processes, like drafting or revising seemed like "chores" that I had to do, as a student, given that writing was not one of my favorite language skills. In this course, I had the opportunity to develop and practice new skills, which helped me improve my writing. However, the most important was that I could experiment with various writing practices, reflect on them and form my theory on writing.
Now, I understand the act of writing to be a complex process that includes different stages: generating ideas, sketching, drafting, reflecting, reviewing and finalizing the work. Creating a personal theory is like distilling all the knowledge that we gained during this course. Having a theory that reflects my experience and understanding of writing will help me be a reflective and mindful learner and teacher.
In the course of this essay, I will explore this theory through a discussion of my identity as a writer, a reflection upon my writing regarding the course outcomes, and an exploration of how it has prepared me for my academic, professional, and personal life.
Not only a writer
In the past, I could never think of myself as a writer. I used to write because I had to do it, either as a learner or as a teacher. Writing in English, was even more challenging because it is a foreign language that I started practicing again recently, and I am still practicing it as a Graduate student of an English speaking College. In this section, I will examine my identity not only as a writer but also as a reader and as a critical thinker.
A reader
When I was a little kid, I used to read a lot. Not all the kinds of books, but only those that I found interesting. When a book attracted me, I could not stop reading it until I had finished it. I was not an introvert kid; however, when we visited our cousins, I remember myself being for hours in their bedroom, and reading their books instead of playing with them. I had read so many books when I was a child, and on the contrary, as an adult, I did not like reading at all. I would explain this contrast with the funny theory that I had read so much, that I did not need to read again for the rest of my life!
Nonetheless, I had to start reading again for my post-graduate studies. Academic reading was demanding, but it helped me improve my English, my reading, and my writing skills. I learned how to write academic papers by reading academic papers and with the guidance and feedback from my professors.
In the English Composition course, I confirmed the theory that reading teaches writing, through my personal experience. The readings we were provided helped me understand the importance of the various phases in writing. The peer review activities gave me the chance to reflect on my composition practices, enriched my knowledge and helped me improve my final work.
A critical thinker
I think that critical thinking is a procedure that follows reading. As I was reading everything in this course, I was thinking of ways to imitate writing styles, to adopt ideas, to reject beliefs, and to employ strategies into my writing. At some points, I was not sure about my choices, so I trusted my instinct.
The peer review part was of great value. As I was evaluating my peers, for example, I was also reflecting on my writing, and I was wondering if I had done myself what I was suggesting to my peers. The review I received was beneficial, as well. When you are creating your project, it is difficult to step back and look at your work as another person. It is hard to move away from what you have in your mind and see if your message is comprehensible. This is why a different viewpoint from a peer is so critical. But even in this case, I had to decide which suggestions I should follow and what to reject. The same happened when I had to revisit my first draft and create the final one. I had to think and write critically. Even the smallest details that might seem insignificant would convey a different meaning. It was interesting to revisit the essay I wrote a few days ago. The time distance would make a huge difference in the way I view my work.
A writer
In the beginning of the course, writing was a challenge, as I had to disengage from the only form of writing I had practiced recently, academic writing. I was very curious to learn about the habits of mind and see how they would help me improve my composing skills.
The processes of generating ideas, sketching a plan, drafting the essay, reflecting and revising it were completely new for me. The most difficult part of the first writing project was to decide the topic I would write about. It seemed so simple, to describe a ritual and examine the way it shaped my identity, but it wasn't. I had been struggling for days before I decided to write about "The ritual of kafe."
In this essay, I employed rhetorical knowledge as I was trying to think of the audience. People from different parts of the world and with different cultures would dive into another perspective of a very common practice, that of drinking coffee. As I was writing my piece, I felt like a hostess that should make her "guests" feel comfortable and enjoy their visit to my web page. The positive feedback I received from my peers and the professors who graded my work was very satisfying and rewarding. Their suggestions, as well, were constructive and helped me think of how to improve my work for the next writing project.
My Writing, Outcomes, and Habits of Mind
As a learner, I always appreciate the knowledge that I can apply and integrate into real life. Therefore, having the opportunity to practice what is described in the WPA Outcomes, like the Processes of writing, gave me a strong feeling of accomplishment.
Processes
Learning to write through processes like drafting, collaborating, editing and rewriting was not only demanding but also very constructive. The fact that we had to create and integrate into our second essay, field notes, and an interview was the most unexpected, yet engaging, task.
My Writing, Outcomes, and Habits of Mind
As a learner, I always appreciate the knowledge that I can apply and integrate into real life. Therefore, having the opportunity to practice what is described in the WPA Outcomes, like the Processes of writing, gave me a strong feeling of accomplishment.
Processes
Learning to write through processes like drafting, collaborating, editing and rewriting was not only demanding but also very constructive. The fact that we had to create and integrate into our second essay, field notes, and an interview was the most unexpected, yet engaging, task.
Openness and Critical Composing
Composing an essay, especially in a foreign language, is a challenge. In my case, what helped me produce a text that combined my ideas and information from different sources, was the habit of openness.
Even if the activities we had to do seemed unknown and sometimes intimidating, I was open to explore new processes that would help me achieve my goals. I remember how much I enjoyed the task of going to the place we would describe and take field notes. I was open to examining it as an ethnographer and as a member of a community whose existence I had never realized before. This openness helped me gain as much as I could from my experiences in writing.
My Growth, My Writing, My Future
The English Composition course has changed my perception of writing, and it has influenced my identity as a writer and as a thinker. Now I believe that I am more aware of my writing, and I am sure that my writing future will be better than my writing past. I feel more comfortable and less intimidated. A recent example is what is happening now with my courses in Graduate school. I enrolled in two blended courses where we are expected to participate in online discussions before the in-class session. Last time, writing and commenting online was a task that I would always leave for the last moment. Now, writing is an activity I enjoy, and I am looking forward to implementing what I have learned so far in my academic, professional, and personal life.
Academic Projects
The style of writing that we practiced during this course is not the kind of academic writing I was used to doing in my Master's courses. Nevertheless, the whole experience has made me a more reflective writer and this skill will help me continue to improve in my academic projects.
Professional Projects
The experience of being a learner in a writing class is unique, especially if you are a foreign languages teacher like me. Not only can I understand how my students feel when I teach them, but also I will be able to make use of what I have learned in the courses I teach. Moreover, a teacher who aims to improve continuously through lifelong learning can set the example for her students.
Personal Projects
Perhaps writing for personal reasons seems like a less significant goal. However, rhetorical knowledge and knowledge of conventions will help me communicate more efficiently. In our globalized world, where English is the primary language of communication, the ability to address the audience using a proper language in a variety of situations, is of vital importance. Being able to perform with ease small everyday tasks, like sending an e-mail to resolve a problem with an online service, make your life easier.
One of my future goals is to create a personal blog in English where I will be able to share my thoughts and communicate with my audience in a meaningful way. I am looking forward to implementing all the knowledge and the experience I gained in this course, and, who knows where this path will bring me!
Composing an essay, especially in a foreign language, is a challenge. In my case, what helped me produce a text that combined my ideas and information from different sources, was the habit of openness.
Even if the activities we had to do seemed unknown and sometimes intimidating, I was open to explore new processes that would help me achieve my goals. I remember how much I enjoyed the task of going to the place we would describe and take field notes. I was open to examining it as an ethnographer and as a member of a community whose existence I had never realized before. This openness helped me gain as much as I could from my experiences in writing.
My Growth, My Writing, My Future
The English Composition course has changed my perception of writing, and it has influenced my identity as a writer and as a thinker. Now I believe that I am more aware of my writing, and I am sure that my writing future will be better than my writing past. I feel more comfortable and less intimidated. A recent example is what is happening now with my courses in Graduate school. I enrolled in two blended courses where we are expected to participate in online discussions before the in-class session. Last time, writing and commenting online was a task that I would always leave for the last moment. Now, writing is an activity I enjoy, and I am looking forward to implementing what I have learned so far in my academic, professional, and personal life.
Academic Projects
The style of writing that we practiced during this course is not the kind of academic writing I was used to doing in my Master's courses. Nevertheless, the whole experience has made me a more reflective writer and this skill will help me continue to improve in my academic projects.
Professional Projects
The experience of being a learner in a writing class is unique, especially if you are a foreign languages teacher like me. Not only can I understand how my students feel when I teach them, but also I will be able to make use of what I have learned in the courses I teach. Moreover, a teacher who aims to improve continuously through lifelong learning can set the example for her students.
Personal Projects
Perhaps writing for personal reasons seems like a less significant goal. However, rhetorical knowledge and knowledge of conventions will help me communicate more efficiently. In our globalized world, where English is the primary language of communication, the ability to address the audience using a proper language in a variety of situations, is of vital importance. Being able to perform with ease small everyday tasks, like sending an e-mail to resolve a problem with an online service, make your life easier.
One of my future goals is to create a personal blog in English where I will be able to share my thoughts and communicate with my audience in a meaningful way. I am looking forward to implementing all the knowledge and the experience I gained in this course, and, who knows where this path will bring me!
WP#3 Rough draft
Introduction
Before enrolling in the English Composition course, I thought that writing was a one-time action. Other processes, like drafting or revising seemed like "chores" that I had to do, as a student, given that writing was not one of my favorite language skills. In this course, I had the opportunity to develop and practice new skills, which helped me improve my writing. However, the most important was that I could experiment with various writing practices, reflect on them and form my theory on writing.
Now, I understand the act of writing to be a complex process that includes different stages: generating ideas, sketching, drafting, reflecting, reviewing and finalizing the work. Creating a personal theory is like distilling all the knowledge that we gained during this course. Having a theory that reflects my experience and understanding of writing will help me be a reflective and mindful learner and teacher.
In the course of this essay, I will explore this theory through a discussion of my identity as a writer, a reflection upon my writing regarding the course outcomes, and an exploration of how it has prepared me for my academic, professional, and personal life.
Not only a writer
In the past, I could never think of myself as a writer. I used to write because I had to do it, either as a learner or as a teacher. Writing in English, was even more challenging because it is a foreign language that I started practicing again recently, and I am still practicing it as a Graduate student of an English speaking College. In this section, I will examine my identity not only as a writer but also as a reader and a critical thinker.
Reading
When I was a little kid, I used to read a lot. Not all kinds of books, only those that I found interesting. When a book attracted me, I could not stop reading it until I had finished it. I was not an introvert kid. However, when we visited our cousins, I remember myself being for hours in their bedroom, and reading their books instead of playing with them. I had read so many books when I was a child, and on the contrary, as an adult, I did not like reading at all. I would explain this contrast with the funny theory that I have read so much, that I do not need to read again for the rest of my life!
Nonetheless, I had to start reading again for my post-graduate studies. Academic reading was demanding, but it helped me improve my English, my reading, and my writing skills. I learned how to write academic papers by reading academic papers and with the guidance and help of my professors.
In the English Composition course, I confirmed the theory that reading teaches writing, through my personal experience. The readings we were provided helped me understand the importance of the various phases in writing. The peer review activities gave me the chance to reflect on my composition practices, enriched my knowledge and helped me improve my final work.
Writing
In the beginning, writing was a challenge, as I had to disengage from the only form of writing I had practiced recently, academic writing. I was very curious to learn about the habits of mind and see how they would help me improve my composing skills.
The processes of generating ideas, sketching a plan, drafting the essay, reflecting and revising it were completely new for me. The most difficult part of the first writing project was to decide the topic I would write about. It seemed so simple, to describe a ritual and examine the way it shaped my identity, but it wasn't. I had been struggling for days before I decided to write about "The ritual of kafe."
Before enrolling in the English Composition course, I thought that writing was a one-time action. Other processes, like drafting or revising seemed like "chores" that I had to do, as a student, given that writing was not one of my favorite language skills. In this course, I had the opportunity to develop and practice new skills, which helped me improve my writing. However, the most important was that I could experiment with various writing practices, reflect on them and form my theory on writing.
Now, I understand the act of writing to be a complex process that includes different stages: generating ideas, sketching, drafting, reflecting, reviewing and finalizing the work. Creating a personal theory is like distilling all the knowledge that we gained during this course. Having a theory that reflects my experience and understanding of writing will help me be a reflective and mindful learner and teacher.
In the course of this essay, I will explore this theory through a discussion of my identity as a writer, a reflection upon my writing regarding the course outcomes, and an exploration of how it has prepared me for my academic, professional, and personal life.
Not only a writer
In the past, I could never think of myself as a writer. I used to write because I had to do it, either as a learner or as a teacher. Writing in English, was even more challenging because it is a foreign language that I started practicing again recently, and I am still practicing it as a Graduate student of an English speaking College. In this section, I will examine my identity not only as a writer but also as a reader and a critical thinker.
Reading
When I was a little kid, I used to read a lot. Not all kinds of books, only those that I found interesting. When a book attracted me, I could not stop reading it until I had finished it. I was not an introvert kid. However, when we visited our cousins, I remember myself being for hours in their bedroom, and reading their books instead of playing with them. I had read so many books when I was a child, and on the contrary, as an adult, I did not like reading at all. I would explain this contrast with the funny theory that I have read so much, that I do not need to read again for the rest of my life!
Nonetheless, I had to start reading again for my post-graduate studies. Academic reading was demanding, but it helped me improve my English, my reading, and my writing skills. I learned how to write academic papers by reading academic papers and with the guidance and help of my professors.
In the English Composition course, I confirmed the theory that reading teaches writing, through my personal experience. The readings we were provided helped me understand the importance of the various phases in writing. The peer review activities gave me the chance to reflect on my composition practices, enriched my knowledge and helped me improve my final work.
Writing
In the beginning, writing was a challenge, as I had to disengage from the only form of writing I had practiced recently, academic writing. I was very curious to learn about the habits of mind and see how they would help me improve my composing skills.
The processes of generating ideas, sketching a plan, drafting the essay, reflecting and revising it were completely new for me. The most difficult part of the first writing project was to decide the topic I would write about. It seemed so simple, to describe a ritual and examine the way it shaped my identity, but it wasn't. I had been struggling for days before I decided to write about "The ritual of kafe."
In this essay, I employed rhetorical knowledge as I was trying to think of the audience. People from different parts of the world and with different cultures would dive into another perspective of a very common practice, that of drinking coffee. As I was writing my piece, I felt like a hostess that should make her "guests" feel comfortable and enjoy their visit to my web page. The positive feedback I received from my peers and the professors who graded my work was very satisfying and rewarding. Their suggestions, as well, were constructive and helped me think of how to improve my work for the next writing project.
Critical Thinking
I think that critical thinking is a procedure that follows reading. As I was reading everything in this course, I was thinking of ways to imitate writing styles, to adopt ideas, to reject beliefs, and to employ strategies into my writing. At some points, I was not sure about my choices, so I trusted my instinct.
The peer review part was of great value. As I was evaluating my peers, for example, I was also reflecting on my writing, and I was wondering if I had done myself what I was suggesting to my peers. The review I received was necessary, as well. When you are creating your project, it is difficult to step back and look at your work as a third person. It is hard to move away from what you have in your mind and see if your message is comprehensible. This is why a different viewpoint from a peer is so critical. But even in this case, I had to decide which suggestions I should follow and what to reject. The same happened when I had to revisit my first draft and create the final one. I had to think and write critically. Even the smallest details that might seem insignificant would convey a different meaning. It was interesting to revisit the essay I wrote a few days ago. The time distance would make a huge difference in the way I view my work.
My Writing, Outcomes, and Habits of Mind
As a learner, I always appreciate the knowledge that I can apply and integrate into my reality. Therefore, having the opportunity to practice what is described in the WPA Outcomes gave me a strong feeling of accomplishment.
Processes
Learning to write through processes like drafting, collaborating, editing and rewriting was not only demanding but also very constructive. The fact that we had to create and integrate into our second essay, field notes, and an interview was the most unexpected, yet engaging, task.
Critical Thinking
I think that critical thinking is a procedure that follows reading. As I was reading everything in this course, I was thinking of ways to imitate writing styles, to adopt ideas, to reject beliefs, and to employ strategies into my writing. At some points, I was not sure about my choices, so I trusted my instinct.
The peer review part was of great value. As I was evaluating my peers, for example, I was also reflecting on my writing, and I was wondering if I had done myself what I was suggesting to my peers. The review I received was necessary, as well. When you are creating your project, it is difficult to step back and look at your work as a third person. It is hard to move away from what you have in your mind and see if your message is comprehensible. This is why a different viewpoint from a peer is so critical. But even in this case, I had to decide which suggestions I should follow and what to reject. The same happened when I had to revisit my first draft and create the final one. I had to think and write critically. Even the smallest details that might seem insignificant would convey a different meaning. It was interesting to revisit the essay I wrote a few days ago. The time distance would make a huge difference in the way I view my work.
My Writing, Outcomes, and Habits of Mind
As a learner, I always appreciate the knowledge that I can apply and integrate into my reality. Therefore, having the opportunity to practice what is described in the WPA Outcomes gave me a strong feeling of accomplishment.
Processes
Learning to write through processes like drafting, collaborating, editing and rewriting was not only demanding but also very constructive. The fact that we had to create and integrate into our second essay, field notes, and an interview was the most unexpected, yet engaging, task.
Openness and Critical Composing
Composing an essay, especially in a foreign language, is a challenge. In my case, what helped me produce a text that combined my ideas and information from different sources, was the habit of openness.
Even if the activities we had to do seemed unknown and sometimes intimidating, I was open to explore new processes that would help me achieve my goals. I remember how much I enjoyed the task of going to the place we would describe and take field notes. I was open to examining it as an ethnographer and as a member of a community whose existence I had never realized before. This openness helped me gain as much as I could from my experiences in writing.
My Growth, My Writing, My Future
The English Composition course has changed my perception of writing, and it has influenced my identity as a writer and as a thinker. Now I believe that I am more aware of my writing, and I am sure that my writing future will be better than my writing past. I feel more comfortable and less intimidated. A recent example is what is happening now with my courses in Graduate school. I enrolled in two blended courses where we are expected to participate in online discussions before the in-class session. Last time, writing and commenting online was a task that I would always leave for the last moment. Now, writing is an activity I enjoy, and I am looking forward to implementing what I have learned so far in my academic, professional, and personal life.
Academic Projects
The style of writing that we practiced during this course is not the kind of academic writing I was used to doing in my Master's courses. Nevertheless, the whole experience has made me a more reflective writer and this skill will help me continue to improve in my academic projects.
Professional Projects
The experience of being a learner in a writing class is unique, especially if you are a foreign languages teacher like me. Not only can I understand how my students feel when I teach them, but also I will be able to make use of what I have learned in the courses I teach. Moreover, a teacher who aims to improve continuously through lifelong learning can set the example for her students.
Personal Projects
Perhaps writing for personal reasons seems like a less significant goal. However, rhetorical knowledge will help me communicate more efficiently. In our globalized world, where English is the primary language of communication, the ability to address the audience using the proper language in a variety of situations, is of vital importance. Being able to perform with ease small everyday tasks, like sending an e-mail to resolve a problem with an online service, make your life easier.
One of my future goals is to create a personal blog in English where I will be able to share my thoughts and communicate with my audience in a meaningful way. I am looking forward to implementing all the knowledge and the experience I gained in this course, and, who knows where this path will bring me!
Composing an essay, especially in a foreign language, is a challenge. In my case, what helped me produce a text that combined my ideas and information from different sources, was the habit of openness.
Even if the activities we had to do seemed unknown and sometimes intimidating, I was open to explore new processes that would help me achieve my goals. I remember how much I enjoyed the task of going to the place we would describe and take field notes. I was open to examining it as an ethnographer and as a member of a community whose existence I had never realized before. This openness helped me gain as much as I could from my experiences in writing.
My Growth, My Writing, My Future
The English Composition course has changed my perception of writing, and it has influenced my identity as a writer and as a thinker. Now I believe that I am more aware of my writing, and I am sure that my writing future will be better than my writing past. I feel more comfortable and less intimidated. A recent example is what is happening now with my courses in Graduate school. I enrolled in two blended courses where we are expected to participate in online discussions before the in-class session. Last time, writing and commenting online was a task that I would always leave for the last moment. Now, writing is an activity I enjoy, and I am looking forward to implementing what I have learned so far in my academic, professional, and personal life.
Academic Projects
The style of writing that we practiced during this course is not the kind of academic writing I was used to doing in my Master's courses. Nevertheless, the whole experience has made me a more reflective writer and this skill will help me continue to improve in my academic projects.
Professional Projects
The experience of being a learner in a writing class is unique, especially if you are a foreign languages teacher like me. Not only can I understand how my students feel when I teach them, but also I will be able to make use of what I have learned in the courses I teach. Moreover, a teacher who aims to improve continuously through lifelong learning can set the example for her students.
Personal Projects
Perhaps writing for personal reasons seems like a less significant goal. However, rhetorical knowledge will help me communicate more efficiently. In our globalized world, where English is the primary language of communication, the ability to address the audience using the proper language in a variety of situations, is of vital importance. Being able to perform with ease small everyday tasks, like sending an e-mail to resolve a problem with an online service, make your life easier.
One of my future goals is to create a personal blog in English where I will be able to share my thoughts and communicate with my audience in a meaningful way. I am looking forward to implementing all the knowledge and the experience I gained in this course, and, who knows where this path will bring me!