English 1301 Reflections on English 1301 Reflections on

  English 1301 Reflections on English 1301 Reflections on  English 1301 Reflections on

Instructions/Descriptions

  English 1301 Reflections on English 1301 Reflections on  English 1301 Reflections on

It is always interesting and productive to take time at the end of a project for anyone to review and analyze the process and the end results. In doing so, one can reflect on what went right, what was worthwhile, any missteps that were made, and the impact of the project to decide was it worthwhile. For me, it is interesting to look back over my English composition course this semester.

One of the most important lessons I quickly learned was the value of managing my time by setting priorities and goals for myself in order for me to keep on top of the assignments. I did have the convenience of the course calendar in Canvas, but I soon decided I also needed to keep a paper calendar to quickly check due dates when it wasn’t convenient to go Canvas.

It was also apparent that I had to put my college classes ahead of some of the fun activities in which I would normally have participated. It was hard for me to do that, but it became too clear that I only had 24 hours in a day and I could not possibly have time for everything.

A second aspect of the course that I found valuable was working with the college tutors. They were very helpful in giving me advice and suggestions for my writing assignments. The tutors became my second pair of eyes. Just when I thought I had composed the perfect paper, my tutor would show me so many ways to improve it.

I believe the time I used working with them was well worth my time. I really preferred the face-to-face tutors, but when I was running short of time, I would use the online tutors instead. Before this course, I had never worked with tutors, but now I will plan to use them for most of my writing assignments in the future so my grades will improve.

When the course started, I did feel somewhat overwhelmed at the many assignments for the semester. However, as I started completing them, I knew I would be okay since there really was ample time to work on them. I guess I would say that I developed more confidence in myself and my reading and writing skills. Now, as the course is ending, I am proud of my work and grades. It just made me realize that I am capable of college work and I can excel in my studies and achieve my goals, short and long term.

Looking over my writing from the beginning of the course to now, I have gained new skills and can see how much my writing has improved. I am beginning to feel like an accomplished writer in my own right. I know I still will want to have a tutor guide me, but at some point, they will have fewer and fewer suggestions to help me improve my work.

Best of all is that when other instructors assign me a research paper in the future, I know I will not panic since I have learned the steps of writing a research essay and know I can handle them pretty well. If I can write about a space elevator to the moon, I believe I can write about any topic.

Finally, I am glad to have taken this course. I learned quite a bit about writing on the college level, but I also developed confidence in myself. I am making better grades in my college courses than I did in high school. For me, this is amazing. I really believed that I would not do as well, since I had heard from everyone that college is harder than high school.

That may be true for most courses, but I think that being responsible for myself has made me a stronger student. I now want to do the very best I can. I still have quite a bit to learn in college, but I know I can do it.

My first semester has taught me to manage my time, put my courses before having fun, get the help I need to earn better grades, and not forget about my goals. Just thinking about my goals helps to keep me on track and focused. Now, instead of thinking about what do I need to do to pass my course, I am going to think what I need to do to earn an “A” in the course.

English research Paper

Research Paper Grading Rubric

Research Paper Instructions:

Select a research question.  This question will serve as the topic that you will explore and center on throughout your research. Please email me at shazia.ali@dcccd.edu so I may approve your topic.

Then, prepare an essay of argumentation that focuses on some aspect of the issue.  Remember—you must take a position about this issue and you MUST include a clear claim that centers on your position.  Place the claim as the last sentence of the introductory paragraph.

Guidelines:

• Your research project essay will need to be between eight (full) to ten pages in length.
• You must address an issue that has at least two sides (email me for topics if you’re not sure)
• Effectively address the rhetorical situation – audience, purpose, context
• articulate a clear position regarding the issue and argue that position with logical reasons
• adequately develop the argument using credible support (research)
• acknowledge the opposing viewpoints and employ counterargument or concession
• identify and explain the assumptions, contexts, and consequences of the various positions.
• Utilize at least 10 credible sources – from scholarly databases, books, etc. (no google .com sources)
• MLA formatting
• Read and carefully follow all of the guidelines for MLA on the purdue OWL website. https://owl.english.purdue.edu/owl/resource/747/01/
• You will need to incorporate 10 outside sources (Note: dictionary.com does not constitute a source. into the essay—use paraphrase and/or direct quotations).  From these sources at least 4 need to be books and the rest may be database articles, documentaries, etc.
• You will need a Works Cited page at the end of your essay that includes the 8 – 10 sources.
• Follow these style specifics:
• Only write in third person
• Do not use contractions
• Follow all MLA guidelines

Research:

Your research will be for the following reasons:

• To establish background or preliminary information.
• To support an assertion with facts, statistics, or professional information.
• To exemplify an idea with testimony, examples, and the like.
• To support the claim

Process:

• Select a topic that you will enjoy researching and writing about
• Read and explore this topic carefully—what are the positions already expressed about this issue?
• Select a specific position that you will assert in your claim.  This will be a working claim that can evolve with your research and growing understanding of your topic.
• Begin prewriting activities (i.e., brainstorming to find out everything you already know about this topic, asking questions, further researching this topic)
• Research extensively: include citations or paraphrases.  Vary your resources. Do not depend solely on Internet resources—points will be deducted for not using other resources such as books, handbooks, journal articles.
• Limit web resources to those that include one of these suffixes: edu, .gov., or .org (unbiased).  For any other Internet resources, discuss with me before using.

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