Introduction
The course Composition II has been instrumental in sharpening my writing skills through structured emphasis on sentence structure, organization of thoughts, vocabulary, and editing. At the beginning of the semester, I thought I was a complete novice in academic writing. While my writing was not terrible, it did need work, considering that the initial feedback detected errors, lack of discourse, and precision. This course has helped me enhance my understanding of rhetoric, as well as my capacity to think critically, read widely, and effectively use information, and my command of conventions and ability to compose persuasive documents.
Discussion
At the beginning of the course, I had no idea that writing is a methodological approach that follows a specific structure for a successful convention of English writing customs. I never planned my essay writing steps, such as establishing a topic, researching the literature, connecting ideas, editing and proofreading. I would write and submit the work without proofreading, resulting in significant consequences. This habit made me rewrite some parts of the essays, considering they had grammatical errors and a lack of discourse. However, learning about rhetorical knowledge helped me understand the purpose and audience before beginning my writing. Rhetoric knowledge has enhanced my writing prowess by supporting deliberate modifications in structure, content, diction, tone, formality, and design when writing specific content. I have not witnessed any non-significant element in this course but have experienced a challenge when working with literature especially analyzing the author’s context and concept in journals.
I had set some goals at the beginning of the course, and critical reading was among the essential skills I desired to achieve. This competency involves an in-depth understanding of processes, theories, and models when reading to enhance clarity and comprehension. The writing essay practice assignments were critical in establishing my skill in critical reading and also all aspects of writing, such as effective use and appropriate dissemination of findings in words. The first time I received feedback about my writing was when the instructor commented that my essay was unclear and lacked discourse. These remarks pushed me to a point where I began practicing effective writing from scratch.
I learned that writing was a systematic approach that required effective planning, critical thinking, and critical discourse analysis. These processes have enlightened me to become an influential writer in various aspects, including rhetoric knowledge, content analysis, critical thinking, and effective editing of documents when writing. I have mastered the art of rhetoric analysis and which has helped enhance my discourse when writing (Yakhontova 1). The traditional structure of an essay, including the introduction, main body, and conclusion, which summarize all the ideas in an article, are essential considerations I will employ in the next class. These two skills will enable me to adhere to the conventions of written English in every class or in future endeavors.
Conclusion
This semester had numerous writing tasks that spread out throughout the weeks resulting in a systematic understanding of content representation. One crucial consideration is that English writing is not a task to be neglected since it is multifaceted and is a process that needs to be managed appropriately for successful writing. I learned much about rhetorical analysis, critical thinking, scripting, and the essential norm that drives great written composition. Another advantage of this course is that it sharpened my writing skills by emphasizing sentence structure, organizational principles, vocabulary, and proofreading. Through a bloom taxonomy approach, the critical English norms presented a suitable design for improved comprehension of the rules of good writing, which culminated throughout to establish a better understanding.
Work Cited
Yakhontova, Tatyana. “Conventions of English research discourse and the writing of non-Anglophone authors.” Journal of Korean Medical Science.Vol. 35, no. 40, 2020, p.1. Web.