First learning outcome:
Before English 110, when I wrote a formal paper I never thought of it as a recursive process. I would usually just write a first draft, then go over it and make local edits. I would also take into consideration any suggestions my teacher made. I was basically just editing small details to get the paper done, thinking the second draft would be the perfect, final draft. I never took into consideration that the paper may need more global edits, like rearranging paragraphs, or adding or subtracting a paragraph when needed. The thing that is now helping me achieve this goal of viewing a paper as a recursive process is peer reviewing. Seeing someone else’s input on my paper helps me to see where my paper really does need work. It makes me notice the more global edits, ones I usually would never see on my own. Once I am able to structure my paper in a way that makes it flow and easy to read, I am able to go back and make local edits. Using this process helps me to view editing a paper in a completely different way. I think it can help to make your paper the best it can possibly be, almost free of flaws. While I am still working on perfecting some of these editing skills, I have definitely learned a whole new way of editing a paper.
Second learning outcome:
Again, before English 110 I never truly thought of using quotes as a better way to show my ideas in a paper. Usually, I would just add as many quotes as required for the paper, just to put them in there. I didn’t do my best to integrate them into my writing and make sure that they are backing up my thesis. Randomly placing quotes, however, did not help me get my point across or help my paper to flow with my ideas. Now, as I begin to think of quotes as a way to further explain the ideas I explain in my paper, my writing is becoming stronger. It takes time and effort to find a quote that fits into your paper and helps you to explain what you are thinking. In our first writing assignment, I used more quotes than I normally would in a paper. I was able to find quotes that helped my thesis, and put them in places that made sense. I now view quotations as as explanation of an idea, not just an idea of its own. I want to further pursue this writing goal by becoming more familiar with summary and analysis of someone else’s ideas in my paper, and can do so by trying it out in our second writing assignment.
Third learning outcome:
When we read “What is it about 20-somethings?” by Henig for the first time, I went in with a completely new (to me) reading strategy. When I usually read a longer paper or book, I would simply try to remember the information in my head. This usually didn’t work out. When I read “What is it about 20-somethings”, however, I immediately marked up the text with my first thoughts as I read. I engaged in “active reading”. This helped me to revisit certain ideas and see them in a new way when I read it for a second time. I think that the second reading of a paper is usually when you engage in “critical reading”. Overall, I am reading things in a whole new way now. When you let your mind be more active during reading, instead of just skimming through to get it done, more ideas will stand out in your head.
Fourth learning outcome:
While reading someone’s first draft and looking for global edits, I try to figure out if their paper even flows. It can be hard sometimes, but I try to spot any sentences or paragraphs that seem unnecessary to the rest of the paper. When I peer reviewed for our first assignment, I was able to see that the thesis was not easily spotted, and that the paragraphs didn’t always connect with each other. I think that this helped that writer to globally edit their paper to make it flow together in a much stronger way. I think that this technique is much easier when you are reading someone else’s paper rather than your own. When I read my own paper, it is like I’m having a conversation with myself. I always understand what I’m trying to say, even if someone else might not see that. To improve on this, I must start to read my own paper with the mindset of someone else. I have to read it as if I’ve never heard it before.
Fifth learning outcome:
When wiring my papers, I often turn to the Purdue Online Writing Lab to make sure I am using the correct MLA format. It provides a detailed guide to many different types of citations. I often struggle with citing my sources properly, which usually occurs when I confuse what type of source it is. Because there are so many different types of citations for a various amount of sources, it is easy to mistake one for the wrong one and use the wrong citation. To work on this problem, I can look into my sources more and make sure I am familiar with what type of source it is. Once I have done that, it will be much easier to find and create the correct citation for all of my sources.
Sixth learning outcome:
While writing a paper, it is usually simple to spot out any spelling errors immediately with the use of spell check. Spell check even often is able to recognize grammatical errors. Because of these tools, proper grammar and spelling are some of my strongest areas in a paper. However, there is no “punctuation check”. I often misuse semicolons, overuse commas and underuse periods with run on sentences. This is one of the biggest errors I make in writing a paper. When reviewing my paper for local edits, I am always on the lookout for these problems. I often rewrite and rearrange sentences to make them flow better with the proper use of punctuation. The only way to improve on this problem is to know the rules of grammar and to be able to spot these errors when reading over a paper. Most of the time, if you don’t spot these mistakes while reading your own paper, someone else will be able to as they read it. Peer reviewing is one of the most helpful ways to find these errors.
