...Thomas Edison State Collage 2004-05-ENC-101-OL009: English Composition I Fast food, Gardening and Budgeting Money are activities that you can gain knowledge through participation, observation or both participation and observation. The question I would ask, “How do you know things?” I bet everyone ask that question sometime in their lives. I know, I have asked that question a few times. When I think back on how I learned to do a few things I know that I did and did not have the knowledge to do, but through participation, observation or both participation and observation I did gain knowledge. Like fast food, I can remember going to McDonalds with my family for a hamburger. I was very young and did not know what a hamburger was. I observed my brother eat his hamburger, taking a big bite and chow it down in two bites. My father had bought me a hamburger, wanting to be like my bother I took a big bite as he did. Almost immediately, I spit it out! I did not like the taste of the mustered on the burger. That is, when I discovered I did not like mustard. My father bought me another hamburger that was plain and I ate it all up. That day I gained my knowledge both by participation and observation, though the stronger of the to was by participation. Though observing my brother did teach me how to eat a hamburger in two bites. Something that I learned by observation was budgeting money. My mother used to pay all the bills in our family. She had a ledger...
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...Video Gaming Addiction and its Effects on Job Performance, Interpersonal Social Interaction, and Marriages Western Governors University Video Gaming Addiction and its Effects Within society there are several addictions that plague us and are mainly associated with substance abuse. There are addictions to drugs, alcohol, food and multiple others that are too numerous to list. However, within this century we have seen the rise of video game addiction among the young, the old, male and female. Video game addiction is related to other underlying disorders such as depression, obsessive-compulsive disorders, other anxiety disorders, and impulse control disorders (Oggins, 2012). The American Medical Association has considered adding this addiction to their manual of mental disorders (Northrup, 2014). There have been several studies on the addiction to video gaming. These studies correlate the negative effects of excessive time spent playing video games with the associated risks that result from this behavior. Research shows that video gaming has become one of the new addictions of the 21st Century due to the loss of interpersonal social interaction, negative effects on job performance, and the debilitating effects on marriages or relationships. Video game addiction is a direct result of the great leaps that we have made in technology. With the invention of the personal computer and following the inception of the internet this has spawned a new addiction that now plagues...
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...Expectations of English Composition As I stumble through the door of my first English Composition class in college, I am baffled by my professor’s seemingly enormous expectations for my meager writing skills. My anxious mind anticipates the same question as I stare blankly at the white dry erase board; “Will my past knowledge of high school composition correlate with the academic rigors of college English Composition”. The curriculum of college English is far more demanding and time consuming than the simplicities of high school English. I am presented with great expectations to thrive in the pressures of writings essays and reading other authors’ pieces. My presumptions will lead to positive academic achievements in English composition as I absorb the significant impression of college writing skills. My past high school teachers valued student composition as simplistic and predictable. Writing about weekend ventures and family endeavors became very arduous and tedious as the topic always presented the identical situation, ‘Write an essay about your experiences of a fun family experience or weekend event.’ Therefore, my essays were based upon the same idea as other student’s writings, never exploring into the uncharted, creative world of thought provoking essays. Writing in high school became very dull because teachers expected each student composition to be based on the same topic. Teachers identified each student’s essay as monotonous and repetitive since it was based upon...
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...In these activities, I learned about three types of First Year Composition that offer in SF State. Those are Accelerated English 114, Stretch English 104/105 and Multilingual Students. Accelerated English 114 is the class for students who can be native English speaker or feel confident about their reading and writing and want to learn in faster pace. Sometimes, the classes size is bigger than other courses. This class can earn 3 credits toward the 120 needed for graduation. Basically, this class is like you can learn the second level of your English course in your spring semester. Stretch English 104/105 is the class for students who could be whether English native speaker or not and do not feel confident about their reading and writing. This class is spilt into two...
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...Ronny Chan Janet Allwork ENGL 1130 January 2016 A Writing Experience Writing has never been my forte. At best, I survived the earlier years of my school life with average remarks from English teachers who assessed me. However, due to a lack of confidence in my own writing, English classes became incredibly difficult in my final years of high-school. Attempting to obtain better grades, I recall trying to absorb the almost formulaic method of writing my grade 11 and 12 teachers taught, and applied it. Nevertheless, I understood that this method was clearly not improving anything when I received my mark for the English 12 provincial. Being ill prepared for post-secondary writing is not a situation unique to myself. Rather, it is a common phenomenon for student writers of my generation. As mentioned, many student writers of my generation suffer from the same lack of proper writing education as I did when stepping into the world of post-secondary. In fact, recent studies suggest that the writing process being primed into student writers like myself during high-school is too linear, and fails to prepare them for the level of writing post-secondary schools demand for. This is because student writers are being educated to “separate the writing process into discrete stages” (Sommers 135). Moreover, due to the linear nature of current models of the writing process taught in schools, students tend to write in ways that resemble speech and as a result, neglect an important...
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...College isn't for everyone - Education USA Today (Society for the Advancement of Education), May, 2003 by W.J. Reeves APPROXIMATELY 15,000,000 Americans are enrolled in college, although about half of them probably shouldn't be! During the junior year of high school, students and, to a greater extent, their parents start to fret about getting the teenager into a college. Most of these students are unable to be admitted to first-rate schools like Williams College or the Ivy League institutions, but they and their parents believe that a college education, from any school, is necessary to succeed in the 21st century. However, Edward E. Gordon reports in an article entitled "Creating Tomorrow's Work Force" (The Futurist, August, 2000) that 70% of the workers in the coming decades will not need a four-year college degree, but, rather, an associate degree from a community college or some type of technical certificate. Thus, moms and dads, who foot the bill, delude themselves that going to any four-year college will make their sons and daughters literate, analytical, culturally aware, technologically advanced, and therefore employable. In America today, there exists a goal that the majority of the nation's youth should go to college and that access should be the byword for higher education. On the surface, this sounds like a great idea; in reality, it is not. Access in its most-extreme form--open admissions--was instituted at The City University of New York during the turmoil...
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...following high school requirements must be met by all freshmen applicants and transfer applicants with less than 30 transferable semester hours. Students should contact their college or university of interest to learn about any additional institution-specific admission requirements that may apply. Carnegie Unit Requirements 16 Carnegie Units should be completed by students graduating high school prior to 2012. 17 Carnegie Units should be completed by students graduating high school in 2012 or later. Carnegie Unit Requirement In Specific Subject Areas 4 Carnegie units of college preparatory English Literature (American, English, World) integrated with grammar, usage and advanced composition skills 4 Carnegie units of college preparatory mathematics Mathematics I, II, III and a fourth unit of mathematics from the approved list, or equivalent courses* or Algebra I and II, geometry and a fourth year of advanced math, or equivalent courses* 3 Carnegie units of college preparatory science for students graduating prior to 2012 Including at least one lab course from life sciences and one lab course from the physical sciences 4 Carnegie units of college preparatory science for students graduating 2012 or later...
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...Genre Reflective Essay It is not so surprising that every time I heard the word “genre”, I always thought about the most common genres we see in movies, library sections, or on the back of some of my favorite books; not realizing there is so much more to it than that. Genre; class or category, form or a technique, classification or grouping with limitations; there is so much to say about genre, whether it is about a book, movie, or music. The word genre, a French word from 1770, especially used for “independent style” (genre). There are many important aspects of genre; it addresses the relationship between the author and the reader, the director and the viewer, the composer and the listener. It draws a path between them, the path that makes us visualize the pleasure we get, or the path that gives us ideas about what to expect. And even going deeper, there are sub-genres, super-genres, and indeed what is technique, style, mode, formula or thematic grouping to one may be treated as a genre by another (Bordwell 147). We make decisions based on genre, whether we realize it every time we make these decisions or not. I believe in some cases, we are made to believe in a certain way based on our past experiences. For example, listening to a classical music in the evening while it’s raining outside, or reading a novel on a Sunday morning; watching a black-and-white movie and assume it is likely to be a romantic movie, or it is likely to be an action movie if Jason Statham is the main...
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...COMPULSORY SUBJECT ENGLISH (801) Aims (English Language) To develop the ability to: • • • derive, infer and critically assess information through listening. express oneself by speaking individually, or in a discussion. read with comprehension drawing information directly or by inference from the text, through an understanding of grammar and structure, vocabulary and idiom. employ a variety of skills in writing : within a framework, using argument or imagination or note making and summarizing. • • use the English language for the purpose of study and social and cultural interaction. speak and write clearly and to the purpose, using appropriate grammar, vocabulary and idiom. Aims (Prescribed Texts) 1. To enjoy and appreciate literature through a critical study of selected literary works. 2. Through the study of literature: • • • approach an understanding of humanity. develop an interest in the thought and culture of the peoples of the world. develop the power of expression and a sense of aesthetic values. • CLASSES XI & XII There will be two papers as follows: Paper 1: English Language (3 hours) – 100 marks Paper 2: Prescribed Textbooks (3 hours) – 100 marks Paper 1: English Language (3 hours) Question One: A composition on one of a number of subjects. ...30 Marks Question Two: Directed writing (an article, a book/film review, speech and report writing or personal profile) based on suggested points...20 Marks Question Three: Short-answer questions to test grammar, structure...
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...Becoming a Writer English Composition April 27, 2013 On Becoming a Writer 3 The main idea of the essay is the fact that the author always had the desire to be a writer but he was faced with the difficult of writing during his time at school, his English classes were very hard and confused. The others points I found on this essay is: * The author faced and thought that only the rich people could write and that being a writer as professional did not have a good future, but even that he had begun to think about being a writer. So in his third year at college things changed for him. * When his class assigned to Mr. Fleagle, he was waiting another sad and dull year because the Mr. Fleagle was recognized as a person with no inspiration, no glare, his way of dressing or even his physical characteristics made the students in the city do not have a good conception of Mr. Fleagle. * Another important point that the author cites in his essay is he was not disappointed for a long time, because he expected an antipathetic professor. Also he cites the teacher wanted his students to like Macbeth, but the teacher didn’t know how to influence the students’ whit that passion he had for Macbeth. The author makes a citation which one the teacher always used in the classroom and is very interesting “do not you see”, the author claims it as his teacher was placed in front of students in a tone of mild surprise ignorance of them. What I realized at the end of the...
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...taking an English Composition course. While the previous three attempts were unsuccessful for various reasons none of those were because reading or speaking is difficult or challenging. Writing, however, has always been difficult for me. So, coming up with a narrative essay to describe a reading or writing task that I found challenging seems like a monumental task of which I could never complete. The fact that the essay is the first task of my latest attempt at English Composition should be evidence of its significance. I am a very direct and straightforward person. I have a tendency to speak honestly and openly without a lot of rhetoric or wordiness. I’ve been told by more than one person that I’m too blunt and I need to be more aware of others and their feelings. This openness has a tendency to show up in my writing as well. When I write, I get straight to the point. You can imagine then that when writing an essay that requires a certain amount of words, it is very difficult for someone like me. My first attempt at an English Composition course was when I went to college for the first time. I was eighteen, and just moved out on my own. I moved approximately two hours away, to attend Snow College, in Ephraim, UT. As I understood it, you graduate high school, go to college and graduate, and then get a great job. In order to graduate from college I had to take the general courses, which included English. I must have been delusional when I registered! I registered...
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...Hard to Hardness for English Composition As taking English Composition I never thought this course will be so-hard. I aspect some hardness but not this hard. What can I do? Provide more study time, participation in live-chat, use the tools instructor give us in class to help with are assignments, and following instructor’s instructions. The first hard thing for me in this class was paraphrase and quotations. Never heard or had any knowledge about paraphrases or quotation’s. So I had to watch videos’, read the chapter instructor assign for the class to read on how to paraphrase and quotation, and listen to the instructor talk in live-chat on what are paraphrases and quotations; well as giving examples. As the weeks went by, became more familiar with quotations and paraphrase not so hard for me anymore. The second harder thing in English Composition was how to write a cause and effect essay. In my previous class I had some experience with writing and cause and effect essay, but this class we wrote more cause and effect essay. So which became stronger in writing a cause and effect essay? The third hardness thing in this class for me was the proper way on how to cite. Seem like I have difficulty with citing. But when watching the video that the instructor provides for the class to watch, I learn from the video on how to cite, this video help out a lot. Conclusion: as started this class and writing the essays this class start out hardness, to harder, and then hard, watching good...
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...Advanced Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern...
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...Running head: ENG 160: English Composition I Final Exam ENG 160: English Composition I Final Exam Allied American University Author Note This paper was prepared for ENG 160: English Composition I, ENG 160: English Composition I Final Exam taught by Jeffrey Stamberger Final Exam When it comes time to decide where to eat on one of our “Date Days”, two places come to mind and are hard to pick from because both are great. One is Culver’s, a small fast food restaurant, and Max & Erma’s, a small family dining restaurant. One may seem different than the other because of the set up but in actuality they are pretty similar in what they offer that keeps us coming back to both. Generally I prefer Max & Erma’s while my husband likes Culver’s. When trying to decide we generally look at what we have to spend and how much time we have to spend in order to get everything done before we have to be home for the kids. Generally the first decision is, “What is our time and money limit?” From there we decide whether we want to eat at Culver’s or Max & Erma’s. Both have amazing food! Culver’s is famous for their “Butter Burger” and frozen custard as to where Max & Erma’s are famous for their “Garbage Burger” according to my husband. I prefer the “Build Your Own” burger. The only thing different in the price range is if we get appetizers while at Max & Erma’s, but if you figure in the dessert at Culver’s there really is no difference I the two. Time wise both...
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...Imagine a path on a steep slope, filled with twists and turns and numerous roadblocks; my journey learning how to write well was similar to this path. Because writing is my Achilles heel, it was difficult for me to endure the challenges I faced along the way and reach my destination. Despite struggling with writing throughout my life, I have learned some essential skills that have helped to alleviate some of this difficulty. Through the adversities I experienced within the classroom, I was able to improve my writing style. Hopefully, these skills will allow me to present my argument eloquently and will continue to develop in Writing 39C. During my freshman year, my English teacher provided the class with an outline that has become the foundation...
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