- Demonstrates a multi-stage recursive writing process:
When I first started this paper I was a little nervous about all the steps we had to do before writing the actual paper. After we started to go through the steps one by one it seemed a little less stressful. The biggest thing for me was finding a space that I could concentrate in. Doing the prewriting activities were different for me because I haven’t done something like that since middle school. When doing my prewriting it allowed me focus on a topic and organize my thoughts. When revising papers, I had to overcome the concept of just revising for grammar. It was much better to change my paper when my editors gave me actual global advice, and otherwise being able to notice it in my own paper. I do need to still work on my structure a bit. There was some parts of my paper now that I look at it that were a bit irrelevant to my point. While uploading things to my eportfolio seemed like it had no point, while writing this assessment it does help to see what I did in order to get to my final outcome. I do see that I did but a lot of effort into the process. Especially when I had my appointment times with Amy, I used my time to my advantage also in class as well I would always benefit from our in class activities.
- Demonstrates a reliable reading process:
Before this class I never really annotated much before. When I first started this class my annotations were simple just highlighting text that I thought was important. As I went through the numerous reading for the literacy narrative I would make side notes to rewrite the text I rad in my own words. Eventually I started to ask question while I was annotating. I do think I still need to improve a little bit more. I want to be a bit more organized with my annotations they can be messy and confusing when I go to look back at them. I have been able to learn how to break down lengthy readings into smaller chucks to comprehend it better. Reading small blogs on the reads also helped me acknowledge what was going on. For the reason being that you can’t write a blog on something you don’t understand. I didn’t make much references from other readers in this paper but I did use their literacy narrative stories to make my own story in a way. Before reading these papers I didn’t understand what a literacy narrative was. So when reading these stories, I understand the concepts of a literacy narrative and what they needed.
- Practices using language features capable of express and generating complex ideas:
While reading my paper I first started by using the prewriting activities to develop an idea of what my literacy narrative story was. My struggle towards the beginning was figuring out how to not make my story have a simple structure. When I met up with Amy she helped me identify a structure that may work. I never put much thought into he structures after that. I should of maybe tried a few different things and see if they worked but I didn’t. I do think I had some extra information that I could of gotten rid of throughout my paper. If I looked at our notes from class maybe, I could of gotten more ideas on how I should access my paper in order to get it full potential. While looking at my final paper I do know that I didn’t use proper sentence structure for a few or my sentences. Which can change the way a reader reads my paper. I do know that I will need to ask for help to identify different sentence structures and read my papers more careful maybe, from bottom to top.
