Coming into RCC 200 in August, I felt confident as a writer in my ability to articulate my thoughts into a well-developed essay. However as with any student, I knew that I had plenty of room to improve, most notably in regards to formulating a strong thesis, descriptive body, and well-summarized conclusion, and was fortunate to have countless sources to guide me throughout the semester. At the conclusion of two months of practice, I have learned several new techniques of how to properly convey my writing across various forms of papers, which is best exemplified when comparing my annotated bibliography to my i-search paper. What was most challenging about my annotated bibliography was my lack of ability to apply college level strategies across several aspects of my paper. In hindsight, it is understandable as to how I was unable to express myself in a more coherent manor as I was not yet introduced to tools such as our class book They Say I Say, assistance from tutors at the writing center, or valuable expertise from college professors.
The most beneficial tool I developed over the semester was the understanding of how to conduct hours of
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My tutor suggested that I write my thesis on a separate piece of paper, so that I could reference it throughout my essay, and make necessary changes along the way. Unique to my paper however was the fact that I had two research questions, and in essence had two different theses. This complicated my paper most notably in the sense that I didn’t know how to most effectively place each thesis. My tutor suggested that I read through the research portion of my paper once more so that I could get a better understanding of the existing structure. Thanks to his advice, I found that separating my two theses enabled me to purpose my first question, provide supporting evidence, and then do the same for the second