Long Way Down is a novel written by Jason Reynolds. The main character, William Holloman, tells the story through various poems. William’s main purpose in the novel is to follow the rules that have been set long before he was born. One of these rules means William has to get revenge for his brother's death. While waiting in an elevator, William starts seeing ghosts, people who have become victims of the cycle of violence.
Holly Hassel and Jessica Lourey are English professors at their respective universities. In the second paragraph of the essay they posed a question that shapes this essay: “How do we teach our students to be accountable for their educational choices and performances? To answer their hypothesis, they took a survey of one thousand and ninety-five students total. The surveyed included questions about the meaning of each letter grade, perceptions of teacher/ student relationships and how many hours should be spent studying per three credit hour class. Ninety-three percent of students rated themselves responsible, thirty-nine percent of students had missed three or more days of class at the tenth week of the semester.
Over Here: The First World War and American Society Nicole Ackerman 02/27/2016 7th hour By: David M. Kennedy Over Here was written by David M. Kennedy in 2004. The book was published by Oxford University Press which is located in New York City, New York. Kennedy's book talks about the time before, after and during world war 1 and the changes that come about during that time, weather they are political or economic or social. Kennedy's thesis is, " best be described as a discussion of those aspects of the American experience in the First World War that I take to be crucial for an understanding of modern American history" (Kennedy 7).
John Kaag begins his article by stating that the desire of any “good student” is to be told that they’re paper was “flawless.” He then goes on to recount his experience during the 9th grade of being told exactly that, and how when he told his mother, she became upset and decided to show him the error of his ways. He says that from this experience he learned the value of criticism. From this point on he talks about his first case of writers block and of how writing forces you to look inwardly.
These findings indicate how an engagement-based grading contract results in a stronger writing process that fosters iterative feedback. The greatest benefit is students' ability to create an ideal set of revision and feedback-seeking practices that will go beyond first-year
According to our syllabus, a student should be able to produce a well written paper by the end of the course. After reading the course objectives I now realize that I have the potential to write a well rounded paper. Thanks to the prewriting process I have bettered my skills at taking my time at writing a paper suited for a college level audience. I can envision and analyze the techniques during the process of writing a paper and see that I can now critique the effectiveness of every sentence I write. These objectives seem to be reachable by anyone's standards as long as they apply what they have
The issue on whether religion and science can work together has been debatable for centuries. Neil DeGrasse Tyson in his article the Perimeter of Ignorance argues that science and religion cannot coexist. In his article, the author explains that religion is all about the Bible and the Bible primarily focuses on the explanation of the origin of the world. He puts forth the point that this concept is far different from what science is and that they do not complement each other. This essay intends to prove that religion and science can work together with no issues.
Journal 3 Richard Straub’s reading, “Responding-Really Responding-to other students’ writing” clarifies ways to respond a student’s paper. At first I thought responding to other student’s writing means to reply with feedback but as I go further towards the reading it is actually more than just feedback. Certain points that I took from Richard Straub’s reading is how a responder should act as a friend rather than a teacher when responding, must not respond short and sweet, what to address in the comments and must praise and criticize. His suggestions are key strategies that must be followed in order to achieve progress as a responder. In “Responding-Really Responding-to other students’ writing” by Richard Straub’s offers ways for readers to approach a student’s paper, therefore, achieving the responders mission towards helping the writer make better decisions when writing a good paper.
In the current decade, students are often encouraged to comment and criticize one’s work. This process is looked as a way to make students think and apply what they had learnt in classrooms. I agree that it indeed provokes students’ thought process and is effective for them to gain better understanding on a certain topic. However, the expectations of criticizing someone’s work had just been raised to a whole new level as they’re actually encouraged to tear apart someone’s work and always having something to disagree with rather than criticizing constructively. During discussions, teachers are often interested to hear students arguing about their own standpoints rather than the actual takeaways from the paper.
I was prompted to reevaluate the phrasing and depth of the topics I addressed in my analysis by the comments on the first draft by my Professor. I found that I am a bit of a hypocrite when it comes to critiquing my writing for I will be a ruthless critic to myself and anyone who asks me to review or edit their writing, but when others do the same, I tend to become very attached to what I have already
When I was in college at Harvard, I had continued my writing career by helping my classmates write their assignments. In my English class, I had suspicions that my professor was unfairly marking down my work. I remember thinking, something just isn't right about these grades. I had spent so much time on these papers, only to get grades that I didn't deserve. So I did what anyone else would do.
At its core, “Responding--Really Responding-- to Other Students’ Writing” is about correcting the common misconceptions and fantasies that many students seem to possess about peer reviewing. Richard Straub, a former professor at Florida State University, starts off portraying the mindset of a student going about peer reviewing in all of the wrong ways (Bishop 162). Some of the mistakes are things like “Make your comments brief.” or “Don’t praise anything really... no need to get harsh or cut throat either.”
My papers always were given a higher grade when several drafts were written. As drafts became non mandatory, I didn’t feel the need to write them. I, and many other
In high school, writing papers was never an issue for me. I would often start my papers the night before they were due, full of energy due to the amount of caffeine I had in my system. One of the main reasons that I received high grades on my papers was not because I was under pressure, but because I knew what my teachers wanted to hear. Growing up in a small town and having a teacher as a mom, I knew most of my teachers personally. When I wrote essays, I was not writing about something I was passionate about; I was writing about what I knew my teachers would agree with.
Every student wants to be successful. However, the success of students around them causes them to exert even more, and sometimes unnecessary, work on their classes. This includes binge studying for a test to be sure that they do better than the students in the class, or as mentioned by Zinsser, “writing ten-page papers to impress them [the professors]” when five-page essays were actually assigned (Zinsser). Because there are students that do this, others feel the need to add more writing to their essays in order to reach the levels of those students.
