Learning How To Write Well English Language Essay

Learning How To Write Well English Language EssayThe desire to check off how to write and read started earlier than my preschool year. Growing up in a family where respect and commandment were the primary focus for their offsprings, it wasnt only a good thing for my youth but has helped me afterward in my life. I was taught that learning is not only obtaining skills and friendship, but the ability to apply the new understanding, such a asking for food when I felt the pain of hunger. While, later in my life I was educated that learning is the ability to contextualize the variety of contexts which vary from region to region, institution to institution, and between groups with different social-economical backgrounds.Learning how to write well, it tout ensemble started in primary school. Primary school was the put where I created my foundation for theme well. This foundation was build on by different writing exercises, such as course handbook and writing workbooks in and out of c lassroom. I learned to copy definitions of literary equipment casualty in my notepad and memorize them, without considering its larger meaning. This helped me learn writing skills and knowledge in multiply lesson types. Dictation exercises were an separate system used in school to advance my writing skills and knowledge. Being a verbal thinker, mastery was one of my preferred ways of learning how to write well. This form of writing helped me visualize the structure and grammar mistakes I made during the writing process. As my education advances, I use written feedback from professors and peers to understand the expectations which they subscribe to. Through this method, I not only die much familiar with my writing, but it helps me break my generative thinking. Helps me articulate ideas in writing from different points of view, and assists on improving my initial thoughts.Learning vocabulary skills in the context of writing started as early as master(a) school. Completing pra ctice workbooks and exercises on short stories I read during class. And create a dictionary with new words I came across in children books and other words presented by my teacher. Visual activities prepared by the teacher, were practices which I had to find in use in my children books in my local library, this meant read a large(p) quantity of short story books, and getting familiar with the plot concept and theme in the context of writing. To help me bring my knowledge to test, my teacher would take away me to write a short story of my happiest moment during a weekend. The combination of visual and integrated activities provided ways for me to put my understanding to use in the context of larger writings. I can clearly say that this form of teaching was effective in learning how to use vocabulary in writing.What if, peer and self-evaluation were part of activities? I believe it would have helped me improve my writing mechanics and vocabulary which could be used later in class d iscussions. Depending upon any other court rather than the visual and integrated activities would not have been affective, because integrating larger goals in the context of writing would have been too much. Integrated and visual activates worked in none-linear and separated form, both were effective on making me understand the context of writing in the smaller scale. With the necessary skills and knowledge, I was ready to learn how to become reflective about my own writing performance.With skills and knowledge such as, strategies on approaching writing tasks, discussing prompts which support cognitive thinking, it was measure for me to explore and extend literary understanding beyond the initial interpretation, and most importantly strive creative thinking beyond the initial thoughts. Dictation was the answer to this stepping stone. Dictation is nothing more than a class exercise which helps students develop grammar, writing communications and improve listening comprehension. Us ing this learning device I have been able to bring up and correct grammatical mistakes, learn punctuation, and develop my thoughts. This form or this learning device has helped teachers analyze and address the grammatical and comprehension weaknesses in students such as myself. The most important benefit on using this learning device is the ability to make corrections myself or my teacher. Dictation activities exercised were a combination of tralatitious spelling and punctuation problems to activities where personal opinions were tested. Besides its benefits, dictation was a form of losing judgment of conviction on noticing language mistakes that are overlooked and commonly made. By reading and writing more literature these common mistakes would be improved. Dictation is not widely issued in English teaching systems, because it is considered an older technique. In comparison, most European countries still use dictation as a technique for teaching and improving students in grammat ical and comprehension skills. In addition to dictation, professors feedback gives me an opportunity to improve and analyze my work.Getting the facts right is what writing well is all about. If the reader or the audience is misinformed, feedback is what the writer gets in response. If the point is not reached in writing the feedback is not a critique, but an explanation on how well the writing expectations are met, and what can be done for improvements. Receiving written feedback helps me understand the expectations of my audience, and helps me understand and take care the expectation of my own writing. This method has given the ability to improve my initial thoughts to thoughts which are expected by the audience. I expect written feedback of any form in my writing, because this puts my writing in a particular way to an end or makes me repeat it. Positive punishment (lower grade) makes me put an end to the way I write and or positive reinforcement ( fall in grade) makes me repeat m y writing in a behaviors term. Although feedback is one of the most important forms on learning how to write well, there are still problems associated with this approach. First, the written feedback I receive most of the time is hard to interpret due to the illegible handwriting, including un-clear terms and symbols. In addition, the implemented time on feedback is crucial. The majority of time I receive late feedback and time doesnt permit to apply the changes to my writing. This issue can be solved if the institutions increase the time constrains available for feedbacks. Paying attention to the written feedback I receive is improving my skills in writing well. Feedback is more than often provided by experienced writers, which can have no end when learning the skill on how to write well.Therefore, learning how to write well is not only obtaining the skills and knowledge, but is the ability to apply the skills and knowledge to meet the audience expectations. However, as I have show n visual and integrated activities are used on building the foundation to writing well. Enhancing vocabulary terms and using it on writing was the main concentration of these activities. Class dictation has been the most beneficial method to my learning, as it helped me perfect my writing skills and raised sensation of problematic areas in my writing. Given that dictation activities provide the opportunity to compare written work with a professors work. As my writing advances, Im become a better writer, and the writing process is becoming less painful when I receive written feedback. The fact that this method is the most preferred way for many students including myself to achieve excellent writing it clearly shows the importance written feedback have on students. Most of the time peer feedback indicates the type of error but not the place of error this significantly improved my ability to find the error and help avoid the wrong initial thought. All in all, using course workbooks, d ictation and feedback Ive been able achieve skills on how to write well.