Reflection on Growth in Reading and Writing

Reflection on Growth in Reading and Writing The lesson that I think was discussed most in ENGL 102 during this semester and that I found to be the most valuable is the idea that writing does not entail simply writing grammatically correctly, with a proper punctuation, and within a specific word limit, it is more about thinking and conveying the thought with sense and purpose. Most of the time, I was uncertain about my reading and writing skills at the start of the course. I was not a natural writer, like many other people, and this aspect rendered academic writing to be daunting. But, with the help of this course, I learned that good writing is not something that is inherent to a person, rather the ability is developed with practice, following thought, and reaction to critiques. This unit reinforced the significance of the writing process where one should write (i.e. prewriting, drafting, revising, and editing). I was taught how I can formulate arguments in a better way, analyze texts deeper, and prove my ideas using credible sources of information. Specifically, the research paper assignment encouraged me to be a more creative consumer of sources, and made me better realize the moral goodness of academic integrity and citation. I also gained knowledge about the importance of peer review and instructor feedback as far as the formulation of my final drafts is concerned. Maybe the most significant lesson is the fact that writing is a learning process as well, more than a process of exhibiting knowledge. Writing is a critical thinking technique which enables students to make sense as opposed to reporting (Bean, 2011). This outlook has influenced how I write and read, and I will always know that this skill helps me in activities related to future course activities and beyond. Reference: Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom (2nd ed.). Jossey-Bass.