Integrated reading and writing – Writing Instructions

Introduction

The main and primary motive of the study is to explain how the course has helped me while studying in between the semesters. Therefore, a substantive analysis, as well as arguments, has been presented in the study. Moreover for better evaluation of the facts to be discussed a reflective format has been incorporated. This will also help in ensuring self evaluation and actions for mitigating problems.

Discussion

In case of the coherent and substantive analysis of the course, I have experienced there are three main papers, where I was directed to submit three essays after writing their individual drafts for each essay. However, I have felt that rigorous and continuous writing practice have helped me to understand the concept and therefore writing with huge amount of data in the course.

Connection between learning objectives for the course and own writing

There are some positive relationships between the learning objectives and my writing material or standard because I have tried to follow each of the guidelines that were in University learning module. It can be analyzed that expectations have become more positive because teachers have started giving additional marks to the students after talking with them about the grades. For such specific activities, I have received additional grades. On the other hand, with the evaluation of time, the marking criterions of the teachers have also been changed and that is how it has been changed in the last few months. 

According to my thought process and expectations, I have desired for an easy writing materials that will come into the course. We have three main papers in the semester and all were on the thesis essay matter. We have also submitted the outline of the draft for each of the essay. However, we have used the peer reviewed journal materials for fetching good marks. Therefore, I have expected that I will be getting some easy writing notes for the course.

Specific examples from own writing to support my thesis

The specific examples of my own writing are displayed in front of the discussion board of the professors and teachers. There, we have talked about our grades that helped us to fetch additional grades. Before the final submission I have practiced the essay writing phenomenon for at-least ten times so that I will be able to increase the clarity of the document and also to give comments to other’s paper.

I have come to know that the literature writing have altered my writing in this semester because I have received different types of feedbacks from other students. This is how I got to know about the circumstances. I have also seen that professor has uploaded the question but, with the writing of the answer, we were also directed to give comments to the other student paper. In this manner, my literature got altered.

I have also gathered that writing has met the objectives of the course because there are some of the repetitive practices of writing directed by the University for enhancing the standard of the paper. On the other hand, there are also weekly discussion boards, where students are given the feedback about their writing standard and the comments also should be placed on other’s paper for enhancing the standard of knowledge and understanding.

Conclusion

This is one of the important techniques that are followed by the professors to save their time and effort. In this manner, I have written about different essay topics in the three individual manner that helped to increase my overall grades from the professors.

References

Ariyanti, A. and Fitriana, R., 2017, October. EFL students' difficulties and needs in essay writing. In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press.

Bickerstaff, S. and Raufman, J., 2017. From" Additive" to" Integrative": Experiences of Faculty Teaching Developmental Integrated Reading and Writing Courses. CCRC Working Paper No. 96. Community College Research Center, Teachers College, Columbia University.

Pierce, C.A., 2017. Based Integrated Reading and Writing Course Development. Journal of Developmental Education, 40(2), p.23.