Freshman Reflection Essay For English 101

ENGLISH 101 Course Basics

General Education Requirement

The satisfactory completion of English 101 with a grade of C- or better meets block A of the Communication general education requirements.

Meeting Times

English 101 is a five credit course that meets MWF at 8:30, 10:00, 11:30, 1:00, and 2:30 for 80 minutes each class. Multiple sections are scheduled fall, winter, and spring quarters.  English 101 is not offered as an on-line course.

Rooms

All sections of English 101 meet in a regular classroom for two sessions and the computer lab for one session every week.

Size

English 101 is capped at 24 students.

Attendance Policies

English 101 is not a large lecture course where students won't be missed if they don't attend. Class time is most often spent on whole class discussion, small group dialogues, in-class writing, reading, and reflection activities, peer response, and activities designed to enhance critical and technological literacy. Because of the interactive nature of the class, attendance is absolutely vital. Instructors expect that students will come on time to each class session ready to speak and ready to hear what others have to say. Because the English 101 program feels so strongly about the importance of being physically and mentally present and engaged in this course, attendance is part of the evaluation policy. All sections of English 101 adhere to a strict attendance policy.

Regularly Scheduled Teacher-Student Conferences

Students in all sections of English 101 meet with their instructors individually or in small groups outside of class time at least two times during the quarter to discuss their writing in progress.

Texts

The texts for English 101 vary each year. They typically include an anthology of essays and may also include a book on academic writing and analysis. (In some years, the program aligns its course reading selections with the Western Reads book for the year).

Reading Assignments

In order to join the conversation with other thinkers, students typically read and discuss a series of 4-6 inter-related essays and visual texts. This reading becomes the fodder for students' own thinking and writing, as students learn to join these ongoing conversations and come to terms with, extend and counter the ideas of others.

Writing Assignments

Students move through a series of drafts and spend substantial time rethinking and reworking their ideas in response to their continued reading and feedback from others. Final essays run in the vicinity of 5-7 double-spaced, typed pages. Students also engage in a series of shorter, more informal writing assignments that include informal reading responses, peer responses, reflective commentaries, and summary abstracts. Generally, students produce 6-8 pages of formal and informal writing every week.

Evaluation

Students receive written and oral feedback to their work throughout the course, however, much of their final course grades are based on their final revised projects at the end of the quarter. Missed or incomplete work during the term, however, will greatly reduce students' final grades. When evaluating formal papers, the program uses either an analytic grading guide or a form of descriptive grading to evaluate student work and provide detailed feedback about the writing's strengths and needs.

Reflecting on English Class 111 Essay

703 Words3 Pages

Reflecting on English 111 My experience into English 111 not only left me anxious, it became a self-revelation. My learning capabilities were challenged because writing did not come natural and the possibility of becoming a prominent writer were going to take a lot of time, effort and hard work. In spite of not knowing what to expect, I entered into this new semester pumped up carrying an “I can do this” attitude and feeling confident.
Oh boy was I scared into complete and utter silence on my first encounter with my new instructor. The demands on us, as a student, seemed to be exceedingly high leaving no room for mistakes. On the contrary, being that this was all pretty much new for me, I began to panic. Meanwhile as I tried to…show more content…

Reflecting on English 111 My experience into English 111 not only left me anxious, it became a self-revelation. My learning capabilities were challenged because writing did not come natural and the possibility of becoming a prominent writer were going to take a lot of time, effort and hard work. In spite of not knowing what to expect, I entered into this new semester pumped up carrying an “I can do this” attitude and feeling confident.
Oh boy was I scared into complete and utter silence on my first encounter with my new instructor. The demands on us, as a student, seemed to be exceedingly high leaving no room for mistakes. On the contrary, being that this was all pretty much new for me, I began to panic. Meanwhile as I tried to remain in control of my emotions, so not to let any instruction slip bye, I collectively viewed English 111 as being a totally new, yet overwhelming task. Without delay, I begin my in-depth look into the requirements of this study and what was expected of me, as an English 111 student. To successively complete these assignments, I would need to be focused on the process of such writing assignments. Along with the instructor’s ideas that our writing would be done in such different ways it will eventually consume every waking moment of my time and become top priority for the next four months. In fact, I began this semester with plans to accomplish skills that would eventually bring me to an understanding of what a great writer is.

Show More

0 thoughts on “Freshman Reflection Essay For English 101”

    -->

Leave a Comment

Your email address will not be published. Required fields are marked *