Get help with any kind of project - from a high school essay to a PhD dissertation
|Subject area||Self Improvement|
A range of individuals whom I have heard recount their past school days with an overall sense of calm or detachment have been transferred to more intensity when speaking of their experiences with writing. Their tales either celebrate the compliments and encouragement provided by teachers who facilitated their self-confidence and pride, or are unhappy tales that depict feelings of humiliation, failure and disappointment. A closer look at these two extremes is critical as we believe instruction writing and the effects of that instruction on the students. While listening to recollections of English classes, I have found it is not unusual for the tales of one person to weigh as heavily in 1 direction as another. One of the reasons I feel strongly about this problem is that it reflects my own experiences as a returning student. Like other people with whom IвЂ™ve spoken, I have been applauded by some educators and judged harshly by others. Comments on my papers have ranged from, вЂњAn outstanding essay. I enjoyed reading it immensely,вЂќ and вЂњThis is one of the best papers IвЂ™ve gotten in years. I shared it with a colleague of mine,вЂќ to вЂњWho ever taught you how to write?вЂќ and вЂњWhat? What? Cut, cut, cut. So wordy. Not more backfill!вЂќ A simple explanation might be that disparaging comments were directed at early writing and praise at later job, but that isn't the case. What then can be the reason? Inconsistent work, of course, or maybe the incongruity could be explained by the subjectivity inherent in the conclusion of writing, especially when contrasted with a more systematic appraisal instrument like multiple choice tests (there's subjectivity even in them, as it pertains interpretation and interpretation of these questions, but that is.