In English 1A, I have learned many things that will help me for the rest of my time in college, as well as into my professional and personal life. But for me, the two most valuable items that I have gotten out of this class is how to organize my ideas in the writing process and my new perspectives on today’s corporate-driven culture.
As for learning about pop-culture, I felt that everything started to really come together after I finished reading Kalle Lasn’s book, Culture Jam. This is where my perspectives on corporations, advertising, consumers, and the idea of living began to shift; it was as if I had broken out of a trance. Through the journey of Culture Jam, I began to see the control that corporations have over the media, the corruption that goes on in advertising, and how similar advertising is to brain washing. But more importantly, I enjoyed how Lasn explains how to uncool marketing and how he introduces a new way of living everyday, which ultimately breaks the mass-cultural trance imposed by the media. In fact, I have adopted this new way of life of living everyday to the fullest with the least amount of consumption and I am also using the tactics of derive and detournement. To say the least, I didn’t expect to come out of English 1A with these new perspectives, but this was a pleasant surprise.
In the critical thinking process, I learned the 7 standards used for evaluating essays: “clarity, accuracy, precision, relevance, depth, breadth, and logic”. Basically, when evaluating mine and fellow students papers, I kept all seven of these standards in mind along with the questionnaire provided with the peer responses. Moreover, the peer response questionnaires allowed me to continuously improve in reading and evaluating my own work as the semester progressed.
As for reading, I learned that it is much more complicated than I had previously thought. First, before reading, it is best to preview, pre-read and free-write. Previewing is best used for nonfiction textbook reading and consists of “reading the title, background info, first paragraph, topic sentences, major headings, and concluding paragraph before reading”. This process gave me an idea of what the text was going to be about. Pre-reading can be used for any text and has to do with focusing on the background information and then creating questions and trying to answer them. Free-writing on the other hand is about writing down everything you know about the topic at hand. Out of all these previewing strategies, I preferred to use the “previewing” method because I prefer to read with a point. Next, the reading process involves annotation and sectioning methods. Annotation is about reading while underlining or writing notes about things that you think is important on the actual text. Sectioning involves drawing lines to separate the introduction or developing ideas throughout the text. From my experience with annotation and sectioning, I found that using both of these methods helped me in understanding and evaluating information in the text book. Last, after reading the text, it can help to summarize the material, create questions about the text and attempt to answer the questions, and then put the text into a graphic layout. For me, I mostly used the summary and graphic layout tactics; summarizing allowed me to get a better understanding of readings as a whole and putting this information into “clusters” helped in visually seeing the relationships between ideas. Overall, using these reading strategies allowed me to organize my ideas for the writing process.
As for the function and form of an essay, an essay includes an introduction, a body, and a conclusion which is all set out to prove a controlling idea or thesis. The purpose of the introduction is to introduce the thesis. The body of the essay is for providing support in proving the thesis. The conclusion of the essay can summarize the essay, but its main purpose is to leave the reader with some thoughts of why the essay is of value.
To further explain paragraphs on a deeper level, I learned that paragraphs should be organized by point, information, and then explanation. The point tells the reader generally what the paragraph is going to be about. The information provided is used as support and can include “experience, examples, analogies, statistics, or quotations”. Explanation is about tying the information in the paragraph to the point or to the thesis. Another helpful strategy in developing paragraphs is the “Dependent Sentence Strategy” which involves further explaining an idea in depth in a sequence of sentences. The last thing I learned to consider in writing paragraphs is to “introduce” a quotation by “incorporating” it in a sentence and then “interpreting” the quotation with analysis. This strategy is also known as I3. After considering all of these strategies, when it comes to the writing process, it can be helpful to create an outline with the thesis stated at the top with several “PIEs” written on the left side of the paper to add point sentences, quotations, and summarized explanations to. I also found it useful to write the acronyms for DSS and I3 on the outline to act as a constant reminder. For me, organization of concepts like the ones stated above has proven to be essential during the writing process.
Last, throughout the semester, I learned about “sentence level improvement” which involves subordination, sentence focus, and appositives. Common subordinators include: as if, although, after, and since; adjective clauses include where, which, while, and whom. In using common subordinators, I learned how to rearrange and combine two sentences into one sentence with the correct punctuation. I also learned that this process of rearranging can change the meaning of the sentence. In sentence focus, I learned that the use of concrete subjects, avoiding passive verbs, and making the “subject” the subject of a sentence can truly improve the strength in a sentence which overall makes an essay stronger; I truly saw this during the editing process on my Ad essay. Last, I learned that a noun phrase appositive is an adjectival phrase that “serves to describe a noun in further detail” with the use of a comma, dash, or colon. During the exercises, I learned how to identify NPAs and then use them in combining sentences. Overall, understanding and utilizing “sentence level improvement” can play a huge role in strengthening your work while writing a paper.
After learning all of this useful information, it raises the question of how I will use this knowledge after this class is done. As for writing, right after I turn in this final essay, I have to begin writing an essay on why I should be accepted into a radiology program; this is why writing is so important. Only about 22 students are accepted each year at this particular school and if it comes down to a tie, the deciding factor on who gets in comes down to the written essays. Although I am very nervous about this, I do feel much more comfortable since I have had a lot of practice writing many essays with some guidance from my instructor and student peer responses this semester. Moreover, once I finish my radiology program, I will I need to utilize my writing skills for resumes, writing science reports, and so on. As for my new perspectives on today’s corporate-driven culture, I truly feel I will be able to do a better job at being aware of the messages in the media and how to manage them. More importantly, I believe my newly adopted ways of living will help me in maintaining a full, happy, and authentic way of life. Who would have thought I would have gained this kind of insight from English 1A in addition to reading and writing skills?