This I Believe (Re-Written)

One writing assignment was assigned called the "This I Believe" essay. It is focused around a main belief the writer has. Of course, because it's part of an English 12 class, the essay connected to the Jefferson County Pacing Guide. Here's how:

Prioritized benchmark 2.a: Produce a variety of academic and workplace texts, using media suited to specific purposes and audiences. This benchmark requires the writer to be able to: create writing for people outside the classroom and deliberately address purpose, audience, theme, format, and organization, and incorporate style and design to construct overall impression.

Prioritized benchmark 2.e: Utilize peer feedback, style manuals, and electronic tools to revise, edit, and evaluate their own texts. This benchmark requires the writer to be able to: utilize the writing process, use rubrics and evaluations tools as well as peer and instructor feedback to better revise and edit a text, and use real-world examples in own text.

Prioritized benchmark 2.f: Rehearse, plan, and organize writing by employing a variety of strategies and rhetorical styles. This benchmark requires the writer to be able to: use appeals to argument and thoroughly plan for audience, purpose, content, organization, occasion, and format.

Prioritized Benchmark 2.g: Exhibit skillful use of language, using a carried, accurate, and apt vocabulary. This benchmark requires the write to be able to: use a variety of word choice effectively and accurately for subject, genre, mood, tone, purpose, voice, and audience as well as to write in active voice and recognize and replace awkward construction.

Prioritized Benchmark 3.a: Discern and intentionally use informal and formal registers of English, literary and rhetorical language, and standard conventions to address audience, purpose, context, style, and clarity. This benchmark requires the writer to: control grammatical choices to achieve clarity, style, elaboration, and voice as well as use appropriate punctuation to structure sentences and format texts. It also wishes the write to select language appropriate for the purpose, subject, and audience.

Prioritized Benchmark 4.f: Critique the style, organization, and content of written and oral presentations. This benchmark requires the writer to be able to: offer knowledgeable and diplomatic critiques to peers and use that knowledge of critiquing others work to appraise and refine own work.

Prioritized Benchmark 5.a: Incorporate appropriate formats and citation forms specified in various style manuals. This benchmark requires the writer to be able to: Accurately cite sources into a text or at the end of a text as to not disturb the natural "flow" of the paper.

Prioritized Benchmark 5.b: Eliminate all forms of plagiarism. This benchmark requires the writer to be able to: accurately paraphrase information and cite it correctly as the end of the paper as well as eliminating other ideas or work from a paper.

This I Believe

There are several items in the Pacing Guide that apply to the "This I Believe Essay". First off, using and understanding figerative language. Few essays use no figurative language and thus comprehension of and proper use of will be needed. Planning, brainstorming, or evaluating is a necessity when writing. One must follow a rubric and therefore should plan around it involving all essential information. It is others who will be reading your work and it is others who will critique your work. Allowing for a variety of people to edit or review your work will help improve the writing. Including strategies and rhetorical devices can organize written work. Use things such as audience, purpose, content, occasion, and format.

Introduction:

There is absolutely no one in this world that couldn't improve on something. This is especially true when it comes to an English course. English is a skill that someone can master, but no one can perfect. There are several categories in English, or what we define as English. Such categories include, but are not limited to: Reading, vocabulary, spelling, grammar, and writing. I would particularly like to improve on my writing skills. Specifically, sentence structure and repetition. I have a habit of using passive-aggressive sentences and not identifying an individual as an individual. For example, using the pronoun 'they' for one person. Also, when I find a word I like, I tend to shove in my writing as often as possible. Aside from improving my writing, I would like to learn other skills.

I have always been one to read, and a lot. However, I have not always been one to interpret the elements of the story. Confidently, I would like to be able to identify the stories character significance, the setting, conflict, and resolution. Yes, it is basic and I can do it if necessary, but I can also learn how to do it correctly. Although I can't identify these key elements as thoroughly as I would like, I do have a strong points in my reading, as well as my writing.

I'm sure my vocabulary is average. I don't know any 10 syllable words that only one other person I know can spell, and I don't know what they all mean; but, I am good at learning new words from a books surrounding text. Writing is also a strong point for me. I have never gotten a grade below an B on an essay. I'm not trying to be arrogant, but I think the only reason I got a B at all was because I was in AP courses, otherwise, I think I would have gotten an A on all of them, and I wish I would have. I have kept some of my essays from high school if they want to be looked at, but they're pretty old. I haven't written anything in a while.

Again, I do have weaknesses in strongly identifying a books key elements and my writing's sentence structure and repetition; nonetheless there is always room for improvement. I want to take as much from this high school course as I can because heading to college isn't that far off and I want to be prepared.