It is better to get English 101 in at the start of your freshman year, rather sooner than later in your sophomore or the junior years of college. Although, college might move students into English 101 language course right away, there are some English 101 courses that are provided at the smaller size. The good benefit for the first-year student is that the student will get the Freshman Interest Groups classes (FIG). The FIG classes will provide courses for smaller groups of students, with two classes fulfilling the GUR and one fulfills the elective credits. I am making the FIG course, so my English 101 class size is often smaller than the “normal” course. In my course, we get to have more student-professor interaction occurring and students at class interact with each other more frequently than in the “regular” course. Therefore, it is better to make it in earlier than later, because students are unable to get the FIG course at the sophomore year of college.
English 101 pushes students to constantly delve a bit deeper. Students must be able to tell not only what they learn but how they found it. Reason is valuable and how it applies to their job. This is significant because it would impact students in the variety of ways. Others would recognize the value and credibility of the data the students collect. Students get tasked with big and little projects in English 101.
One of the general courses taken in LU is English 101. English 101 is the standard English course that all initial year students are needed to take. This course is a combination of three tasks that comes together to make a larger project. Each of the tasks are intended to move you out of the comfort zone you have set. This means, the English skills you have learned already will be applied in the real-world situations.
This course forced me to theorize and create hypotheses about issues that mattered to me or may not have mattered to be. In addition to the exercise work, English 101 serves as the “introduction to college” if you will. English 101 is by no reason, the most interesting course LU has to pay. It is a required class, and for better reason. It shows how students move college education and gives them some of these tools they would want to win with later.
When I got into college here at LU, I came with fears from high school English and what others told me about English 101. I dreaded the English 101 course I thought it would remain the same as what others told me but, oh was I wrong. I discovered that English is more than just reading a book and writing a paper on it. It is more than what I thought it would be much more at that, so I stayed with it kept my grade up.
In English 101, students work with interpretations that extend them intellectually; interpretations maybe difficult or may exist in genres which they are less common with. Broadly, readings at English 101 area on mental challenges and questions-that is, they are written to answer to and continue the conversations in academic communities of different sorts. However, professors sometimes also offer a broader variety of nonfiction texts as they guide students toward growing into more versatile readers.
As authors some students make to these prospects of their professors and not to their fullest potential. Throughout English 101, I had been writing just to please my academic or to be the essential necessary to go through English. I constantly thought that my writing knowledge was never enough for my professors throughout this first semester. They usually needed clean and succinct essays, which for some reason is more inaccessible by me.
One of the exercises that we do in English 101 is copy work. Copy work is consisted of copying what is already written normally a paragraph or just a couple of sentences. Some students can benefit from this work some do not. I, myself, am one of those people who do not benefit from it. Copy work does not help me and when we were writing it for homework, I did not see myself improving with it at all.
We had homework due from a book we have called the Little Seagull Handbook. It was pretty much like any normal English book. I myself did not really benefit from this excise either. Because of my background with English I quit with the kind of information within the book in the eighth grade.
The writing skills we learned in class helped me improve. I think in certain areas of my writing have improved I feel like. My understanding of how to write a better paper has improved by what I can see. Using the Little Seagull book has not really improved my understanding for using comas and other grammar punctuations right, has not improved so much from what I can see.
When we would listen to songs in class and come up with thesis statement from it helped. I think it helped many of us in that class it might not have helped some people, but it helped me. I like that we listened to music it helps me concentrate but writing a thesis statement on it helped a lot more. I like that we would try to have to but sentences in order and try to edit some of the extra sentences out to make the sentence make more sense.
This class has helped me by far from when I had first walked through the door of my English class. I am happy that had a good English professor that gave us time on in class projects and not moving on so quickly. I am happy that Mr. Brewington gave us the opportunity to have in class discussions and gave us the opportunity to have an input on our assignment’s.
All in all this class was a success in my opinion to others it might not be but, to me it was since I haven’t had the best of luck with English teachers in the past but, one and now this make two.
