The diagnostic assignment was my first paper in a long time for a non Science class. I mean that, although I already had practice with writing in English, this was the first time I actually had to spend more time thinking of the formalities of the writing process. In Science, the format and style are always the same and I'm used to them, but this was an English class and I felt challenged to show what I really know at this point of my student life.
Surprisingly, the creative part wasn't as hard as I initially thought because I felt inspired and many ideas popped up in my mind. Inspiration and creativity are definitely strong aspects of my writing. It takes me a while to find the point where I want to start, but once I get it there is a continuous flow of words, and I have to put order in my brain to express what I want in the way I want. That is the moment when I enjoy writing: the moment of fluid writing without interruptions due to lack of ideas.
The mechanics and grammar was another story, though. I still struggle with the rules (I have to say that I find more exceptions to the rules than rules themselves...) and need to interrupt my creativity to look for grammar explanations or clarifications. Nevertheless, I find a a little pleasure when I learn a new grammatical item or clean the dust of a grammar rule that was hidden in my long term memory. This learning experiences reduce my desperation for not being able to master the English grammar.
Monday, September 27, 2010
Saturday, September 11, 2010
Blog Entry #1
Well, this is my first blog entry ever! I'm not sure whether I'm afraid or excited, and I mean with this that I'm not sure if the purpose of my writing will be understood by my audience (you guys) exactly with the tone I want to transmit.
After reading the chapters assigned I felt motivated by the importance of the rhetorical situation and the process of assessing my own writing. One of the purpose of writing is to communicate with others, and as an English Language Learner I normally feel unconfident when I have to write an email, or post a comment on Facebook, because I still didn't develop the skills to use accurate words and tone to make my writing sound appropriate.
Sometimes my audience read my short and simple emails as "rude" instead of what I pretend -just short and simple. Other times they read them as sarcastic because that email was "longer than usual".
Based on my experience communicating with people, especially at a professional level, i realized that I need to work more on stating the rhetorical situation, and for that, I need to work on vocabulary development. However, I want to follow the book advice and "let the words flow without worrying about them. Let yourself wandering without censoring yourself" (Bullock 229). But, on the other hand, If I want not to censor myself I have to take the risk of my audience making assumptions that I didn't expect.
After reading the chapters assigned I felt motivated by the importance of the rhetorical situation and the process of assessing my own writing. One of the purpose of writing is to communicate with others, and as an English Language Learner I normally feel unconfident when I have to write an email, or post a comment on Facebook, because I still didn't develop the skills to use accurate words and tone to make my writing sound appropriate.
Sometimes my audience read my short and simple emails as "rude" instead of what I pretend -just short and simple. Other times they read them as sarcastic because that email was "longer than usual".
Based on my experience communicating with people, especially at a professional level, i realized that I need to work more on stating the rhetorical situation, and for that, I need to work on vocabulary development. However, I want to follow the book advice and "let the words flow without worrying about them. Let yourself wandering without censoring yourself" (Bullock 229). But, on the other hand, If I want not to censor myself I have to take the risk of my audience making assumptions that I didn't expect.
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