韩语作业代写,韩语essay代写 Learning statement III

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English 1B is a meaningful course for me as it equips me with the basic knowledge of arguments and engages me with purposeful reading and writing exercises to apply the knowledge. The textbook Elements of Argument: A Text and Reader, Eleventh Edition provides me a comprehensive framework for understanding and writing arguments. Those insights I gained from reading a great variety of examples in the textbook allow me to understand and write arguments effectively as a writer. The writing and revision exercises included in this course witnessed my progress in writing in a consistent academic style, mastering the key elements of making an argument, and enhancing my language diversity and accuracy.

I have learned to write consistently in the academic writing style through the drafting and revision of the Basic Essay. In the Draft Basic Essay “Negative Effects of Global Warming,” I failed to keep a consistent academic writing style in many details. For example, the indentations at the beginning of each paragraph were incorrect because I was not aware of this small detail. Then, I used contractions such as “won’t” that should be avoided in formal academic writing. Additionally, the citation in my paper was not correct when I failed to cite all the information I used from other sources. All those mistakes were unconditional because I had not established the awareness of writing in a consistent academic style. In the Revision Draft Essay, I proofread my paper carefully and corrected all the mistakes concerning colloquial expressions, format, and proper citations. Through this practice, I have learned to write consistently in the academic writing style and paid attention to all the details in spelling, formatting, and citing.

I have mastered the key elements of an argument inclusive of making a claim and supporting a claim. In the Draft Linear Essay, “Historical Development of the Global Warming,” I failed to establish a clear thesis statement and match-up topic sentences in each paragraph. In the textbook, I have learned the definition of a “claim” as “the statement that a writer makes about a subject” (Rottenberg and Winchell 140). Based on the insight from the textbook, the thesis statement I made was not clear and specific enough to illustrate my claim. As to the topic sentences, they were supposed to back up my claim by presenting evidence to the audience (Rottenberg and Winchell 174). My topic sentences were not developed adequately to support my argument. They appeared to be merely summaries of the paragraph rather than responding to the thesis argument. In the Revision Linear Essay, I changed the thesis statement and all the three topic sentences accordingly. I revised the thesis statement to make an argument about the historical development of the global warming in a clear and concise way. To support my argument, I made three sub-arguments as three topic sentences to support my claim. I paid special attention to the language diversity and connections between them.

I have improved my language diversity and accuracy through this course. On the one hand, in my Learning Statement I, I wrote mostly short and simple sentences beginning with “I,” “it,” “this,” and “we.” The whole paper was simply lacking academic sophistication and depth. For example, I wrote, “It’s not only helpful for my reading, but also for my writing.” This sentence is grammatically correct but fails to meet the expectations for academic sophistication. In my Learning Statement II, I paid close attention to the word choices and sentence structures. The sentence I wrote, “My writing skills in both the textual organization