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     작성자   :   ADMIN    (Hit : 2232)

Before the semester started, I didn’t have any idea what exactly I would learn from my English 102 class.
The course was described as ‘College Writing and Research’.

When I first read it, I felt confident in a way that I had written lots of psychological research papers while taking Psychology courses for the past three years.
After we went over a syllabus together with our instructor during our first class, I realized that the course’s objective won’t expect us to do something that I had done on my psychology researches.
To be honest, before I took this course, I have been familiar only with research journal related to psychology or any other information-based research.
On the first week of the semester, we were informed that we will be developing our scholarly writing skills based on inquiry-based research throughout the semester and also taught that how informative research and inquiry-based research are different from one another.

Since the first week, the class started off teaching on how to think and analyze critically the text through available class materials such as group discussions, student-instructor conferences, presentation, and peer review within group.

As other students have changed their research process throughout the semester, I assume, I myself have also had to adjust mine by tuning some details in my inquiry after I’ve got feedbacks from others.


When I handed in my initial proposal, I was given feedback by our instructor that death penalty itself maybe too general issue which a lot of people have already written on.

After he recommended me to narrow it down to one particular instance of it, I aimed at the death penalty with a specific focus in America.

More specifically, I was investigating the systematical impact of the death penalty in preventing crime rate in the United States.
I found countless scholarly articles associated with this general question, but I decided to make a slight revision of it one more time after the conference meeting with my instructor.

This time, he was encouraging me to add more specific object such as anti-death penalty movement onto the controlling purpose.

Therefore, once again, my controlling purpose evolved into a newly revised one, which is the functional role of the death penalty in reality and its relation to anti-death penalty movement in the United States.

While I was having my controlling purpose evolved more and more, at the same time I was able to develop deeper insight into the scholarly texts and learn how to approach texts with critical thinking.

For instance, while citing scholarly text from Ruppin especially when he explains why killing a human violates human rights with the specific provisions violated according to the Universal Declaration of Human Rights, I began to question how other people have debated on them.
Later, I could find some related information and have linked them to the new source of debate, Warren’s The Death Penalty Is a Human Rights Abuse.

Also, while I was finding related sources through the school library website, I was getting to be accustomed to appraise and analyze texts in scholarly manner.

By the time I started to write my research project portfolio, thanks to such a technique of critical thinking and reading, I was able to critique and analyze the sources rather than simply reporting facts when I was putting them in my paper.

Generally, in the introduction part, I’ve attempted to clearly outline the problem, setting up exigency why this topic matters and clarify that in what perspectives the problem will be evaluated.
Then, the introduction is wrapped up with the controlling purpose at the final part of the section.
Starting off with an introduction part, I was opening lightly with stories related death penalty as a “hook” for my audience.

Thus, the peripheral information about the topic derived from relevant sources was being utilized with the hope of having my readers to be familiar with the current issue, aiming especially at those who may be unaccustomed to this kind topic.


Such examples are the story concerning the initial implementation of death penalty in America and an exhibition regarding which states are in favor or against this kind of punishment in the US.
By the time my audience are familiar enough with the research topic, I tackled exactly what aspect I will be focusing on out of this general theme and why I wanted to address that.
Simultaneously, I was attempting to naturally relate those to my controlling purpose and to show how it meets the goals from the English Guide to a first Year Program.

I clearly stated in the introductory section that the kind of stakeholders would be best suited to the current project.
I’ve learned a great deal of new information about death penalty that I have never known before.

Above all, I came to know that there are group of people who have already been on this big issue ahead of me and I realized that my paper wouldn’t be enough to enlighten advocates of the system about the anti-death penalty movement.

The world would remain the same and states with capital punishment would be most likely to keep the system after my research project.
I wish, at least my audience have the opportunity to contemplate what’s at stake now.
I hope that the current research provides some crucial insights into pre-existing beliefs.


GENERAL COMMENTS:
- There are only minimal errors on the passage. They are mostly misplaced articles and incorrect use prepositions.
- Be mindful of the comma splices and run-on sentences
- Always use proper and relevant words that truly express your thoughts.


 


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