Critical Reading, Thinking and Writing in British Literature and Composition Class

Critical Reading, Thinking and Writing in British Literature and Composition Class

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Category: English Essay
Subcategory: American Literature
Words: 728
Pages: 2
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Document details
Category: English Essay
Subcategory: American Literature
Words: 728
Pages: 2

Going into British Literature and Composition, I had no idea what to expect. I thought all I would be doing was writing essays, indeed there was allot of essay writing, but there were many other key skills that I learned. Which included critical reading, collaboration with my peers to achieve a common goal, and understanding the connection between British history and literature. One very important skill that I learned during the class was critical reading, thinking, and writing. Before I started British literature and composition I had limited critical reading, thinking, and writing skills. It was very hard for me to read a piece of literature and then write a critical essay on it. For example, when I wrote the essay on Dulce et Decorum est, I had an extremely hard time relating every thing to my thesis and making comments to support the relationship of the evidence to the thesis. After reading and analyzing more poems my critical reading and writing skills improved and I decided to rewrite Dulce et Decorum est. All of my comments were insightful and showed an understanding of the relationship between the evidence and the thesis. From that point on I could put it all together without problems. For instance, the essay on the Song by Sir John Suckling and the in-class essay comparing Christopher Marlowes, The Passionate Shepherd to His Love and Sir Walter Raleighs, The Nymphs Reply to The Shepherd were the first really good essays that I wrote, I was able to critically read the poems, critically think about what I read, and then write it all out on paper. Another key skill that I improved during British literature and composition was collaborating with a group of peers to achieve a common goal. I considered myself an active participant in all of the group projects that I was a part of. For example, during the ballad presentations my group was extremely upset that we didnt...

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