Araceli Rodriguez

Professor Doutherd
English 5M
Achievement Summary
Throughout the course, the focus of the reading response was to analyze readings and
write the most important idea that can be beneficial for an outsider to know. Doing multiple read-
ing responses helped me improve in my reading, thinking, and writing skills. There are major
differences that can be pointed out when comparing reading response one and two with nine and
ten. Those differences are proof of the writing, ideas, and content being better developed and im-
proved throughout the semester.
To begin with, the summaries in the reading responses are a section in which where there
has been improvement. Even though summaries are straight forward, they still require critical
thinking skills in order to make sure only the main ideas are being addressed. For example, the
first reading response summary was excessively long and contained too many details that did not
have anything to do with the reading. At one point I gave my own opinion of a certain idea from
the reading but that was a mistake because summaries arent tended to be analyzed. From this I
have learned that summaries can be good even with just a couple sentences as long as they cover
what the whole reading is about.
In order to complete a reading response, the reading first of all had to be completed and
understood. Therefore, since I had to make sure I understood what was being read I sometimes
reread sections and read the discussion questions to help me understand what I was reading.
These skills helped me understand the main ideas and points not only for the completion of the
summary but for the rest of the reading response and from this I learned good reading tech-
niques.
Reading more carefully after every reading and doing careful analyzation helped the im-
provement in the claim and data section of the reading response. Usually the claims would be
worded in a way that did not make my main point to be clear. That is an issue that I am glad I
improved upon because I have learned that I need to get straight to the point in order to not make
the audience feel lost.
With the first reading responses I also noticed that there was a loss of connection with the
claim, data, and logic. Either the data would not be a proper quote for the claim or the quote
would be interpreted incorrectly in the logic section. In the last reading responses there is a more
clear direction and containment of flow that does not make the reader feel lost. That change took
place because I learned to choose claims that I was able to back up with a good quote that I
would be able to explain thoroughly. Looking for proper quotes to fit the claim helped me im-
prove as a thinker because at first the quotes would only contain a fact for example therefore, the
outcome was that the logic made more sense.
Last but not least in the reading responses going from a personal writing style to a de-
tached impersonal style made a difference. The reading responses started sounding more formal
with detached impersonal style writing and that helped me become a better writer because I now
know to use that skill for essays.
Overall, I am glad the reading responses were part of this English course because as men-
tioned before I have learned to become a better critical thinker, reader, and writer. These skills
will be taken to future English classes to make sure I meet the professors standards and continue
to grow as a college level English student.