Experience after completing Task A1

This presentation is about my experience in the process of completing Task A1. The presentation will also cover on the impact of attending the study skills classes the challenges that I faced while carrying out the while writing an acidic essay and an action plan that I will use if I was given another chance.

Experience after completing Task A1
Introduction
This presentation is about my experience in the process of completing
Task A1. The presentation will also cover on the impact of attending the
study skills classes the challenges that I faced while carrying out the
while writing an acidic essay and an action plan that I will use if I was
given another chance.
The presentation will be structured into three parts the introduction,
body and the conclusion. The main body is going to cover it on slide two
to six, conclusion on slide seven and finally reference will be on slide
eight.

Experience after undertaking an academic essay
Through the process of writing academic essays, I have gained great
experience as a writer. Academic essays have taught me to think and
reason independently as a writer.
Also, it has helped improve how I speak as well my grammar and I can
comfortably construct sentences and communicate without any
difficulties.
According to Gullifer, et al, (2010), on the process of writing the writer
should convince the reader on the message he/she is communicating.

Impacts of study skill classes
 Study skill classes have helped me enhance my communication skills. It has
helped in being able to talk with my audience better and in a clear way.
 I have also improved my creativity and imagination. Through learning the
skills on writing I am now able to engage my mind and all of my senses in the
process of writing.
 According to Naqvi, et al, (2018), writing effectively will always form the
ground to effectively communicate to your audience through speech. You
cannot write effectively without connecting the words to your heart and brain.
 The classes have helped me in gaining credit in writing on various topic. As of
per now, I can write academic essays on many issues in multiple fields of
study.

Reflection on the academic essay
On the process of writing the essay, I was able to communicate vividly
about the topic of discussion. This meaning that I was able to reach my
audience and pass my message clearly.
I felt satisfied because of my ability to write a term paper that was
understood by my audience concerning various issues. Also, I was
happy because I was able to achieve my objectives.

Action plan
 If I were to be given another chance to write another academic essay
I would put more emphasis on the whole real of grammar starting
from punctuation marks to convey the right message to spelling
mistakes.
 To rectify these I have known that there is a software(Grammarly)
that will help me overcome the spelling mistakes as well as
constructing sentences that do not have errors. Grammarly will help
me identifies all my mistakes after typing.
 The importance of checking the grammatical errors using this
software is for me to communicate effectively to my audience.

Cont.
Grammatical errors being the main problem identified by the tutor
and my peers I will work on it to produce the best essays.
The alternative to this solution is to pay attention to grammatical error
through continuous writing of the academic essay. This will improve my
writing skills.

conclusion
To sum it all, the process of writing an academic essay has helped me to
acquire skills and knowledge that is required in the field of writing. It has
also enriched me with the vocabulary that has enhanced my
communication with other people.
Attending the study classes has really impacted my writing in many
fields; it has taught me to be creative in any aspect of writing. In spite of
the above benefits, grammar remains the biggest challenge that I am
facing but am willing to work with all my colleagues and tutor in order to
improve it.

References
Gullifer, J. and Tyson, G.A., 2010. Exploring university students'
perceptions of plagiarism: A focus group study. Studies in Higher
Education, 35(4), pp.463-481.
Naqvi, S., Chikwa, G., Menon, U. and Al Kharusi, D., 2018. Study skills
assessment among undergraduate students at a private university
college in Oman. Mediterranean Journal of Social Sciences, 9(2), pp.139-
147.
Myhill, D., Jones, S. and Watson, A., 2013. Grammar matters: How
teachers' grammatical knowledge impacts on the teaching of
writing. Teaching and Teacher Education, 36, pp.77-91.