Introduction
A transition to senior English is a movement between paradigms in the academic world. The paradigms set for study, and their respective texts, offer students tools for a seamless transition between reading and writing. Appreciation for literature helps a person to become a good writer or at least improve existing faculties. This essay will discuss the benefits of reading for the refinement of a person’s writing skills, especially in regards to studying paradigms within study texts.
Main text
First, regular and mindful reading facilitates a better understanding of a subject. If a person is continually expanding their scope of knowledge by becoming acquainted with different types and forms of texts, he or she activates both comprehension and mnemonic skills. When approaching a new topic, a student overcomes certain resistance caused by the need to process unfamiliar information. With time, he or she develops strategies for systematic reading, review, and revision. Memory also proves to be an acquired skill as literature research allows a person to connect learned constructs in their mind, which facilitates access to information when a situation calls for it. Each new subject is studied with more ease, and when confronted with a difficult essay question, a student can recall what they have read and present arguments clearly and concisely.
Second, voracious readers tend to have an extensive vocabulary set, which is a prerequisite for learning senior English. While it is possible to research new words separately, this operation might be of little to no use if a person cannot put them in a sentence correctly. Reading offers a feasible solution to this problem: new expressions are already given in a specific context while the characteristics of a text help to discover their precise meanings. Over time, a student can differentiate between various nuances in the use of language. During the writing process, he or she can tell whether a specific word or construction sounds natural by appealing to their reading experience and knowledge of formal grammar.
Lastly, devout reading implies at least partly that a student conducts a paradigmatic analysis, which, in turn, helps him or her to understand the use of English on a deeper level. When only starting to study texts, a person may almost exclusively focus on vocabulary and syntax. The first level of reading comprehension requires a student to know how a text is created. However, as he or she expands their scope of practice, they start to pay more attention to the message and the symbolism of a literary piece, or its paradigms. Reading allows for realizing how the same words can change their meaning when they are put in different contexts and how these variations can promote or impede understanding. Once students have learned to see a text as a means of communication, they become better at conveying their ideas and being persuasive in building arguments.
Conclusion
Senior English requires a certain expansion in students’ ability to use written expressions, comprehend paradigms and their assisting texts, and evaluate material critically. Acquiring the said skills is possible through exploring and appreciating literature in various forms and becoming acquainted with how the English language functions in different contexts. A devout reader constantly adds new words to his or her vocabulary, distinguishes between shades of meaning, and understands texts from the paradigmatic perspective.
Reflection
At the very beginning, I made myself familiar with the very concept of discursive writing to know what standards I should adhere to when creating my piece. I learned that this type of text explains an idea or a phenomenon in detail, aiming to cover all necessary aspects. Further, I had given some thinking to the tone of my write-up. The guidelines for this task allowed the use of formal and informal language. It was also communicated that I could be humorous and sarcastic when constructing my arguments. Nevertheless, I settled on academic vocabulary and expressions so that the text sounded cohesive with the writing prompt. While I strived for a detailed explanation, I made sure to be concise and specific and not to overuse general statements.
I developed three distinct arguments, each of which highlighted the importance of reading. My main goal was to show that reading and writing are interrelated skills. One cannot become an excellent writer if one does not have examples of how texts should be written and what tools can be used. The benefits of reading entailed enhanced comprehension, improved memory, rich vocabulary, and written communication skills. I made sure to support each claim with concrete examples of how students can proceed with reading in a way that will allow them to gain the said advantages. A special emphasis was put on students’ ability to understand a literary piece on a deeper level, looking beyond syntactic constructions and searching for the meaning and key ideas.