SEMO Community: Shaping My Personality
It has been an amazing experience being part and parcel of the SEMO community. Right from my social interactions to the academics, the session is worth remembering. Through my social interactions as well as my academic field, I have achieved a great deal of knowledge and experience that have completely shaped my personality. SEMO, a hot bed of culture and diversity has made me experience a real picture of the world. In this college, I managed to meet and interact with people from various corners of the world representing diverse cultures.
I had the privilege to learn about some of the Indigenous cultures which I had only read in fictional books. For instance, my interaction with Ubuntu, enabled me learn about the Aboriginal and Torres Strait Islander cultures of Australia. Ubuntu was a colleague student who hailed from the Aboriginal cultures of Australia. Learning and sharing with this good friend of mine made me realize that what I had read about this group of people were mere stereotypes. Theirs’ is the best culture I could ever dream of learning and belonging to. Their love for nature, simple lifestyle, religious values as well as cultural celebrations is admirable (Dudgeon, et al, 25-42). My passion of exploring diverse cultures of the world was indeed awakened by the social interactions at the SEMO community; a community that represents a real picture of the global village, with all cultures in representation, living like one big family.
In the field of academics, I was able to learn and acquire a great deal of knowledge relevant to my carrier and area of expertise. I managed to acquire a high level of literary skills in reflection, description and observation, informing as well as arguing. For instance through the lectures and review of academic materials, I learned that in order to write a good argumentative essay, it is essential to begin by presenting a thesis statement which introduces the argument and states why the reader should be interested in the chosen topic of discussion (Jonassen, et al, 439-457). This is then followed by a presentation highlighting both the positive as well as the negative sides of the topic of discussion. At the end of the discussion, write a conclusion that clearly explains why the evidence supports the arguments presented as well as support the credibility of the thesis (Reznitskaya, et al. 449-472). Knowledge in writing an argumentative essay was reinforced by the argumentative on, ‘The Coffee Shop,’ which I wrote successfully.
Similarly, I acquired valuable knowledge on writing reflective writing. I learned that the aim of reflective writing is to reflect on an individual’s personal events or experiences (Binta, et al. 2). Moreover, while at SEMO, I managed to acquire skills on descriptive writing which I learnt is also called observation writing. To write an impressive descriptive paper, I learned that it requires one to begin by creating a dominant impression over the topic of discussion as this will create a good mood and atmosphere which will make the paper appealing to the readers. Moreover, sensory details should be used to create a good impression about the paper (Haris, et al. 295-340).
My stay, learning and interaction within the SEMO community has made me an exceptional person who is able to adapt to any environment both academic as well as professional environment.
Binta, M., R. Andrea, and M. Carol. “Reflection: A key component to thinking critically.” The Canadian Journal for the Scholarship of Teaching and Learning 3.1 (2012): 2.
Dudgeon, Pat, et al. “The social, cultural and historical context of Aboriginal and Torres Strait Islander Australians.” Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice (2010): 25-42.
Harris, Karen R., Steve Graham, and Linda H. Mason. “Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support.” American educational research journal 43.2 (2006): 295-340.
Jonassen, David H., and Bosung Kim. “Arguing to learn and learning to argue: Design justifications and guidelines.” Educational Technology Research and Development 58.4 (2010): 439-457.
Reznitskaya, Alina, Richard C. Anderson, and Li-Jen Kuo. “Teaching and learning argumentation.” The Elementary School Journal 107.5 (2007): 449-472.
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