LEARNING STYLE: My learning style is pragmatic

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Class
Instructor
Assignment
Pragmatic Learning Style
Through the Learning Style Inventory, I discovered how I prefer to learn and process information. I ascertained am a pragmatic learner. Reasons behind my assumption are; I tend to link what I learn with real-life situations. I seek for logic and practicality in what I learn. I prefer to have clear guidelines and requirements on a task. As a writer, I want to improve on basic principles of writing, grammar, and spelling. Understand terms such as the subject, predicate, modifier, clause, and phrase (McNaught, A-15). I also want to cultivate a culture of reading more. Reading more will expand my vocabulary and knowledge. Improving my writing skills is crucial in bringing clarity and credibility to my writing.
Errors in grammar, spelling, and punctuation affect the relationship between the writer and the reader. Errors reflect poorly on writers. They make the reader question the writer’s credibility and their attention to detail. Some grammatical errors distort the intended message. Syntax errors bring different meanings to a sentence (McNaught, A-18). The same words with a different arrangement carry different meaning altogether. Sloppy spelling gives the impression of not caring about the assignment and to an extent about the reader.
Generally, am an organized person. My strength as a writer lies in my style of learning. As a pragmatic learner, I arrange my ideas in an orderly manner before taking on an exercise. The fact that I organize my ideas help in providing quality work.

My work is always organized, and my ideas flow flawlessly. As a result, it is quite easy to comprehend my work. My realistic style also ensures I meet all my deadlines. My weakness also lies in my mode of learning. It is difficult for me to handle an impromptu assignment. I can also say my creativity is below par.
Work Cited
McNaught, Keith, and Geoff Shaw. “Preparing undergraduate students to be successful writers:Exploring the Spelling, Grammar and Punctuation skills of students identified aspotentially ‘at risk’.” Journal of Academic Language and Learning 10.2 (2016): A11A19.