coun8001wk3

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Walden University *

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8001

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English

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Feb 20, 2024

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docx

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1 Analysis: Scholarly Writing Skills Counseling, Education, and Supervision Doctoral Program, Walden University COUN-8001 Foundations for Grad Study Dr. Melinda Haley December 10, 2023 Analysis: Scholarly Writing Skills

2 Scholarly writing skills take time to develop and meliorate. According to COUN 8001 course study notes ("Introduction to scholarly writing: purpose, audience, and evidence," 2002), analyzing strengths and weaknesses found in academic writing is a way to expand thought processes and identify problematic writing habits that do not contribute to a scholarly voice. In the passage to analyze, the author's effort at scholarly writing must improve in many ways. The author's strength is clear writing skills, but his weakness, with a lack of evidence and poor quality of evidence, leads to mistrust in the paper and the writing to seem more opinion-based without it being a fact-based, well- researched scholarly writing example. The passage shows strong positive opinions about personal computers without showing their adverse effects. The author does not attempt a counterargument to the positive argument. The author does not use significant evidentiary support in the paper. According to Douglas (2000), providing an audience with evidentiary support and unbiased viewpoints will strengthen the argument and give the audience opportunities to develop critical thinking skills that can change resistant viewpoints or strengthen existing viewpoints. When examining the writing sample needing support, we can conclude that the author denies the audience any critical thinking skills and does not lend credible support to provide the information necessary to change or strengthen their viewpoints. Evidence is what helps differentiate what is opinion and what is factual. As stated in COUN 8001 course study notes ("Introduction to scholarly writing: purpose, audience, and evidence," 2002), credibility is essential for scholarly writing and to gain support from the community and audience to show that the writer knows the subject and what they are saying is accurate. The author also only uses one source, and although

3 credible, does not provide proper evidentiary support for the claim. The author does not use any additional support that could solidify his claim, nor is there any analysis of information supporting the claims. The author is biased towards a positive view of computer usage. The sample was not objective. As discussed in the Walden University Oasis: Writing Center posts (Scholarly Voice: Avoiding bias, n.d.), Biased writing hinders trust and credibility from the audience and could leave out large portions of audience members. No clear counterargument or contradictory questions show the harmful effects of computer usage. Objectivity is vital to the strength of the paper because the truth is rooted in factual evidence, and opinion presents no evidentiary support. Being objective, instead of being biased, would present opposing viewpoints that are strengthened by factual evidentiary support to improve credibility and present a valid argument to the audience for why the paper is valuable to the intended audience. The author may intend to sway the audience onto positive notions; however, the lack of credibility leads to mistrust in the author. Computer usage has harmful effects, and providing a counterargument would strengthen the author's trust with the audience. It is still being determined who the audience is intended to be, but there are some questions about the appropriateness of the tone of the writing as well. The author does write clearly and concisely but lacks awareness of the tone of social bias in the sample. Regarding affordability, stating that "poor people" can obtain computers and can now "save enough" to have one could be offensive. The author needs to gain self- awareness in writing and be socially conscientious. The lack of self-awareness contributes to the sample being biased and could be considered insensitive in not being

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