A Writer 's Choices By Andrea A. Lunsford

Writing is examined in the first chapter of “Writing about Writing”, a textbook by Elizabeth Wardle and Doug Downs. Not only does it examine articulate writing, but specifically the threshold Concepts of writing: “ideas that change the way you think, write, and understand a subject,” (Wardle, Downs 2011). Terms are used to educate readers, these terms are essential for the writer to better understand how to write, and for the reader to better understand composition. Three terms seem to do this; construct, contingency, and rhetoric.

Some of the top advice given to writers is to read prolifically. The more well-read a person is, the more they will intuitively understand what good, effective writing is. Moreover, good writing begins with critical thinking and careful consideration. Curiosity and open-mindedness aid in the endeavor and allow an author to think broadly about a subject. Careful reasoning allows a writer to logically organize information and thoughts and relay them in a compellingly clear way. In “College Writing and Beyond,” Anne Beaufort talks about how strong writers draw on five knowledge domains to produce good work. These five domains are: discourse community knowledge, writing process knowledge, subject matter knowledge, genre knowledge, and rhetorical knowledge. It is important to understand and consider what discipline and discourse community you will be speaking within in order to fashion your ideas into a well-received written contribution. Understanding effective writing processes and critical revising methods grants a writer greater ability to create succinct, effective, and enticing text. Understanding genres enables a writer to know what conventions of writing are expected of them and which best suit their purposes. Rhetorical knowledge facilitates the clarification of a text’s purpose and supports reader

Writing varies from a text message to a novel. Writers often have a difficult task in creating a piece of work that truly identifies the meaning of good writing. Every good writer usually starts with the basics such as genre, audience, rhetorical situation, and reflection of the piece. Throughout this semester, we have gone through all of these key terms in great detail with each new assignment that has come our way. In doing this, not only as students but also as writers, we have come to create our own theory of writing. Every writer has a different theory of writing though most are very similar. Now, at this point in the semester after doing countless journals, in-class exercises, and final assignments, I think I have figured out my own

In “Expectations for College Writing,” the author indicates the importance of thinking and communicating to succeed after college. A writer’s style acknowledges a social or academic expression. A writer’s skill to rationalize ideas and think critically demonstrates an essential technique for enhancing communication in the work environment.

Writing properly can be very challenging for a new student embarking on being a scholarly, professional writer. Before starting assignments, it is important to read very broadly about the main topics of the assignment, and also read the specific chapters listed in the assignment, because they will guide a student’s thoughts in developing a paper.

Personally, from the class of English 1101, I have learned on how to use the writing processes effectively, where the first step is to have a pre-write, which focuses on brainstorming ideas form either the group or from individuals’ brain for the required topic. The second phase of the process is the thesis statement, which is the primary idea of the entire essay. I discovered that the thesis statement should be persuasive and truthful. The third step is on developing drafts, where it showed me on how to focus on content, organization, and style. Again, I noted that I must ask myself who is my audience, and what do they want or need to hear.

In Andrea A. Lunsford 's book Easy Writer, she describes how to conduct research and evaluate source material. In addition to informing the reader of the proper ways to incorporate source materials into an article, and concludes with how to write a researched paper. Lunsford begins chapter 37 "Conducting Research", with a detailed explanation of how a writer should start to the research process. First, Lunsford informs the reader to analyze the research assignment, research a question to answer, and then to form a hypothesis. Then, Lunsford details how to perform each of these steps, beginning with the questions a writer need to ask themselves vital to the research process. These questions include information on the purpose of the research project, the target audience, and the interests or assumptions of the audience. After that, the author asks the reader to question their own attitude, feelings, and influences on the topic. Some other questions Lunsford advises the reader to answer before beginning a research project include the amount and types of evidence needed to influence their audience. As well as, questions related to the time and length of the research project. Next, Lunsford explains to the reader how to formulate a question and hypothesis for a research project. This process is begun by finding a topic and, then narrowing it down to an issue from which a question and hypothesis can be generated. Lunsford recommends that writers also plan out their research

Writing consists of self expression, an outlet of creativity to communicate ideas. An individualism thought, purpose, and goal we are able to carry out towards our intended audience. Writing allows us to credit those who have impacted our lives positively. Furthermore, Academic essay writing is an important and effective piece in one’s life in order to gain knowledge that will allow us to present our ideas clearly and logically. Furthering your education consist of constantly writing papers in many college courses in order to convey your message across, therefore, it is important to be aware of how Academic Writing impacts ones education. Lucy Maud Montgomery, Edgar Allen Poe, and William

In their book They Say I Say, Gerald Graff, Cathy Birkenstein, and Russel Durst outline strategies writers can use to avoid common mistakes often seen in academic writing. The book thoroughly outlines the different components that make up academic writing, such as initially summarizing what others have said before, responding with original ideas, proving a purpose to the writing, and connecting the writing in a logical and eloquent manner.

Andrea Lunsford who is Louise Hewlett Nixon Professor of English and Director of the Program in Writing and Rhetoric, started the Stanford faculty in March, 2000. She obtained her B.A. and M.A. degrees from the University of Florida, and finished her Ph.D. in English at The Ohio State University, in 1977. Andrea Lunsford established “Andrea Abernethy Lunsford” website that consist of home, blog, photo gallery, CV, downloads, contact, about, and login. This website home page shows above lists with pictures which are very helpful to know and tell what picture is it. For instance; home page displays that is showing a photographer is taking a picture of two people are standing

John Edgar Wideman begins his piece, Our Time, with a description of the world he grew up in. He takes the reader through the story of his brother, Robby, using a variety of voices and points of view. In this narration of his brother’s life he brings to light his own dilemma with writing the piece. He uses a variety of voices and points of view to demonstrate the different perspectives of Robby 's story. To contest the ethical dilemma of telling someone else’s story without exploiting it, Wideman addresses the issue head on. By reading Our Time, a writer could learn much from Wideman, and adopt a number of his methods for different writing styles.

Throughout this class I have learn many different writing styles. We used APA form of writing to type our paper and essay. I have also learned that it’s good to take your time and spend more time thinking about what to write, other than just righting a paper right off back. I have learned that it’s not a good idea to write a paper on the day it’s done, that’s more like a ruff daft. My teacher have helped me understand different point of writing. Which all writing deal with an ethos, pathos and logos, either one or all of them will run through anything that tell you anything in writing. From what emotion are there to who have the rights to speak at the moment to what are the facts to agree with this person. As a class we have read articles, bio from many people to understand that it’s more then what the person is writing. Reading between lines and analyzing a part of the story can tell you more then what the writer is saying. Working together to understand something and work better than being alone thinking about a situation you can’t understand.

The six course goals of this English 109W course are to Engage in writing as a process that includes planning, revision, and editing based on feedback from peers and instructors; Critically read and analyze academic texts; Understand, identify, and analyze the rhetorical situations of academic texts, including their contexts, audiences, purposes and personas; Understand, identify, and analyze the rhetorical situations of academic texts, which may include genre, format, evidence, citation, style and organization; Develop an awareness of and preparedness for the writing they will do through their majors through research, exploration, and or practice of the discourse community’s conventions; and Engage in formal and informal writing that analyzes and critically reflects on their major’s writing conventions and their own writing practices and choices. I perceive that I have achieved all the goals for this course through the various drafts I composed, polished papers I produced, and the supplemental work that I have selected to include enclosed within my portfolio.

In the same article, Elizabeth St. Pierre provides what I consider to be a systematic process to writing; she posits that, “writing is thinking writing is analysis, writing is indeed a seductive and tangled method of discovery” (p. 967). So, throughout the process of writing these assignments,

In writing it’s important to have an understanding of what you’re trying to convey for your audience in addition to how you you will present your ideas. Effective communication extends beyond having well organized writing expressed in complete and coherent sentences. The style, tone and clarity of writing must also be considered, as they are constantly changing relative to the audience. Again, analyzing one’s audience and purpose is essential to successful writing. Appropriately, when choosing the most effective language, it is important to consider the document objective as well as the reader. In essence, this idea of effective use of language has been the overarching theme of this online English course. Each writing assignment