Academic Prose Vs. Writing

A goal I have for myself in regards to this challenge, in this course and beyond, is to not get lost in the details and the wavering viewpoints and to find specific ideas and thoughts to focus on to help guide my papers to be more clear. I believe that I am a decent writer, but I can always get better and I believe learning how to focus on fewer points will make my essays stronger. But, with my skills now, I expect to clearly and successfully express my ideas to my professors and classmates through my papers and homework assignments. I hope, as my writing skills develop and progress, I will have a successful four years at Boston University and in my future

This course has provided me with a wide array of skills in writing. I have learned many things throughout the semester: writing for different audiences and genres, using evidence critically to support arguments, composing in multiple medias, and using appropriate writing processes individually and collaboratively. This course has allowed me to discover my own writers voice and present it strongly in writing. Although I have excelled in this course reaching all course goals, there are always things to be improved. I need to learn to chose what information is appropriate and most important for the specific essay I am writing.

Unquestionably, it is crazy to see my journey end with an overview of all the new strategies I learned about. This mini course has truly changed my perspective on how writing should be viewed at instead of just writing paragraphs upon paragraphs. Starting this course, I didn’t expect to learn so much about how to write, what to look for, and also the different strategies for reading and writing that could help benefit me in college. I thought this course was going to be the hardest online course, but I soon found out that it’s just preparing me for college and recreating ways for me to understand what college has in stored for me.

To become an author, you’ll have to learn how to integrate other people’s data or information and use it to make your writing or ideas stronger because you have a stronger support.” Writing emerges from writing “ -Sommers(pg.420). It adds a stronger substance into your ideas. As an academic writer in either middle school, high school or college, academic writing will make your paper stronger. You can use other people writing to make readers understand your topic better. You can compare other views or compare other people’s thought to explore other perspectives with the reader. Also, when readers can tell that you’ve done your own research, the writer shows that they have a good understanding of the topic they are writing about. Makes your paper seem more reliable because of your sources. There’s a credibility created. There are several methods you can use to put other people’s work into your writing. You can paraphrase, quote the writer's words, summarise and synthesizing. Paraphrasing is taking the writer words and re-writing it in your own words to help your point. Summarising taking a shortened version of the writers words. Quoting is copying the exact words of the writer. Academic writing also have the characteristics of having a clear sense of purpose and audience.The method that’s used mainly in our class is answering the “ So What” question.. Why does the issue matter or what does it have to do with me? Another concept I think is important in the process of

The academic writing process has been around for ages, so the attributes that a scholarly piece, such as this one, must possess in order to be efficient are no secret. All academic pieces of writing must have a mix of the following qualities: objectivity, accuracy, and complexity. These attributes must remain intact and must not waiver throughout each step of the writing process. This very process that forces students to set creativity aside is proposed to assist in critical thinking skills, writing skills, and embracing of a higher complexity of vocabulary, among other things, is often given much more credit than is truly due. Both authors that wrote Academically Adrift: Limited Learning on College Campuses conducted a study that took

When it comes to writing, many would say that there are two distinct “camps”: those who like to write, and those who do not. It is not unusual to find many members of the former group exploring this enjoyment through the domain of creative writing. Further, creative writing allows for a great deal of free reign. This field of writing allows the writer an all-access pass to self-expression. What is more, creative writing often affords the writer - and the writer, alone - complete governance over the writing process. In other words, creative writers get to make the rules. Whether the task at hand is composing a poem, a short story, or even a no holds barred

What is academic writing? That is difficult question due to the fact that there is no sole factor but rather a series of elements that intertwine together that create an academic piece of writing. Throughout my academic experience I would highlight three main elements that are crucial to any piece of academic writing: (1) knowledge of the topic discussed, (2) writing styles, and (3) a clear objective of what conclusions the information gathered has provided. In this paper, I will compare and contrast chapter one of Titchkosky and Michalko’s (2009) Rethinking Normalcy and Applebaum’s (2007) “White Complicity and Social Justice Education” on the elements, that I believe, categorize these as pieces of academic writing.

The definition of academic writing states” any writing done to fulfill a requirement of a college or university. Academic writing is also used for publications that are read by teacher and researchers or presented at conferences.” I think lab reports can be a part of this category. It has multiple writing parts as well as analyzing parts required by your professors or teachers. But there is a big difference between the level of difficulties from high school and college.

Reading and writing a good piece of work takes effort. Writing a great piece of work takes effort, time, and hard work. There are many aspects to reading and writing concise, coherent, pieces that will engage a reader.

In this technological century, when text messages, emails, and documents are used and published widely for everyone, writing has become an essential way of communicating. Although, the effectiveness of academic writing is a discussion among scholars its relevance should not be neglected. For some educators, academic writing does not add practicality to the students' future career communication; for others, college-level writing is an essential learning tool. Moreover, students are struggled in understand academic writing real usefulness and try to avoid this discipline. However, many factors have boosted people to look for writing courses showing the relevance of efficient writing communication in today's technological world. Also, the

This semester introduced me to newfangled concepts that, paper after paper, have helped me succeed in my classes. Professor Ulrich has done an adequate job of instructing me in this semester’s composition one class. Each one of my papers provides proof of my academic development as I acquired and applied new concepts. Additionally, across the span of my first daily writing to the last, although I admit to having ups and downs, there is evidence that I have retained what I have learned. Now, I possess rhetorical knowledge, critical reading writing & thinking knowledge, a composing process, knowledge of conventions, and proper use of writing technologies; furthermore, each has cultivated me into a better student this fall semester.

Advanced Composition I propelled me into the world of professional writing. Through this class, I learned and improved my writing skills in an enormous way. This course has pushed and pulled me in ways I never anticipated. Although this class challenged me, it prepared me for my future the best of any course I have taken. To review this class, I must look at my effort, what I learned, valuable lessons, the structure of the class, my progress, advice from the class and final thoughts.

Walking down Loras Boulevard with ease at the beginning of the semester to the bookstore for my first writing assignment, I captured my initial perspective of the College Writing course. My thoughts were it would be a smooth transition from my high school writing courses, and I would glide through the course with ease like my downward strides to the bookstore. However, over the past semester I have never been more challenged and intrigued by course material and assignments in a writing course. As I conquered the steep, upward hill of Loras Boulevard it portrayed the knowledge I already possessed, the new writing skills necessary to succeed in the class, as well as changes and growth in my writing style.

In this journal, I will be reflecting on my last eight weeks of this course. In this class, I was unfortunate enough to receive the opportunity to practice writing essays in APA style format. If I were to describe this class to others, I would tell them to stretch their fingers, because of the sheer volume of essays is staggering, considering the topics. If this were a marketing class, I would not sell this class to anyone, unless there was a high monetary profit for me, but morally and ethically, I would not recommend this class. For me personally, now at this point in my life, I don’t think the information will help me.

When I look back on this class, I see how far I’ve come with my views on reading and writing. In high school I hated reading and writing. As I’ve gone through this class I have realized that reading and writing are not bad at all. Obviously it can be boring when you are forced to do so however I now understand the need for my comp class. When I started the semester I figured we would learn the same thing that I learned in high school, I was very wrong. This class goes much more in depth on how to relate our readings into our papers were in high school we would merely only do research papers and could not put any personal touch into them. (expand)