Everystudent

In her article “I Stand Here Writing”, Nancy Sommers examines the writing process and formulating ideas for writing in a more empirical manner. She states that before she found her creative zeal/ niche her writing was often undisciplined, unmethodical, and sloppy. Sommers reveals that in college she was less known for her writing and more for her long hair and misapplication of phrases. She found her true inspiration while writing her Senior Thesis on Emerson’s “Eloquence.” Throughout the entire essay, Sommers provides the reader with advice about writing. A key point that she mentions is, “If I could teach my students about writing it would be to see themselves as sources, as places from which ideas originate, to see themselves as Emerson’s transparent eyeball, all that they have read and experienced-the-dictionaries of their lives circulating through them.”

In the paper “Inventing the University” by David Bartholomae, he shows the mistakes that basic writers make in college. It shows us what writers are lacking in writing effectively for an academic community. He compares and contrasts the differences between a mater writer and a basic writer. It shows how an expert writer keeps the audience in mind and a struggling writer does not. Bartholomae says that writers in college need to learn to “invent the university” which means they adapt their writing to writing and speak the ideas of an academic setting. Some students may find it hard to develop these new ways of writing and speaking in an academic setting. One way a master writer and a basis writer is different is

Everyone on the planet has a goal set in life, but only a handful attempt to improve to obtain their goal by studying the subject their goal is in. In my English class, English 101 this quarter I was astonished by how much I had progressed as a writer sharpening my writing skills and also learned a lot about writing that I hadn’t learned before. In my writing portfolio for this quarter I had to write an autobiography essay, a research essay, and this reflection essay to develop my writing skills better. The writing assignments were fun to do because it challenged me to work on essays of different styles that were new to me. The essay assignments helped me grow as a better writer that gave me the self-confidence and skills to take on the world on my own.

In the 2011 article “Helping Students Meet the Challenges of Academic Writing”, educators Linda Fernsten and Mary Reda offer innovative self-reflective writing exercises that post-secondary instructors can employ to help students improve writer self-image and academic writing. The authors’ rationale for reflective and practical writing strategies were developed from direct classroom experience, and are based on four (4) assumptions. Their claim that self-reflective writing can aid student writers in overcoming conflict (due to dominant culture, upbringing, former writing experiences, gender, and other marginalizing factors) to improve writer self-identity is plausible. However, their argument that cross-curriculum academic writing can be improved through self-directed, self-reflective writing requires further investigation.

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

I 've always liked writing. Even before I knew how to write I would make up stories and pretend to write them down. Each year in high school I 've written a multitude of essays on varying topics. I have selected three of these writings from each of my years in high school to examine as part of this rhetorical analysis of my writing history. As I 've grown older, my writing style has changed and I 've learned more about the world and developed my own personal writing voice more and more.

In the article “Helping Students Use Textual Sources Persuasively,” Kantz explained to students as they write, how to use current texts to build a new original one. She argues that many undergraduate students cannot perform this idea correctly, because as they write they never had the opportunity to get taught to examine and synthesize a piece of writing correctly. Students need to understand how to view facts as claims, or view writing as a serial of creative ideas and drafts that drive to a final distinctive piece of work. In this article Kantz described how students think as they are writing, she used personal experiences, introduces “rhetorical situation,” and used

I chose my memoir for AP English Language and Composition as my best piece because it’s received a ninety percent and is the written work I’m most proud of. The reader should expect to find information about me that one wouldn’t know by simply looking at me. One will find how overcoming my own challenges and one that was thrown at me made the person I am today. One would discover my passion and determination to pursue a career in family law. The impressions I hope the reader gains about myself after viewing this piece is that I am a methodical writer as well as a psychological person who tends to hide it.

In my English 1010 class, I have learned to do a number of things through writing essays. I have written a Literacy Narrative, a Discourse Community Analysis, and a Writing Research essay. Firstly, I have learned to identify how an author’s purpose, audience, genre, and context determine effective writing. The purpose of the literacy narrative was to help me understand myself better as a writer (Jones 1). My teacher was the intended audience of the narrative. The genre of the narrative was non-fiction because it was about my experience as a writer. The context of writing made my writing more interesting and more effective. All those things make effective writing because you have to know what you need to write about and who is receiving your writing. I displayed these skills by going into detail of my experiences with reading and writing through my life. In the narrative I shared how fun and exciting it was when my second grade class got the opportunity to write a book, A Book of Future Astronauts (Writing is Good).

Upon acceptance to the University of Alabama at Birmingham, I knew not the circumstances to come my way: I did not understand what adversities would appear to me unsuspectingly. Furthermore, I faced these adversities and I had confidence they would inspire growth. Adversity in college also presented itself in this English course by challenging my identity as a writer in the same way that UAB has challenged my identity as a person and student. When enrolling to UAB, I knew how to write a thesis statement and how to use MLA, but this course helped me develop and hone my skills in an honest setting. This course taught me how to make two-prong thesis statements in a conflicting viewpoint paper and focused on

Writing is a process that is difficult to start, yet impossible to end. To sit down with a notebook and formulate the first thought that is notable can take a minute, but often takes me hours. My mind is very focused yet the focus of my thoughts wonders. Thus, to say that I was born to be a writer might just be the farthest from the truth. Now there is one large contradiction in that statement. Once I begin the writing process I have a tendency to get caught up in it. While my writing process as well as my writing style tends to vary based on topic and circumstance, my methods remain the same. I know that a course with such heavy writing will bring upon its own set of challenges, I hope to keep realistic expectations while utilizing my strengths as a writer in order to reach my course goals.

In “Inventing the University” (1986), Bartholomae discusses how someone who has no prior information on a subject is able to convey through their writing that they actually do. Bartholomae examines several essays from college freshmen and describes the variety of essays, which range from bold and daring to dull and mundane. While the author goes into detail over several essays, including how well each student performed on their essay overall, he almost entirely overlooks the syntax of the papers. Instead, Bartholomae focuses on how well the writer immerses their writing in the specific discourse with which they want to engage.

Hrabowski, F. (2017). College prepare people for life. In Graff, G., Birkenstein, C. & Durst, R. (Eds.), “They say /I say”: the moves that matter in academic writing, pp. 259-263. New York: W. W. Norton &

Registering for an English 1101 class, I would never have thought my writing was remotely exceptional. On the first day of class, we had to write these diagnostic essay (I wrote about picking my major) to see where we were at in our writings. The day I received the essay back was the moment where I truly considered the being a writer. Besides my grammar and spelling errors my teacher, Mrs. Emma Perry, wrote “very powerful and emotionally descriptive writing - are you sure you don’t want to be an English Major?!” I have never really considered it before but I’ve always had a guilty pleasure for becoming a blogger, news anchor (my inspiration came from Nancy Grace and Robin Meade), and even one day writing my own memoir. I could remember when I was younger being so shy to speak up that in my mind I would imagine acting out interviews and seminars. It wasn’t until that moment where I truly considered becoming an English major. From henceforth, I began reading the Red and Black newspaper, writing with great passion in every essay and improving my communications methods. Realizing this new passion for writing and being in my detached

In the fast paced life of our time as a student, it is easy to forget to reflect on our time here at Boston University. Through all of our exams, papers, group projects, and late-night outings, our thoughts ebb and flow, and often we forget to reflect on all the progress that we’ve made throughout the semester. As students, we’re exposed to so much information, be we also find ourselves relearning the things we thought we understood all along, and so, for this assignment I have chosen to go back and reflect on my reflections. My goal is to better understand the journey that I have gone through as a first-semester Writing Consultant, to highlight the anticipated challenges and the unsolicited worrying that I had at the beginning of the year, and to celebrate the progress that I’ve made along the way. I will draw upon my reflections, using specific quotes, as well as some of the course material, to understand where my ‘ah-ha’ moments occured and where they still might need to happen.