Importance of Academic Writing

though Cheng-Rui studied in a Master’s program in the US, this English environment experience failed to develop his English academic writing competence due to the absence of training in English academic writing and the opportunity to write long proses in English. In terms of their prior academic learning experience before studying in a doctoral program in the US, all of them were involved in research when studying in a Master’s program. Zhi-Kai and Tian-You further had experience in writing a Master’s thesis. Nonetheless, Zhi-Kai wrote it in Chinese whereas Tian-You wrote it in English but did not obtain feedback from his advisor with regard to English. Their former English and academic learning backgrounds, thus, negatively influenced them to acculturate to the English academic environment and their discipline-specific communities. They, for example, encountered challenges of writing conference proposals, class assignments, and their dissertation in English. This finding corresponds to the result of Sawire’s (2005) and Xu’s (1991) research. As Zhang and Mi (2010) pinpoint that international students’ “prior learning experience and the status of English in their home countries often result in different problems or problems in different areas”.

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.

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.

Prior to entering class, I thought that I was a competent writer. However, I quickly learned that my writing was conversational and that I had little experience in academic writing. I became aware that much of my poor writing was like an old habit that I found humbling to admit and hard to correct. Passive voice, unneeded words, long sentences, were just a few of the obstacles that resulted in ineffectual writing. However, using peer reviews and an editing checklist I slowly began the journey to better writing. I also found that reading about writing provided supplementary methods to improve my writing. Implementing these new techniques, I slowly began to understand what scholarly writing entailed. As I learned through giving criticism

This highlights the importance of drafting, reviewing and editing to produce better academic and professional writing. Grellier & Goerke (2014) remind authors that writing is for the benefit of readers, and clear meaning and engaging content shows respect to the audience.

Every day consists of writing, whether it is informal or formal. Writing comes in different forms including, emails, essays, text messages, and even note taking in class. I have gathered materials and assignments in my major to analyze what kind of writing is required and how it should be executed. What I discovered was surprising, but almost every piece of research revealed that writing is not incredibly important in my field of study.

When it comes to writing at a graduate level becomes a major part of a student course work while completing and entering into any masters program. In this paper, I will identify four areas that I believe to be beneficial where I believe will be beneficial to my success. Throughout my many days of my undergrad studies at North Carolina A&T State University, I have written numerous papers, but when it comes to writing at a graduate level, it differs from previous styles writings. This assignment paper will identify characteristics of graduate writing and explain how writing at the graduate level differs from other forms of writing, outline the elements of effective written communication, describe plagiarism and steps to avoid it, and identify

Scholarly writing is no different from all other writing, except, beside it having a purpose and having an audience like any other writings, scholarly writing is evidence-based (Laureate Education, 2012). It is important, since the scholar-practitioner write for a specific audience, that his or her material be free of personal opinion, assumption, and bias. When writing a scholarly material, a scholar-practitioner has to be objective in tone, write clearly, concise, produce a mechanically correct writing that contains evidence-based material.

Before entering class, I deemed myself a competent writer. However, I quickly discovered that my writing involved mediocre writing precepts. In contrast to the principles of scholarly discourse, my writing held the tenets of conversational writing and did not meet academic standards. Furthermore, much of my poor writing involved deep-rooted habits that were humbling and challenging. Passive voice, unneeded words, long sentences, were a few of the obstacles that impeded my journey toward effective writing. However, using peer reviews and an editing checklist I slowly began improving my skills as a competent writer. I also found that reading concerning writing provided supplementary methods in improving my skills as a scholarly writer.

Writing is a difficult, complex and laborious activity. There are areas that need work to be done and get better at. Scholarly writing is directly tied to critical thinking, one need to improve on its critical thinking skills to be able to write clearly, concisely and precisely. This well help in presenting thoughts in a cohesive and logical sequence while being specific. One will work hard to do away with overlong sentences and try to make every sentence a complete thought. Another area that will need some improvement is paragraphing, one will learn how to begin each paragraph with a topic sentence then followed by supporting sentences that illustrate, explain, or clarify main point. In doing this, the coherence, unity and emphasis (CUE)

The following memo will give an overview of two different research projects. This memo presents the executive summary of Mary Greeley Medical Center and Lennox company; each document will be analyzed based on their main audience, its purpose, as well as its contextual variables. In addition to that, I will be outlining the function of writing within the scope of academic writing in English academia, as it appears in the profession of university level education.

The role of academic writing in a student's life is largely contested among rhetoric and writing professors and academics. Covino and Joliffe's article "What is Rhetoric?" and Elbow and Bartholomae's academic discussion both seek to define both what role academic is and what role writing should play in undergraduate studies. While "What is Rhetoric?" focuses more on finding one definitive definition of rhetoric, Elbow and Bartholomae focus more on how they believe rhetoric and academic writing should be applied in the classroom. The discussions on both articles are incredibly important because they attempt to make academic writing accessible to students such as myself

What is scholarly writing? How does it differ from day-to-day writing and why is it important to someone pursuing an academic degree and planning to become a professional? As you learn about some of the elements of scholarly writing and how to write for specific audiences, you will gain the skills necessary to complete written assignments that are appropriate in your role as a Walden student in a master's or doctorate program. In this Application, you will critique a sample of scholarly writing and provide feedback on ways to make it more effective.

In academic writing, the main purpose of the essay is to demonstrate to the audience a thorough understanding of the topic discussed and substantiate the thesis using academic evidence. Sometimes. both primary and secondary sources are needed to acquire the information crucial for the essay. More time is needed to develop these complex concepts and supporting data. An academic essay follows a structure that consists of an introduction with a thesis, a body that supports that thesis, and a conclusion. The author may use intricate sentences and lengthy paragraphs to develop the sophistication of their ideas.