Joseph Williams And Mcenerney's Writing In College

In this chapter, Lunsford details the planning and drafting process for a writer to organize their ideas with either a formal outline or a rough plan. Lunsford reminds writers to be flexible during the drafting process and not to think twice about changing elements of the essay at this point in the process. Lunsford goes on to explain the qualities academic paragraphs must have these include unity, development and coherence. To obtain unity within a paragraph all sentences should relate to the topic sentence of the paragraph. When developing a paragraph it is important to switch between general and specific ideas in the paragraph, while supporting those ideas with details, evidence and examples as required. Ensuring a paragraph is coherent is crucial when developing an academic paragraph. Because readers need to be able to follow a writers ideas easily, Lunsford gives her readers a method to follow to achieve this goal. This method includes using the general to specific ideas, repetition, parallel structures, and using transition words. The author notes that this method should also be used to link paragraphs

The Little Seagull Handbook, by Richard Bullock, Michal Brody, and Francine Weinberg, is a book full of advice on the writing process. The book is divided up into sections which help’s students to easily find the topic they are searching for. Section W-4e on opening and closing paragraphs was used to improve my conclusions. I do not have a lot of trouble with conclusions, but I feel that mine do not fit as smoothly into my essays as they should. Therefore I decided that I needed to improve my conclusions. The section lists out several tactics to form a conclusion, such as, summarizing the essay, discussing implication of the essay’s argument, and giving a call to some kind of action. Reading the section has given me several ideas for how to end an essay. Now I can either plan which tactic to use ahead of time or

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.

Essay 1 was about a Mission Statement that I had to write for myself something personal which explains something that is truthful and explains who and what I am and what I am strving to achieve when searching my name “Brian Mamuyac”. What I did to prepare for this assignment was that our instructor gave us the prompt ahead of time and I created a rough draft and when we had to meet up in the computer room I just had to type up my essay and turn it in. The challenging part of this essay would be understanding the prompt because I had no idea what a Mission statement was and what I was supposed to do. For Essay 1 I was marked down for redundancy, repetition, grammar and spelling and also clutter. What I can do to prevent the errors in my next version would be to understand the prompt and directions more and have more ideas to write about myself.

When I graduated high school, I already knew that I wanted to attend college other than going to the work force. I heard stories about college being fun and it is one of the greatest accomplishment a person can achieve. So, I began college right after high school. As I entered college, I learned that I will have to focus more on writing papers than having fun. In high school my teachers did not prepare me for college essays. I feel like I learned a lot more failing on my college writing assignment than passing on the essays in high school. Well now I have approached the end of the semester of college, and I am exhausted from the constant writing assignments. Although the assignments were difficult like I said it was also helpful. Each assignment helped me in different ways. The assignments helped me improved with my grammar, time management, and how to process before I begin writing. In English 1010 I had different types of writing assignments. I had to write a literacy narrative paper, analysis paper, research paper, and lastly an autoethnography paper which I am doing now. An autoethnography is when the author uses self reflects to write about their experiences about writing a paper. English is not the only subject that I had writing assignments in. I also had to write assignment in my business class. My English teacher had informed me that I will have to do an autoethnography. So, I used my paper in my business class to reflect on how I write by

Have you ever given much thought about revising your paper? We correct the spelling, fix the grammatical errors, and give it one last read through then we hand it in. Revision is one of the most important pieces when writing an essay, but do we overlook it? I most certainly did until I read Barbra Tomlinson’s essay, “Tuning, Tying, and Training Texts: Metaphors for Revision”. Tomlinson opened my eyes and I see a whole new light when it comes to revising my papers.

The Little Seagull Handbook, by Richard Bullock, Michal Brody, and Francine Weinberg, is a book full of advice on the writing process. The book is divided up into sections which helps students to easily find the topic they need to review. Section W-4e on opening and closing paragraphs was used to improve my conclusions. I do not have a lot of trouble with conclusions, but I feel that mine do not fit as smoothly into my essays as they should. Therefore, I decided that it was best to improve my conclusions. The section lists out several tactics to form a conclusion, such as, summarizing the essay, discussing the implication of the essay’s argument, and giving a call to some kind of action. Reading the section has given me several ideas on how to finish an essay. Now I can either plan which tactic to use ahead of

Welcome to WritePoint, the automated review system that recognizes errors most commonly made by university students in academic essays. The system embeds comments into your paper and suggests possible changes in grammar and style. Please evaluate each comment carefully to ensure that the suggested change is appropriate for your paper, but remember that your instructor's preferences for style and format prevail. You will also need to review your own citations and references since WritePoint capability in this area is limited. Please see the other helpful writing resources in the Tutorials and Guides section of the Center for Writing Excellence. Thank you for using WritePoint.

Then comes the question that has haunted writers for years: “How do I write a good paper? How do I catch the reader’s attention and keep them hooked?” The thesis to Zinsser’s book is the answer to this question: good writing comes through hard effort, a clear mind, and the instruments of the English language. In the first section of his book, he reveals the three biggest mistakes in writing: clutter, a dead paper, and careless words. Zinsser tells us that “clutter is the disease of American writing.”

I entered my first-year college composition course believing I was equipped with the knowledge, skill, and ability to write an efficiently researched and well-organized essay. In high school, I learned how to create the traditional five-paragraph paper with its introduction of a thesis, explanation of that claim through three sections riddled with supporting quotes, and conclusion that restated the author’s substantiated statement. This was the prescribed formula I had learned and grown accustomed to using for book reports, compare-and-contrast papers, and research essays and, from my bestowment of high grades and praise, I’d never thought to question or deviate from its pattern. When I attended my first college writing class, I thought

I’ve always struggled to break the boundaries entangled within the composition of traditional essays. Between AP Language/Literature courses and AP U.S. History, my writing had become noticeably formulaic; I relied heavily on templates and felt awkward abandoning the traditional five paragraph essay. Although the formulaic way of writing assisted in my capability to critically recognize the difference between opinion and evidence, the patterns were not helpful in developing my organizational skills. My ability to form argumentative ideas from given prompts strengthened, while unity and coherence within paragraphs proved to be my downfall. It was not until my second semester of English at the University of Georgia that I noticed my organization was not comprehensible to the reader. Some paragraphs were like mazes; they left the reader wondering how the first sentence connected to the following sentence. Along with organization, English 1102 helped identify my lack of transitional phrases within paragraphs and the tendency for my argument to shift. Nonetheless, this course has highlighted my strengths as a writer, including my ability to incorporate evidence so that it supports an intelligent, challenging thesis.

Within English 219, we have already learned a vital set of writing skills, that will allow for the improvement of essays, and summaries that must be written for future assessments. Some of these skills that would be relevant for achieving general writing improvement could be ideas such as thesis development, structuring and planning, or more specific examples when actually fleshing out the essay such as elements of grammar and style. Thesis development which is crucial so that ideas can be fully explained and related back to a point which can be interpreted as an overarching theme for the entire paper, and allows the reader to interpret the topic of not only the essay but of each paragraph. Taking a step back we looked in class at the subject

Simple sentence beginnings—the downfall of many potential writers. On entering this course, I was plagued with this ignorance. I quickly realized that my writings seemed bland—in part because my sentence beginnings varied little. In my summary of the work of Hacker and Dreifus, an epitome of poor writing is easily found: “necessary changes begin in the classroom.” To remedy this bad habit, I became more conscious of how often I began a sentence with a noun followed by a verb; I pushed myself to be more creative with my wording and transitional phrase usage. My summary of Robin Wilson proves this effort: “cliché as it may seem, nobody is the same.” However, I realize this issue still requires more correction—along with another poor writing habit.

In college, we get asked to write enough papers to fill a book, and all those papers start off as drafts where they must be edited and corrected before turning them in as the final draft. This process is particularly interesting to see how one can improve their work. Analyzing a paper to see the ways in which information is portrayed and relayed to the reader is vital to the writing process. In this paper, I will be examining a previous assignment from a former English course. To analyze the paper thoroughly, I will be looking at the rhetoric used within and its effectiveness, along with the mistakes that lie within the paper. I will critique my work and suggest ways to correct errors, or applaud attributes within that were well done.

Over the course of this past semester, my ability to write has improved tremendously. Prior to undertaking this course, my expertise in writing was not as fine-tuned as it should have been. I had never previously been enrolled in a class specifically tailored to writing-- which was quite clear. Upon reading my past works, it becomes apparent that my writing style consisted of fluff, small words, and inconsistently structured sentences. These problems have, for the most part, been remedied with the coursework I have tackled in College Writing. Rather than long, drawn out papers that take an eternity to reach the primary point, my recent work is much nicer in terms of composition and grammar. I credit these improvements to the three primary