Peer Review : Draft Of Literature

In Dan Berrett’s article, “Students Come to College Thinking They’ve Mastered Writing,” the idea of freshman thinking they are or must be a refined writer is discussed. Students may think this way coming into college, but their teachers do not. While students might feel satisfied and think that they are prepared with their writing skills, professors found that these students did not necessarily meet the expected level (Berrett 1). Many students reported that they would normally write around 25 hours every week. They said that most of those hours of writing was for more formal purposes like passages to make changes in society (Berrett 1). It was found that one reason the new students might feel this way is that their assumptions about writing differed greatly from those of faculty members and their expectations. One big thing that students will not get for a while, is that good writing is not just listed as a bunch of steps one is to follow that automatically make one’s writing good. Good writing requires one to be in different mental states; it requires the understanding of how to write for different audiences and different reasons (Berrett 2). Berrett includes in the article that writing is not just universal and that in order to do very well, writers must use different forms of writing specifically for their purpose (2). It seems as though students think that, before they even take a class, they are supposed to know everything about writing; in reality, they are supposed to learn new skills and enhance others (Berrett 2). Berrett says that many believe the schools these students previously attended with their test focus might cause these feelings about writing (2). Berrett ends his article by saying that students these days do not think that informal writing actually counts as writing, and that students should practice writing for informal purposes because it can help them (2). Even if they feel like it, students are not fully prepared to write in all contexts when they arrive at college.

To many people, writing is either considered a task, or an activity. There are also different types of writing for people to enjoy. In Josh Keller’s “Studies Explore Wether the Internet Makes Students Better Writer”, Keller describes how the internet has made students far better writers. He also describes how many students have described their dislike for academic writing but prefer their own personal blogging and/or journaling. This essay describes why struggling students often fail to write effectively because they find academic writing hard because they are not able to put their own thoughts and experiences into their essay. The idea of this essay was to describe the problems with students writing and the possible solutions for the problem. Keller mentions that the solution, that is not being pursued, is to combine academic writing with personal writing. He describes how many students write far better in their own personal writing and that these student’s personal writing

Writing is a skill that is used on a daily basis in different mediums: emails, texts, academic papers, and social media platforms. While some mediums are more formal than others, writing in a proper way is still critical. For some, writing is second nature while others face difficulties constructing the perfect message. Growing up, the concept of writing was much more enjoyable than physically putting pen to paper. I found value in the idea of being able to express myself through my writing, yet when it came to academic papers, I froze. This was due to the fact that my writing was being judged, and that elicited fear which, in turn, made me second guess my writing abilities. While attending community college, I was required to take an

As a freshman at Linden High School, I have learned that writing provides students with the necessary communication and thinking skills necessary to succeed in school. Before I enrolled in ACL, I was a lazy writer who detested every aspect of writing. Now, I have learned to embrace writing challenges and learn from my mistakes. Writing persuasive and research papers proved to be difficult for me because it required organizational and research skills. As the year progressed, I began feeling more confident in my writing skills and looked forward to expressing my ideas on paper. As a writer, I have gained the knowledge and tools to grow as a student.

Christine Love Thompson discusses strategies that she believes are the foundation to “good” writing in the article, “A Dose of Writing Reality: Helping Students Become Better Writers.” Thompson discovers that it is not correct spelling and grammar that makes a “good” writer; it is the voice of the student. She uses sources to support her claim that methods such as using graphic organizers and her constantly making corrections are not as effective as they seem. Thompson organizes the article to ensure better understanding of the process she went through to help her students become better writers.

Weekly, one-page response papers are assigned based on their readings, which helps students understand my writing expectations, and gain confidence as the transition from generalized and vague language to academic writing. In class writing assignments, which deal with key questions from their reading, also helps students make the transition. After reading “Why I Write” by Joan Didion, I invite students to write a short essay about their writing process. Each reading and writing assignment escalates in difficulty, with the intention to build confidence, reduce anxiety, and overcome fear about their writing process, while increasing their academic language.

The framework for success is intended to serve as a foundation for college- level credit- bearing courses emphasizing habits of mind and experiences with writing, reading, and critical analysis. The ability to write well is basic to student success in college and beyond. Teaching writing and learning are central to education and to the development of a literate citizenry. Writing development takes place over time as students encounter different contexts, tasks, audiences, and purposes. To know more about these habits and experiences, let’s talk about how they acquire these tactics to teach and learn.

Writing skill is a very important part of communication. Writing is the process to express emotions and ideas, allowing us to put them on paper. Throughout this class I have learned more than I ever thought I would. I have learned different writing techniques, such as, using vivid detail, MLA format, and how to use sources from books or websites. I was able to accomplish these skills from class exercises and writing the four assigned essays. I believe my writing skills have changed throughout this semester because I can recognize what has impacted my writing skills, along with my strengths and weaknesses.

Sarah Wright, a writer for Education Portal, states that there are two large reasons why one should learn to write well or improve their current skills: the Internet and the current highly competitive job market. Wright says, “Though some see the rise of digital media as the death of writing, the Internet actually makes unprecedented use of text. Newspapers were written in type, but they did not allow for the reader interaction that news websites have. And though a resume and cover letter have long been staples of a job search, the ability to make your application packet stand out is a major step in even being considered for a position” (1). As the availability of information grows on the internet, it is more important now than ever to be able to write content that stands out and is written well in today’s standards. Wright talks about the importance of writing proficiently before you have a job, but what about after you achieve the job or career you seek? When this happens, one must still work to stay skillful and competent in their written works.

Without thoughtful consideration from teachers, writing across the curriculum becomes busy work and loses its value. In addition, students will put less effort into writing when they know it will not be carefully read. Writing must be graded based content in addition to grammar, and should not require students to summarize, but to create a valid argument and provide support for this argument. When students are required to write across the curriculum, learning is enriched and the possibilities are endless.

“The goal in writing “They Say” has always been to offer students a user friendly model of writing that will help them put into practice the important principle that writing is a social activity.” (xv).

Every student should know about the writing process, since elementary school, we have used the writing process. Now I’m a senior and taking a college writing course still struggle with some aspects of the writing process. I struggle with all 5 writing process in some way or another. Some a barley struggle and some I really struggle with and need to improve to improve my writing. Although some high school senior use their lack of experience with the writing process to explain not challenging themselves I use this same theory but to justify enrolling a senior writing class.

Teachers need to create a daily purpose for their writing. “Teachers need to make ELLs aware of the purpose and form that different types of writing, and ultimately communication, can take in their respective disciple” (DelliCaripini, 2012).Therefore, the more times the students are exposed to the different variety types of writing the more comfortable they will be in writing in their content-area classrooms. “English teachers are in a good position to implement the types of supports that can move ELLs toward success in academic writing by providing exposure to and practice with different genres of academic writing, finding ways to provide time for ELLs to engage in the task, building academic vocabulary, and providing effective feedback that ELLs can use to improve on what they are doing” (DelliCarpini,

Teachers and researchers are constantly changing and adjusting how writing is taught. I surveyed ten respondents of students, faculty, and others at the University of Mary Hardin-Baylor to see their opinions on writing education. Although, all respondents answered in their own words, there were many similarities in their answers. The information gathered through these surveys may be used to support or defend certain arguments about writing education.

The years a child spends in elementary are crucial because their teachers will essentially lay down the foundation for learning, as well as stimulate an interest in growing knowledge. The various subjects students are taught include math, science, English language arts, and history. However, within those subjects, there are skills that students need to learn and master so they can be efficient learners. Each subject contains its challenges, but with great teachers, students will be able to develop the adequate skills to make them successful in subjects they find challenging. I will be focusing on why students struggle with writing and the methods they are taught in order to