The Importance Of Academic Writing

The survey result Berrett includes shows that students see writing as “basically a performance”. Berrett also introduced an argument from the “Framework for Success in Postsecondary Writing” report, which claims that writing is not a “linear process”. The author states that successful writing requires various processes, habits and experiences, such as “curiosity, flexibility, persistence and metacognition”. Since for most highschoolers, writing is ‘’framed as preparation of tests”, they do not have the opportunity to “develop ideas or raise prose”. The author suggests the students require change in their mindset of writing. However, the only evidence the author provides is from a students’ self-reported survey, instead of actual writing assignments. This rather subjective evidence results in a less convincing argument. Despite this flaw in logic, I personally agree with the author. I find the transformation of writing from high school to university is challenging. The main reason is that my writing experience back then was more about “following directions”. The format and structure of the writing assignment was provided, and all the information I need was spoonfed to me. As a result, there was no researching and developing my own idea, and in the first week of university, when I was asked to write a lab report with my own theory, I brainstormed for hours before eventually generated one. Nevertheless, I hold onto the hope that improvements on creativity in writing can be made as I gradually develop my “curiosity, flexibility, persistence and metacognition”. In general, although I agree with the author’s opinion, I felt his claim lacks

Writing is a powerful tool for communication and connection. As an extension and expression of the mind, writing is as much about the mental processes of the author as it is about the final marks laid to paper. As we write, we hold in mind our own thoughts on the work, anticipate the reader’s thoughts, and think both in concrete and abstract ways in order to accomplish the task at hand. Whether an academic research paper, a novel, or text message to friends, writing seeks to engage, persuade, or impress concepts upon an audience. Like language and other art forms in general, the practice of writing is ever-evolving and is subject to cultural and contextual influence, expectations, and conventions. Each writer holds a theory

In the article Teaching Writing as a Process Not Product by Donald M. Murray, Murray argues that writing is a process of discovery not an end product. Rather than being criticized for a “perfect product” by the teachers, student should be provided with an environment of creativity to explore and discover. Murray states that many teachers focus on the end product rather than teaching students the process of writing in order to receive a better product. The writing process has three stages of writing which include: prewriting, writing, and rewriting. In the prewriting stage, students should take about 85% of their time dedicated to the writing process. Prewriting includes strategies such as daydreaming, note taking, outlining, and lead-writing. Next is the writing stage where it should take about one percent of a student’s time. The writing stage is where students produce their first draft. Finally, it is the

Communication in writing skills for the past six weeks were standards information on different sorts of sources for rapidly flowing needs of today’s writers. This form of writing shows the role of strategies in writing on subjects. It demonstrated contracts between oral communication and written communication. The main ideas in this course discovery, objectives, critical thinking, and tension, valuing course resources time management, and cooperating with others (Giordano 2012). However, the skills for effective writing produce volumes of master’s level for the required resources in this way.

The chapter “What Is Writing?” that is part of the book “A Rhetoric for Writing Teachers” by Erika Lindemann emphasizes writing as a method that is used for communication. To analyze the elements of the communication process, Lindemann presents a triangle of communication that shows four main components that include the writer, the reader, the subject and the message. Furthermore, Lindemann includes Jakobson´s communication triangle to target more elements into the explanation of the writing process.

Teachers, parents, and friends often tell students exactly what the writing process should entail and how long it should take. However, the older I get, the more I realize that the writing process varies not only from person to person, but also from one writing project to the next. Throughout my years of life, I have written countless papers, ranging from a persuasive speech to an extensive research paper, and each project requires an altered version of my personal writing process. While each individual has his own writing process, there can be many similarities between different writing processes. Finding one’s individual writing process takes trial, error, and repetition. When an individual finally uncovers his unique writing process, better thought, work, and writing is produced.

Writing is a practice that most of us were taught when we were young. We were taught the basics of grammar, how to form a sentence, conjunction words, how to write paragraphs and more. Although we have learned this skill while growing up and have used the skill every year after entering kindergarten, this does not mean our writing process will ensure the best work. The authors that I chose each encourage their audience to excel in the art of writing in their own way to help with the writing process.

In our society, people communicate through various ways. One of the most essential way is writing. Through writing, people convey their thoughts and ideas, connect to others, and pass on wisdom generations by generations. More importantly, writing effectively promotes the advancement of society. Though some people have not realized the how writing benefits from writing, the author of the article “How to Read Like A Writer”, Mike Bunn illustrates that focusing more on the rhetorical “strategies” and structure rather than the content can improve our own writing.

Undergraduate programs in recent years have become more and more specialized and there is a lack of diversity in the writing styles taught in writing classes. This has led to students being less prepared to enter the workplace and less qualified than the people who know the writing style of the specific job.

In chapter 9, Writing Across the Curriculum, the process of reading and writing was investigated and explained in comparison to one another. The reading-writing connection focuses on drawing from students’ prior knowledge and cognitive processes in order to build learning. The authors mentioned that the writing process is a strong tool for exploring and clarifying meaning and the two major instructional components used are writing to learn (WTL) and writing in disciplines (WID). The chapter also focused on the subareas of academic journals and writing disciplines.

Logan Pearsall Smith once said, “Fine writers should split hairs together, and sit side by side, like friendly apes, to pick the fleas from each other’s fur.” All be it an overwhelmingly disgusting image, Smith’s words are true when it comes the art and science of putting pencil to paper. In the classroom, students should be able to be vulnerable, honest, accountable and “real” in their writing so that they may grow to become better writers. It is the responsibility of the teacher to insure a quality learning environment that is conducive to these three factors. Observing the writing process and identifying the experiences within, be them personal, direct or indirect, contribute to how the educator teaches students using best practices.

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.

A learner’s ability to communicate effectively through writing to his/her target audiences is a major prerequisite for academic success. It is also a major pillar of success in one’s career across all areas of practice. Even though, writing clearly is critical to one’s academic and career success, I have not always loved writing. In fact, for a long time I despised writing. At one point, I had a feeling that my writings skills were bound to remain stagnated throughout my life. However, time has proven that I was wrong. My attitude and outlook towards virtually all genres of writing has changed positively. The various helpful methods I have been exposed to by my English teachers through different grades have helped me

Life is a cycle of learning and the dissemination of what we’ve learned. In each day of our lives we learn something new to add to our list of skills and knowledge. When I first entered university, I thought the writing courses were useless and just a waste of time since we all can write. Later, however, I realized how those courses are beneficial in improving our critical thinking and communication skills not only the style of writing.

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.