With all the information I obtained about scholarly writing, I plan to use it to numerous types of writing I will do in the future. I can use this knowledge I acquired on this subject for different types of writings at the scholarly level during my studies at the university and beyond, upcoming course assignments, discussion replies, spoken conversations on the subject and my dissertation process. I can give
In the past, I have done many research papers for science, history, and English classes. For my AP English classes, I learned how to identify rhetoric and analyze how it affects a piece of writing as a whole. In chemistry and biology classes, I researched a certain chemical reaction and wrote a paper on why that happens. In AP US History class I spent hours on learning how to write a grey area thesis and finding evidence to support both sides of an argument. A strength I have as a writer is that I have experience in doing research in most fields of study. I took various AP classes in high school and have written papers in most of them. A weakness that I have as a writer is the inability to use concise and precise diction. I feel as though I
McGuire and MacDonald (2009) hypothesized that the number of attempts and high scoring on quizzes are positively correlated. They also made the prediction that if an incentive (in this case, extra credit) were to be offered during the first five days that the quiz is available, then there would be more quiz attempts within those first five days. McGuire and MacDonald (2009) also predicted that taking the quiz while extra credit is offered (within the first five days) would produce a larger number of total attempts on the quiz. Additionally, they formed a hypothesis predicting that higher quiz grades would result from taking the quiz while extra credit is
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.
Discuss the importance of receiving and responding to feedback on your scholarly writing. What you have learned about the scholarly writing process up to this point in your academic career? And how will feedback and peer-review help you to write a critical review of the research literature?
Tone determines whether the reader will be interested or not. For example, if an article is overly scholarly than the reader might get bored. Or maybe that’s the kind of writing the reader likes. Gregory uses a personal and nostalgic tone. She recalls the times that she used to surf and work at the surf shop.
It is really good to attend this Scholarly Activity. I always think the nurse way to perform my daily basis. I always believe that I am professional so we can provide excellent service in m way. However, the patients and families can contribute materially to outcome improvements because of their specific knowledge of their illness and the experience of care. They bring in different aspects of care and the spaces that need to be improved. The best things of the value of patient and family voices can increase market share, reimbursement, reputation, and philanthropy. On the other hand, when you listen to patient and family voices, one can decrease error and waste and build a therapeutic relationship with them. It is such a fantastic experience
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
It is the style of writing, or the way I choose to use the words to say or come across. Different situations call for different ways of putting words together. The way I write in the academic setting
When it comes to research papers I found myself always struggling to get started especially with the introduction. This is sometimes most difficult because I always feel the need to want to make my introduction explosive. Starting off strong is what sets the tone for the rest of the paper. This can be challenging since some introductions can span over a page long depending on the length of the writing criteria. You made a great point with stating how the ability to articulate can allow for one to not only express but support their views with agreeing evidence. This is something that takes practice along with trying different strategies to help with being an effective scholarly
All forms of media whether scientific or medical journals to school essays and even visual media such as news broadcast all share a common thread- the requirement of credibility. Credibility is the cornerstone to any successful presentation of information. An author must examine the credibility of sources before the inclusion of any information while audience members should also review credibility to determine the validity of information presented. Credibility can be complex but by determining on the origin of the source, conducting an in-depth evaluation of the source and focusing on both utilization and citation of the source the credibility of the presentation will resonate.
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.
In response to the question of how does this relate to your own writing practices I can honestly respond that I am constantly revamping my writing style. I can remember when I first started my educational experience and thought writing had to be a certain way, but little did I know that writing
Whether you are analyzing a work of literature or writing your own narrative, knowing how to describe the piece's attitude will help you understand the emotion it conveys to readers. Tone can be identified using words that describe emotions or mental states. For example, words describing a positive tone might be "joyful," "enthusiastic" or "hopeful." Words such as "somber," "bitter" and "scornful" might describe a negative tone. Tone may also be neutral in documents like research papers, in which the purpose is to be "informative" and "questioning" more than present your own feelings.
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.