Post 07

  Academic writing in high school involved the encouragement of the same five-paragraph format, over and over again. Conclusions consisted of merely summarizing the topic without any follow-up or bigger context or impact given. Even the research in high school writing continues to have little effort put into ensuring the reliability of the information. Unfortunately, these behaviors may carry over into their academic writing in college. “The students know the research-based essay is a major assignment for a college course, and they begin their searches in Googlepedia despite the sources available to them through the university library” (McClure 6). College professors, however, will typically hold student writers to a higher standard, forcing them to either change these behaviors or cope with a lesser grade. On top of having reliable evidence, in order to impress college professors, students ought to demonstrate critical thinking skills, introduce concepts relevant to the topic, and properly analyze and collect their thoughts into writing. In all, “...writing in various academic and professional contexts needs to be more flexible, sophisticated, and subtle than writing for high school English classes” (Maddalena 1).

Comments

  1. joshua byrdJuly 9, 2022 at 5:58 PM

    This is true, in high school we were never shown MLA. the only thing we knew was five paragraphs six to eight sentences

    ReplyDelete
  2. JadeJuly 9, 2022 at 6:41 PM

    High school writing was yes just basically 5 paragraphs of fillers, you never really had to write on the academic level you are now in college. I love your explanation on it and your cited workflows in your article smoothly. Overall being in a college writing course like this one will teach you and show you just how much you weren't really writing back then just kind of putting words in some sentences for those sentences to turn to paragraphs.

    ReplyDelete

Post a Comment

Popular posts from this blog

Post 3: Using Outside Sources In Writing

Image
Using outside sources in your academic writing is incredibly important, especially if you’re a writer with few credentials of your own. When you think about it, it’s kind of like borrowing authority on a topic, with the added bonus of not having to conduct experiments, studies, and surveys yourself. One writer that makes excellent use of citing outside sources is Mike Bunn, author of the essay “How to Read Like a Writer.” In his paper, he utilizes these sources as in-text citations in order to relate to the reader and address some of their experiences, provide analogies that support his ideas, and point out how paying attention to an author’s choices can better help a reader understand the text.  Bunn can safely assume that many of his readers will be students of higher education. As a result, he takes statements from students and professors alike in order to relate to them, making it easier to convey his points. He takes a comment from Charles Moran, for example, an English Pr...
Read more

Post 06: Boyd's Use of Rhetoric

     Boyd uses many rhetorical strategies in their essay, "Murder! (Rhetorically Speaking)" in order to convey the idea that using rhetoric when making points is incredibly effective. In this way, they provide examples on top of providing examples. One that I noticed was the use of a hypophora, where the writer asks a question to the reader, only to immediately follow up with the answer. For example, Boyd uses this when they say, "Did you notice all of the things that these reports do similarly? Mere coincidence? I think not." They use this to point their reader towards the point that writers can make assumptions while still being objective. Boyd goes on to use euphemisms in their writing. That is to say, they use more pleasant words to convey less pleasant ones. They do this by using the works of their students. "Notice, though, that she doesn’t say that Mark Smith “died” or “croaked” or was “offed”;" Thus, the audience is given many examples of what exac...
Read more

Post 4: Doc 2 Rhetorical Context

  The rhetorical context of my document 2 starts with the exigence, which writer of "Backpacks vs. Briefcases," Laura Carroll claims can be found by asking the question, “What is this rhetoric responding to?” (48-49). It can help you discover the purpose of the piece (Carroll 49) and typically begins with a need, request, or other influence. My essay’s exigence/motivation, for example, was Professor Hamon’s assignment to write a persuasive paper about our majors.  Next, I have to consider my audience. I actually seem to have three intended audiences- Professor Hamon, who will grade it, my peers, who will give me constructive criticism to improve my grade, and students who are either unsure of their major or are interested in biology, who will hopefully take my advice when considering their choices.  Finally, there will be some constraints on my paper. Constraints affect my decision-making and deal with presentation (Carroll 49). For example, one of my constraints is...
Read more