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Academic writing

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Vannina Elisabeth

The document summarizes several common myths about writing. It discusses that there is no single correct writing process and writers figure things out as they write. It also notes that perfect first drafts do not exist and writing ability can be improved. Additional myths addressed include the idea that good grammar equals good writing and that certain essay formats should always be used. The document provides advice on developing writing skills for college, including focusing on audience, context, message, and purpose. It emphasizes the importance of research and critical thinking skills for college writing assignments.

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Academic writing
Myth n#1: The Paint by numbers Myth * Perform certain steps in a particular order to write correctly *We cycle through and repeat the various activities of the writing process many times as we write. Myth n#2: Writers only start writing when they have everything figured out *Writers figure out much of what they want to write as they write it. Myth n#3 : Perfect first drafts It´s impossible. Nobody writes perfect first drafts; polished writing takes lots of revision Myth #4: Some got it; I don´t—the genius fallacy When you see your writing ability as something fixed or out of your control, then you won´t believe you can improve as a writer and are likely not to make any efforts in that direction
Myth #5: Good grammar is good writing Good writings is a matter of achieving your desired effect upon an intended audience. Myth #6: The five paragraph Essay With an introduction, three supporting paragraphs , and a conclusion, the five paragraph essay is a format you should know, but one which you will outgrow. You´ll have to gauge the particular writing assignment to see whether and how this format is useful for you. Myth #7: Never use I Adopting this formal stance of objectivity implies a distrust of informality and often leads to artificial puffed-up prose.
We are separated from our audience in place and time, we imaginatively have to create this context. Our words in a page are silent, so we must use punctuation and word choice to communicate our tone. We should develop our writer´s sense Writing situation in college • AUDIENCE • CONTEXT • MESSAGE • PURPOSE • DOCUMENTS GENRES
College will require to search for and find more in-depth information. Researching represents a crucial component of most all college writing assignments, and you will need to devote lots of work to this reaseraching
• Think critically as we read (separating facts from opinion, recognizing biases and assumptions and making inferences. INFERENCE is how we as readers connect the dots / It´s a belief about something unknown made on the basis of something known. They are conclusions or interpretations that we arrive at based upon the known factors we discover from our reading.When we then, write to argue for these interpretations, our job becomes to get our readers to make the same inference we have made
ARGUMENT means a carefully arranged and supported presentation of a viewpoint Its purpose resembles a conversation between two people who may not hold the same opinions, but they both desire a better understanding of the subject matter under discussion.
One way to think of an analysis is that it asks you to seek HOW and WHY questions much more thanWHAT questions. An analysis involves doing three things: 1. Engage in an open inquiry where the answer in not known at first ( and where you leave yourself open to multiple suggestions) 2. Identify meaningful parts of the subject 3. Examine these separate parts and determine how they relate to each other .
 THE CLOSEDWRITING ASSIGNMENT  To determine from your own analysis the more valid claim.  They resemble yes-no questions.  THE SEMI-OPEN WRITING ASSIGNMENT  Avoid summaries and mere explanations  Make an argument  THE OPENWRITING ASSIGNMENT  To decide both your writing topic and you claim (or thesis)  To have a solid understanding defining elements of the topic.
1. CLEAR EVIDENCE INWRITINGTHATTHEWRITER(S) HAVE BEEN PERSISTENT, OPEN-MINDED AND DISCIPLINED IN STUDY (to show what the topic is about) 2. THE DOMINANCE OF REASON OVER EMOTIONS OR SENSUAL PERCEPTION (the idea I want to carry out) 3. AN IMAGINED READER WHO IS COOLLY RATIONAL, READING FOR INFORMATION, AND INTENDINGTO FORMULATE A REASONED RESPONSE.(we should prove our point)
CHARACTERISTICS OFTH E CRITICAL ESSAY 1. It is an argument, persuasion essay that in its broadest sense MAKES A POINT and SUPPORTS IT. 2. The Point of a critical essay is interpretive in nature.That means the point is debatable and open to interpretation, not a statement of the obvious 3. Organization: the critical essay should have a clear introduction, body, and conclusion. As a support your point in the body of the essay . , you should “divide up the proof, which means structuring the body around clear primary supports 4. Support: the text- 5. A critical essay will always “document” its sources. 6. Whenever the author moves from one point to the next, the author needs to clearly signal to the reader that this movement is happening. 7. An essay is put into a format : MLA or APA 8. Grammatical correctness
Carrol, Lee Ann Rehearsing new roles: How college students develop as writers. Carbondale: Southern Illinois UP, 2002. Print Thaiss,Chris and terry Zawacki. Engaged writers- Dynamic disciplines: Research on the academic writing life. Portsmouth: Boynton/Cool, 2006 Print

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Academic writing

  • 2. Myth n#1: The Paint by numbers Myth * Perform certain steps in a particular order to write correctly *We cycle through and repeat the various activities of the writing process many times as we write. Myth n#2: Writers only start writing when they have everything figured out *Writers figure out much of what they want to write as they write it. Myth n#3 : Perfect first drafts It´s impossible. Nobody writes perfect first drafts; polished writing takes lots of revision Myth #4: Some got it; I don´t—the genius fallacy When you see your writing ability as something fixed or out of your control, then you won´t believe you can improve as a writer and are likely not to make any efforts in that direction
  • 3. Myth #5: Good grammar is good writing Good writings is a matter of achieving your desired effect upon an intended audience. Myth #6: The five paragraph Essay With an introduction, three supporting paragraphs , and a conclusion, the five paragraph essay is a format you should know, but one which you will outgrow. You´ll have to gauge the particular writing assignment to see whether and how this format is useful for you. Myth #7: Never use I Adopting this formal stance of objectivity implies a distrust of informality and often leads to artificial puffed-up prose.
  • 4. We are separated from our audience in place and time, we imaginatively have to create this context. Our words in a page are silent, so we must use punctuation and word choice to communicate our tone. We should develop our writer´s sense Writing situation in college • AUDIENCE • CONTEXT • MESSAGE • PURPOSE • DOCUMENTS GENRES
  • 5. College will require to search for and find more in-depth information. Researching represents a crucial component of most all college writing assignments, and you will need to devote lots of work to this reaseraching
  • 6. • Think critically as we read (separating facts from opinion, recognizing biases and assumptions and making inferences. INFERENCE is how we as readers connect the dots / It´s a belief about something unknown made on the basis of something known. They are conclusions or interpretations that we arrive at based upon the known factors we discover from our reading.When we then, write to argue for these interpretations, our job becomes to get our readers to make the same inference we have made
  • 7. ARGUMENT means a carefully arranged and supported presentation of a viewpoint Its purpose resembles a conversation between two people who may not hold the same opinions, but they both desire a better understanding of the subject matter under discussion.
  • 8. One way to think of an analysis is that it asks you to seek HOW and WHY questions much more thanWHAT questions. An analysis involves doing three things: 1. Engage in an open inquiry where the answer in not known at first ( and where you leave yourself open to multiple suggestions) 2. Identify meaningful parts of the subject 3. Examine these separate parts and determine how they relate to each other .
  • 9.  THE CLOSEDWRITING ASSIGNMENT  To determine from your own analysis the more valid claim.  They resemble yes-no questions.  THE SEMI-OPEN WRITING ASSIGNMENT  Avoid summaries and mere explanations  Make an argument  THE OPENWRITING ASSIGNMENT  To decide both your writing topic and you claim (or thesis)  To have a solid understanding defining elements of the topic.
  • 10. 1. CLEAR EVIDENCE INWRITINGTHATTHEWRITER(S) HAVE BEEN PERSISTENT, OPEN-MINDED AND DISCIPLINED IN STUDY (to show what the topic is about) 2. THE DOMINANCE OF REASON OVER EMOTIONS OR SENSUAL PERCEPTION (the idea I want to carry out) 3. AN IMAGINED READER WHO IS COOLLY RATIONAL, READING FOR INFORMATION, AND INTENDINGTO FORMULATE A REASONED RESPONSE.(we should prove our point)
  • 11. CHARACTERISTICS OFTH E CRITICAL ESSAY 1. It is an argument, persuasion essay that in its broadest sense MAKES A POINT and SUPPORTS IT. 2. The Point of a critical essay is interpretive in nature.That means the point is debatable and open to interpretation, not a statement of the obvious 3. Organization: the critical essay should have a clear introduction, body, and conclusion. As a support your point in the body of the essay . , you should “divide up the proof, which means structuring the body around clear primary supports 4. Support: the text- 5. A critical essay will always “document” its sources. 6. Whenever the author moves from one point to the next, the author needs to clearly signal to the reader that this movement is happening. 7. An essay is put into a format : MLA or APA 8. Grammatical correctness
  • 12. Carrol, Lee Ann Rehearsing new roles: How college students develop as writers. Carbondale: Southern Illinois UP, 2002. Print Thaiss,Chris and terry Zawacki. Engaged writers- Dynamic disciplines: Research on the academic writing life. Portsmouth: Boynton/Cool, 2006 Print