“What is Good Enough Writing, Anyway?” by Lynn Bloom and published in 2006, questions the standards professors hold their students writing to. Bloom asks the questions, “is good enough writing great?” and “is it reasonable to want better than good enough?” At first glance, Bloom’s writing seems to reach out to students, motivating them to reach above average and to become great writers. However, she is reaching out to teachers, imploring them to enhance their teaching styles, and to inspire their students to want more from their writing.
Bloom approaches her writing by examining the teaching styles of the common themes of English, and their flaws in the classroom. She takes writing themes such as “standard English”, “organization and order”,
The purpose of Baker’s essay and its placement in The Prentice Hall Guide for College Writers is to encourage young writers to realize that writing truly is a privilege. It is also placed in the book to show college English students that writing does not have to be a grim task and that thinking of it in that manner will only make the student average.
In Downs and Wardle’s article, they argue and identify the flaws in teaching writing in college. Demonstrating the misconceptions that academic writing is universal, but rather specialized in each case. Citing studies and opinions from esteemed professionals, Downs & Wardle state their points and illuminate the problem in today’s many colleges.
In Patricia Limerick’s article “Dancing with Professors”, she argues the problems that college students must face in the present regarding writing. Essays are daunting to most college students, and given the typical lengths of college papers, students are not motivated to write the assigned essays. One of the major arguments in Limerick’s article is how “It is, in truth, difficult to persuade students to write well when they find so few good examples in their assigned reading.” To college students, this argument is true with most of their ...
“Although both articles are exploring writing and the change that needs to or that does happen, Peter Elbow’s idea of growth in writing is a more naïve and simplistic approach to writing, where as Somers and Saltz’s article, while still very general, takes a more realistic point of view at the writing experience for students and new writers”.
I am more knowledgeable about invention, arrangement, style, and delivery, all in which create a masterful piece of text. A few examples, I have learned to organize and construct my thoughts and ideas clearer. I have been taught to use stronger transitions and focus more on the delivery and content of the body element of essays. Further, the instructions and advice I have received throughout this term have influenced my understanding of the purpose of writing. My outlook on writing has been modified by shifting my perception of writing from, writing to prove I am a good writer by perceiving it as using “fluffy” or BIG words to impress my audience. I grew to understanding that good writing’s purpose is to engage the writer by mind-striking ideas and arguments, which therefore will prove and title me as a “good writer”.
Several people have trouble writing college level essays and believe that they are unable to improve their writing skills. In “the Inspired Writer vs. The Real Writer,” Sarah Allen argues how no one is born naturally good at writing. Sarah Allen also states how even professional writers have trouble with the task of writing. Others, such as Lennie Irvin, agree. In Irvin’s article “What is ‘Academic’ Writing?” states how there are misconceptions about writing. Furthermore, Mike Bunn’s article “How to Read Like a Writer” shows ways on how one can improve their writing skills. Allen, Bunn, and Irvin are correct to say how no one is born naturally good writers. Now that we know this, we should find ways to help improve our writing skills, and
Student's Book of College English: Rhetoric, Reader, Research Guide and Handbook. Boston: Pearson Learning Solutions, 2012. 402-405.
Professor Ken Macrorie is frustrated, and through his article “The Poison Fish” is willing to help college students become good writers instead of using phony and pretentious language to impress their teachers. He names this language, Engfish through his frustration of the use of the phony language he explains why it is bad, and then with an optimistic tone gives hsi college students a way to become great writers .
Eaglestone, R. (2009). Doing English: a guide for literature student. (3rd ed., pp. 40-41). New York: Routeledge.
This essay opens the minds of people to see that perfect writing is not always the perfect thing. Murray’s essay would interest almost every person who has been a student and taken an English class. Most
Throughout the semester i only learned few new things but i did improve and solidify my skill of writing. Before my first year of college my skills have always undermined by other high school english teachers and with that came disappointing grades. I am writing this paper as a reflection of the semester and the progress i have made as a writer. I now understand many things that my high school teachers have done a poor job demonstrating and i am grateful that i decided to take my own route in my education instead of their syllabus. I entered the semester with anxiety that i would perform as i did before but i clearly outdid my own expectations by receiving top grades on my essays.
Teaching English Composition, Beth and Julie find a way to convince their students that all of them possess abilities to succeed. Providing explicit guidelines for writing assignments, giving detailed feedback, and understanding students’ perceptions of course material are the main strategies that both professors use in their classes. Beth and Julie encourage students do not give up when faced with challenges. For instance, one of Julie’s students, Collin, says, “When we did the research paper, that scared the hell out of me, she [Julie] encouraged me like nobody has ever encouraged me” (121). Collin considers that Julie gave him the assurance to overcome his fears and succeed even in his further courses. Both professors point out that students have to participate in class activities, be responsible for completing their assignments, and expect to do more than minimal work. Beth considers that students need to be heard and valued. Furthermore, providing constant encouragements makes students feel more comfortable. Julie and Beth show authority in their classroom, but both of them are able to encourage students and reduce the level of anxiety. As a result, students benefit from interactions with their professors and
Writing is an important part of everyone’s life, whether we use it in school, in the workplace, as a hobby or in personal communication. It is important to have this skill because it helps us as writers to express feelings and thoughts to other people in a reasonably permanent form. Formal writing forms like essays, research papers, and articles stimulates critically thinking. This helps the writer to learn how to interpret the world around him/her in a meaningful way. In college, professors motivate students to write in a formal, coherent manner, without losing their own voice in the process. Improving your writing skills is important, in every English class that’s the main teaching point; to help students improve their writing skills. Throughout my college experience I have acknowledge that
Over the course of the semester, I feel that I have grown as a writer in many ways. When I came into the class, there were skills I had that I already excelled at. During my time in class, I have come to improve on those skills even more. Before I took this class, I didn’t even realise what I was good at. This is the first class where I felt I received feedback on my writing that helped me to actually review my work to see what areas I lacked in and where I succeeded.
Shea, Renee, Lawrence Scanlon, and Robin Scanlon. The Language of Composition: Reading, Writing, Rhetoric. 2nd ed. Boston: Bedford St. Martins, 2013. 525-529,546-551. Print.