For many, college-level writing seems like a very intimidating and foreign concept, which only a select few with natural talent can succeed in. However, in “The Inspired Writer vs. the Real Writer,” Sarah Allen argues that even the greatest authors struggle with their writing, and that writing well is not based on some innate talent. L. Lennie Irvin helps make college-level writing easier to understand in “What is ‘Academic’ Writing” by giving general guidelines on how one is expected to write in a college environment. Another helpful article is Mike Bunn’s piece, “How to Read Like A Writer,” in which he explains the process of reading a piece of text as if you were the author, asking questions about writing choices throughout the reading. …show more content…
Each of these authors disagree with the notion that good writing comes from some innate talent or willpower that only some people are born with. Instead, they recognize writing as a skill that can be improved, and work to help the reader improve upon their writing skills and become successful in their academic studies In her article titled “The Inspired Writer vs. the Real Writer,” Sarah Allen goes about dispelling misconceptions surrounding the challenges writers face. She argues that the image most people conjure when thinking of great writers, the so-called “Inspired Writer,” is actually “the transcendent distortion of real-life writers” (Allen 36). Allen contends that the realities of writing are much less glamorous than what might be expected, and that even the most acclaimed authors often struggle with their work. She continues her article by offering important advice to aspiring writers. Imitating (but not plagiarizing) successful writers, having others read your paper, and ignoring the specter of the Inspired Writer are the pieces of advice Allen offers to the reader (Allen 39-41). The article concludes with Sarah Allen’s words of encouragement for writers as she urges the reader to continue persevering through the hardships they may face in their writing process, for the sake of knowledge and communication. In “What is ‘Academic’ Writing,” L. Lennie Irvin provides insight into the process of academic writing: what it isn’t, what it is, and how to do it. He begins by tackling a list of myths that surround academic writing. These include the “paint-by-numbers” myth, perfect first drafts, the genius fallacy, and other notions which Irvin disproves in order to clear the air for a discussion on the reality of the academic writing situation and how to succeed in this setting. Furthermore, Irvin provides a clear overview of the components of college-level writing, such as research skills and the ability to read complex texts. Then the author explains what elements most professors will be looking for in their students’ writing, mainly the ability to understand arguments and analyze text. Irvin explains analysis in these terms: An analysis breaks apart a subject to study it closely, and from this inspection, ideas for writing emerge. When writing assignments call on you to analyze, they require you to identify the parts of the subject (parts of an ad, parts of a short story, parts of Hamlet’s character), and show how these parts fit together or don’t fit together to create some larger effect or meaning. (Irvin 11) Continuing with the discussion on writing assignments, Irvin describes three specific types of essay prompts that a student can expect to receive in their classes: closed, semi-open, and open writing assignments. He finishes his article with an explanation of the format and characteristics of a successful academic essay. Finally, Mike Bunn’s article, “How to Read Like A` Writer,” describes the process of reading a piece of text as if you were the author.
This is a method of analyzing the text critically in order to determine what decisions the author made, how effective they were, and how you can use the same strategies they use in your writing. As the author says, “The goal is to carefully consider the choices the author made and the techniques that he or she used, and then decide whether you want to make those same choices or use those same techniques in your own writing” (Bunn 73). Since you must focus on the text word-by-word, reading like a writer is very different from normal reading. Fortunately, Bunn offers a detailed explanation of how to use this process, along with an example of it in action. When reading like a writer, there are a number of questions you should ask before examining the passage. Mainly, you should consider the context of the text and how it will affect the writing style of the author. Next, ask questions and write notes during your reading in order to gather information and determine the effectiveness of the author’s strategies. Finally, Bunn draws his essay to a close with an in-depth example of reading like a writer, using the introduction to his own article. He provides many questions that could be asked about the choices he made when writing and breaks down the entire
process. Each of these sources relate to one another in the fact that they provide sound advice for writers hoping to be successful at the college level. Allen’s tips and encouragement will help students become more open to the prospect of writing, rather than being discouraged about the quality of their work. Irvin’s guide to academic writing is an effective blueprint for accomplishing writing tasks in college and writing interesting and effective essays. Lastly, Bunn’s piece gives the reader an important tool for analyzing text and using it to improve your own writing. At first, learning to write at the college-level may seem like an insurmountable task. With its many nuances and conventions, academic writing is certainly not something to dive directly into without careful planning and practice. It also requires immense courage to be able to put your ideas on paper to be reviewed and graded by your professor. However, you do not have to face the arduous journey of academic work by yourself. The authors of these articles aim to help you, the reader, become accustomed to college-level reading and writing. Following the advice of these authors will assist you greatly on your pathway to successful writing and good grades.
...onally transposing indirect to direct quotation, putting words into people mouths and blending two separate eye witness's accounts. How can one read a novel for knowledge gaining purposes when the structure appears so flawed? The use of modern and old English are combined in the sentence structure. The highly academic vocabulary not only is confusing, but breaks the flow of the book when that is the evident purpose for the format of the book. The confusing order in which Starkey retells events and the ineffective and useless information that is put in for building character personalities.
In Katherine Anne Ackley’s book, “Perspectives on Contemporary Issues: Seventh Edition”, chapter one instructed the reader how to read critically. Reading critically is defined as the process of making a rhetorical analysis, or examination, of a piece of work. First, a reader must read a piece of work to understand it, then they must be able to assess, or criticize, it. To do so, the reader should examine the author’s position, and the evidence provided to support that position. They should also be able to discern between logical and illogical pieces of evidence. Reading critically can be used to write summaries, critiques, arguments, synthesis’, and research papers.
How to Read Literature like a Professor by Thomas C Foster is a how to do book that teaches children how to become better readers. The novel was written in second person. The purpose of this novel is to inform readers on details that they wouldn’t usually realize in literature. Students who read Thomas C Foster’s How to Read Literature like a Professor are suppose to gain knowledge of how to identify details of their story that have connections to other literature or have alternative meanings that the author is trying to get across to the reader. Thomas C Foster believes reading his novel can help develop you into a better reader. He believes this because the information that he includes can apply to your reading. When you realize the connections he talks about, it gives you a better understanding of the book you are reading.
He too quickly dismisses the idea of reading on your own to find meaning and think critically about a book. For him, Graff states that “It was through exposure to such critical reading and discussion over a period of time that I came to catch the literary bug.” (26) While this may have worked for Graff, not all students will “experience a personal reaction” (27) through the use of critical discussion. The solution to this seems to be neither giving away answers or lazily doing assigned reading in order to find meaning within the text.
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.
Haas and Flower then provide an example [Page 177], of the differences of a student reader and an experienced reader. The example shows a remarkable difference between the two, the student reader was able to identify the situation and paraphrased what he found out. The experienced reader not only identified the situation, but provided a theory to attempt to explain what the author was trying to do; this is quite different than what the student reader provided. I believe Haas and Flower added the example to emphasize the difference of the conclusions that the student reader and the experienced reader came to. By adding the example, Haas and Flower were also able to support rhetorical reading and the difference it made between the readers. Haas and Flower then state the following: “While the student reader is mainly creating a gist and paraphrasing, the experienced reader does this and more – he then tries to infer the author’s purpose and even creates a sort of strident persona for the writer” [Haas and Flower, 177] The following quote is basically the description of the experiment, and explains the difference in the student reader’s response to the experienced reader’s
In conclusion, the brilliant novel “How To Read Literature Like A Professor” by Thomas C. Foster is a fantastic novel that helps grasp the basic ideas and structure that makes up a work of literature. Foster’s laid-back attitude made a major contribution to the great tone of the novel, and made it easier to understand. Many connections were included in the novel, along with some great quotes. After reading this novel, I have a better idea of what to look for when reading a novel.
In “Reading to Write,” Stephen King addresses the importance of reading to a writer. King
To quote Ben Jonson,” Weigh the meaning and look not at the words” to put this simply he means do not merely look at what is written literally because often what one is reading is only half of what the author has written. Some authors compose their works, giving the world a thrilling or informative story on the surface, but in actuality their real purpose in writing them is the hidden meanings within or underneath the stories which only those who are truly paying attention will notice and understand. Zone off for just a second and whole world could be missed. Cousteau’s work “How to Swim with Sharks: A Primer” may seem to the inexperienced or uninterested reader an ordinary guide to swimming with sharks, but any who delve deeper will notice
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
The very first chapter we read of Mindful Writing changed my perspective to see that anyone and everyone can be a writer. Brian Jackson, the author of Mindful Writing, wrote, “In this book I want to convince you that anyone writing anything for any reason is a writer…Writing is not something we do just in school. It is a vital means of influence in all facets of life.” It was through that very first reading that I began to think about writing as more than just a dreaded part of school, and I began to think of myself as more than just a student forced to write. Our very first assignment, My Writing Story, helped me to reflect on my identity as a writer. I realized that I was a writer every time I wrote in my journal or captioned an Instagram post. Throughout the semester, as I came to love writing more with each paper I wrote, I was able to create my identity as a writer. I learned that I loved research and analyzing others’ thoughts and ideas, but that writing simply on my own opinions, wasn’t my favorite past time. Through the countless readings this semester, I saw which writing styles I loved and which didn’t speak to me. Each day of class, I chipped away at creating my identity as a writer, and I’m grateful for the lessons that helped me shape and realize that
Bizzell, Patricia. “What Happens When Basic Writers Come to College?” Landmark Essays on Basic Writing. Eds. Kay Halasek and Nels P. Highberg. Mahwah, NJ: Lawrence Erlbaum, 2001. Print.
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
My writing and reading through college improved tremendously after my study by understanding the concept of not only understanding potential outsider’s views on my writing, but knowing myself well enough to be able to use myself as my greatest tool and resource. “That is the Self. That is the real. That art thou!” (Watts, The Way of Zen 119).
“What is “Academic” Writing?” (2010) contains key tips on how to become a successful academic writer as well. Throughout the pages, various headings introduce each aspect needed to be considered or cultivated. Some of these include the ability to read and analyze complex texts, as well as presenting an argument using thoughtful structure and support. In addition, the article is broken apart in these such sections to clearly inform and educate the audience/reader on these important characteristics.