Section 1: Course writing
The main writing categories in my research field are presentation, research paper, paper’s review, application letter for a grant and a book. These categorized literatures include many subcategories: the writing style is changed based on the audience. When a researcher presents his/her results to the general audience, he/her will change his writing style according to its knowledge and familiarity to the topic. Also, we can find similar practice in other types of writings, except for research paper. In general, research papers are written for submission to the journals, so their writing style should be specialized for those who have interest and general knowledge in the field, and precise in their terminology. Thus, the writing assignments required for my classes have been often arranged for building required basic knowledge in the field, reasonable flow in writing and fluency in terminology.
Practical writing assignments in the classes that I am currently taking and will take in the future are as following: in the Fisheries Science class (Zool466), I am required to write a research paper about ecology of the species, history of the fisheries, trends in the fishery and the situation in the past, present, and potential future management of the fishery. This assignment is arranged to enhance my ability to become familiar with a particular fishery, hone my research and writing skill, as well as apply concepts and frameworks developed in the class to solve the real-world situations in the fishery industry (Guide handout of Zool466 class, 2010 SPRING). In another class, Political Geography of Oceans (GEOG435), I am required to make presentation twice during the semester which will make me familiar with and...
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...eral features of species etc. Then, they review the topic with thorough and more detailed information possibly from present literatures about the topic. Next, they designate the problem and controversial issues. In conclusion, they state expectations for resolving the problem and improving discussion. Discussion type’s articles have similar composition with Review-type articles except for they do not need to summarize everything in the topic. Moreover, this type of articles tends to be convenient to express the author’s view due to its subjective writing style. However, this type of papers has been providing great opportunities to enhance communications among researchers. One can understand what the “hot” topics in the research field are through reading excellent opinions to the topic by various researchers and contradictions for the papers from other scientists.
In English 1102, I was exposed to a variety of different genres, including, argumentative research paper, an annotated bibliography, an analytical paper, and a workplace specific piece. Entering this class the majority of papers I had written were all analytical, and in this class we went above and beyond the basic 5 paragraph essay. Though each paper had a different genre and style, I learned that each project was similar in composition.
My English 1310 course was taught by Professor Daniel Stuart. He taught us the concept of academic writing and why it is important. Academic writing is the process of down ideas, using a formal tone, deductive reasoning and third person. Writing done to carry out the requirements of a college or university on a research based level. It requires a starting point or introduction, followed by a thesis on the preferred topic, then comes proving and disproving of the evidence based arguments. Learning academic writing is important because it is a way to communicate our thoughts clearly and originality. It helps us think and see what evidence we can come up to contribute to that thinking. This course approached this idea of academic writing by
‘Helping students meet the challenges of academic writing’ by Fernsten and Reda is an interesting study how reflective writing practices can be useful for marginalized students, who are struggling with “negative writer self-identity. The possible causes according to Fernsten & Reda are, “issues such as race, class and gender that are marginalized factors for many basic writers”, in addition to the expectations of the dominant academic culture. However, even though Fernsten & Reda illuminated the ‘potential conflicts’ within the academic world, they have failed to provide conclusive evidence that supports their argument regarding their solution. Their reliance on dated research that provides a one sided historical perspective, may no longer accurately reflect current socio/economic issues. In addition, education has been evolving to an inclusive curriculum approach, as immigrated children enter the school system in record numbers. “Persons obtaining legal permanent status in the U.S from the year 2000-2010 are roughly eleven million” (Homeland Security,pg.10/2010). Fernsten & Reda’s confidence of their own limited teaching practices without legitimate comparables from an empirical study leads to their underlying assumptions about the true effectiveness of reflective writing strategies and the causes they believe are associated to a student’s socio/economic background.
Sullivan, Charles, and Cameron M. Smith. "5 Tips for Writing Popular Science." The Writer 119.7 (2006): 23-25. Print.
While there are people who love to read and write, there are others that do not. When a student is required to read a book for a class and that student does not enjoy reading, there are very few things they would rather do less. And when that book’s topic is about learning how to write that is the worst of it. When I was assigned to read Writing with Style by John R. Trimble, my immediate thought was that this book and assignment was going to be a struggle to get through. To my pleasant surprise, I couldn’t have been more wrong. Writing with Style provides the reader with a wide range of writing tips while being written in a fun, conversational style. This book provides easy to find writing tools that can be understood by people of varying
I did not have a firm writing philosophy before this semester, but I to some degree I understood the importance writing can have on a situation. Now I understand that writing has two outcomes: gaining support or losing support. When writing an essay it is best if the writing is as specific as possible. This way the audience is hopefully not left with a confused opinion about the topic. Since the beginning of the semester I have put a conscious effort to change my writing style. Instead of the box format that is learned in high school I try to use a more graceful approach while still being organized. Also, I evaluate the credibility of a source before I use the information to support my thesis and understand the roles of using ethos, pathos, and logos. My assignments are now written with more developed thought by elaborating on ideas in the body paragraphs. By participating in the assignments throughout the semester I have accomplished, to different extents, the objectives for the English Composition 101 course. My writing has improved in multiple areas such as knowing who my audience is, and how writing drafts and making revisions help me evaluate the effectiveness of my essay. I am also aware that academic writing differs from day-to-day writing because for academic writing I need to present the most credible evidence in an organized format. Furthermore, I now can effectively evaluate my writing to know where I can improve.
Academic writing is a very discouraging topic that most young writers do not even want to begin to think about or imagine doing. Throughout college everyone will be asked to write multiple academic essays regardless of their major. We have read two sources in class that have helped clear up some common myths and also helped make academic writing not seem so foreign. The two sources we read were “What is Academic Writing?” and the first chapter of the book “From Inquiry to Academic Writing”. Many young students seeking a college degree are fearful about the amount of work needed to be done in order to survive their college courses. Academic writing is a challenging topic that many young people struggle to get a grasp on. Once the skill of
Writing has never been my strong suit; however I am looking for to finishing this course with improving my writing and communication skills to others. The writing assignments I want to do well in are the Health Education Materials paper and the Public Health Campaign. The reason why is because these two assignments involves educating others on public health issues using primary prevention methods, and I am a strong advocate for the teaching of interventions before the onset of disease and injury. For the activities, I hope that the peer review has a big impact on me so I will be able to learn from my mistakes and improve on my writing.
This semester in English 102, the curriculum requires students to adapt their writing to the college level. This level of writing is necessary to create a backbone for students as they progress and grow their writing skills in higher level classes. The course’s primary focus throughout the semester was the adapting of rhetoric strategies into papers as well as writing a comparison, a position paper, critical analysis, and finally a visual argument paper. These papers -though all very different in style- help establish the basic guidelines of writing papers for not only this class but for future English and other classes. Even though I am a Management Information Systems major and writing is not a part of the curriculum, being able to write clear and coherent pieces are necessary for a developing a strong writing style whether it be for resumes or professional works. The two strengths that
According to Stephen North, writing is divided into five subcategories: cognitive, expressive, collaborative, epistemic, and political. I have never wanted to put my writing under an umbrella term such as these because my writing style tends to shift between different styles depending on what I write. For instance, when I was in high school, I wrote for the school newspaper for two years. Whenever I wrote articles, I would write objectively (unless if I was writing an editorial, in where I would write factually but with a clear sway that would support my argument) and precisely, using as few words as possible to make my points clearly and effectively. I had to also tie in current events to my articles, especially if I was writing for an important
During the course of this semester; the variety of writing styles and essays assigned to me in my communication skills class encouraged the development of my writing skills, as well as provided me with more self-assurance in my abilities. My writing, research, and presentation abilities enhanced through practice, determination, and the understanding I gained during this course. With every single writing assignment, I learned new innovative approaches and skills, which enhanced my abilities to improve my thoughts logically, enabling me to write more clearly, and to organize my papers more effectively. At the beginning of this semester; despite the fact that I already knew the terminology MAP: message, audience, purpose; I never really understood the significance of MAP. For this reason, my writing lacked clarity, organization, and my writings appeared less focused on the topics. As a result my research papers and essays did not flow as smoothly from one passage to the next. Furthermore, I was unaccustomed with the precise procedures used when writing an essay. For instance, my previous classes before college, although requiring a reference page, did not require me to include proper citations in my writings. After evaluating the quality of my writing toward the end of the semester, I recognized vast improvements in several areas of my writing. By concentrating on the beginning stages of my writings, I could distinguish ahead of time my audience and my message. As a result, my essays are clear, and I remain on topic. In addition to that using transition phrases efficiently also helps my writing to flow smoothly. The proper use of transitions makes my writings easy to follow from one topic to the next. I also learned that pre-writing...
What makes a writer efficient in the academic setting? A skilled writer is someone who is able to properly use academic components in the correct situation and when needed. Without the use of these components writers are left with unpolished pieces of work and set forth on a downward spiral in their writing. Each writer is faced with a different scenario which tells them what components are necessary, this awareness of the situation and occasion is crucial when creating the image of being an expert. Specifically in the scenario of college, Academic writers in the college scenario are striving to become successful writers in academia before they graduate,In order to be able to present an efficient paper, a writer must use the basic components:
The purpose of writing goes hand in hand with the development of the writing. A student must understand about what he is being asked to write. He must be able to ...
Improving writing skills is critical to the college student’s success across all academic disciplines. Writing has become the key to survival in many fields of study. (Pirš1, Pirš1, & Kesié, 2011) There are several strategies to become an effective college-level writer. An important strategy for a writer is project management. Next, writing with a purpose is an essential step. Another crucial guideline is following the mechanics of writing. Finally, utilizing online resources provides the writer invaluable knowledge and references.
Academic writing skill is very essential for the college students. Through academic writing, the students can express their thoughts, feelings and point of view on a certain issue or topic. In presenting ideas about variety of issues, students need to follow certain rules in writing academic essays. Academic writing is a specific type of writing that is needed in writing formal essays in a certain course. To create a well-constructed essay, it is very important for the students to use academic writing style. It has specific features which include academic tone in the essays. To achieve formality of tone, students must maintain the objectivity of their written texts. Unfortunately, some of the students tend to use personal pronouns