In my two academic essays, “The Truths of Originality”, and “The Importance of the Discourse Community” I show how my writing has improved vastly since the beginning of the semester. An example of improvement is that I don’t let my sources do the writing for me. During a one-on-one conference with my course instructor earlier in the semester, I was asked to “not let [source one] and [source two] ‘run the show’ for me, but instead write my paper and have [source one] and [source two] ‘work for me’. This was helpful” (Wing, “Microhistory”). That was when I started to change the way I used my sources. I have since been careful to let myself do the writing, and not let my sources take over my paper, and this is evident in both of my academic essays.
In my essay, “The Truths of Originality” I say, “I wouldn’t be able to form this essay without the help of ideas from my colleagues in my current English 101 class, or the articles by various authors discussing this same topic, or without exac...
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...were to be reprimanded for such acts, my conviction would be for plagiarising. Plagiarism comes from the Latin word for “kidnapping” and is defined as being “the theft of a text or an idea”(Writing About Writing, 800) so basically if someone has an idea that is similar to someone else’s idea they are going to be considered to be “kidnapping” that idea and punished for plagiarising”. (Wing, “The Truths of Originality”)
In this example I am introducing a quote, and then giving more information about how I connect to the quote. I extend the original meaning of the text to match my interpretation of the text.
It is clear that my writing has improved greatly over the semester, and I have demonstrated a clear understanding of what the PAR requires of me. I have demonstrated reflective awareness, academic discourse conventions, and my ability to critically interpret texts.
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