Some ideas for writing guideline points:
-research
-information organization
-outline
-write in active voice
-audience awareness
-appropriate tone
-understand and answer the assignment
-professor expectations
-awareness of time frame/due date ----avoid procrastination
-REVISION
-analyze draft
-grammar
-correct citations
-paper format : intro-body-conclusion
-
Monday, November 9, 2009
Friday, November 6, 2009
Free writing from 11/2
1. How is writing for school different from other kinds of writing you do?
Outside of the academic realm, my only other writing is via email to friends, family, co-workers, etc. My outside writing has varying levels of formality with emails to friends ranking the most informal. I put more effort into my academic writing, making sure I've dotted my I's and crossed my T's, so to speak. I am writing with the upcoming critique in mind, whether it is by a Professor or peer.
2. What is the number one most important element or aspect of academic writing? What do teachers MOST want to see in your writing?
Teachers want to see a cohesive train of thought, an argument that is logical and supported. I think that teachers desire this more than stumbling across the unfortunate grammatical error, or missed punctuation, etc. At least, this is what I'm gathering from this English 214 class. In the past I've had some pretty serious teachers that would hammer students over verb time and the use of semicolons.
3. What process do you go through when you write for school?
My process is pretty basic in a sense, I brainstorm on the topic, research, outline, and then write and revise.
4. Are you a good academic writer? Explain.
Sheeeesh, in high school I was a terrible writer, or that is what I was told by my advanced composition teacher. He was horrible! Then he facebooked me a while back with a friend request, the audacity! I digress... Over time I feel my writing has improved, though it is a constant struggle. I really do feel like the more practice I have the better I get at developing the concept, or argument. More focused writing, if you will . While I rued the idea of having to take ANOTHER English course (214), the constant writing assignments we have in clas are definitely allowing me the practice I need to become a better writer.
Outside of the academic realm, my only other writing is via email to friends, family, co-workers, etc. My outside writing has varying levels of formality with emails to friends ranking the most informal. I put more effort into my academic writing, making sure I've dotted my I's and crossed my T's, so to speak. I am writing with the upcoming critique in mind, whether it is by a Professor or peer.
2. What is the number one most important element or aspect of academic writing? What do teachers MOST want to see in your writing?
Teachers want to see a cohesive train of thought, an argument that is logical and supported. I think that teachers desire this more than stumbling across the unfortunate grammatical error, or missed punctuation, etc. At least, this is what I'm gathering from this English 214 class. In the past I've had some pretty serious teachers that would hammer students over verb time and the use of semicolons.
3. What process do you go through when you write for school?
My process is pretty basic in a sense, I brainstorm on the topic, research, outline, and then write and revise.
4. Are you a good academic writer? Explain.
Sheeeesh, in high school I was a terrible writer, or that is what I was told by my advanced composition teacher. He was horrible! Then he facebooked me a while back with a friend request, the audacity! I digress... Over time I feel my writing has improved, though it is a constant struggle. I really do feel like the more practice I have the better I get at developing the concept, or argument. More focused writing, if you will . While I rued the idea of having to take ANOTHER English course (214), the constant writing assignments we have in clas are definitely allowing me the practice I need to become a better writer.
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