Joseph Harris’ essay “Revising” (2006 pg.452-69); serves as a guide in how to correctly revise any writing you have ever completed. Harris designates four points that must be taken under consideration while revising. Before getting to the core of his argument, Harris notes that revising is not the same as editing. The essay points out that students are trained too just polish and make their writing sleeker rather than making a difference or significant change to the original. From there Harris brings up his first point stating that the author must decide what exactly it is that they are trying to convey. Harris believes the problem stems from that fact that many writers focus too much on correcting mistakes without thinking of what it is they…
In this essay “How to Read Like a Writer” Mike Bunn, claims that college students should distinguish choices the writer made and decide whether they want to implement them in their writing; enhancing their level of writing. Bunn explains that reading like a writer is a strategy that questions, analyses and criticizes a text to make readers look at the structure, the style, the word choice in regards to several factors like: the purpose, the audience, and the genre. The author concludes that this strategy will also signal the writer’s argument. The essay ends by providing a step-by-step example to obtain structural analysis and familiarize students with this strategy.…
Included below are three essays, a summary and response, a visual analysis, and a rhetorical analysis. While working on these three pieces I have developed new strategies that have helped me to better understand and practice writing as a process. These strategies include summarizing, collaboration, brainstorming, editing, revision and discussion.…
An adept writer usually depends on an existing way of writing which they learnt from others. The basic procedures of academic writing can be found in the templates which would help students to be familiar with conventional writing patterns and to make more sounded arguments. The most essential template in the book is the “they say, I say” template that teaches students to react to the arguments made by other people. The authors believed that a well-argued academic writing should include the opinion of others so that readers will know why there is a need to make an argument. The arguments that writers respond to do not have to be an eminent writer or the audience. From the template, we can learn that we do not need to be restricted to agreement and disagreement. We can agree and disagree at the same time. In addition, templates can help students to make more complicated moves…
Roen, Duane, Gregory R. Glau, and Barry M. Maid. The McGraw-Hill Guide: Writing for College, Writing for Life. 3nd ed. New York: McGraw-Hill, 2013. ISBN 978-0-07-340592-6…
The English III AP (or AP( English Language and Composition) course objectives are to help students become “skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts” and to help students become “skilled writers who compose for a variety of purposes” (The College Board, AP( English Course Description, May 2007, May 2008, p. 6). Students are expected to read critically, think analytically, and communicate clearly both in writing and speech, which form the “basis for academic and professional communication.” The purpose of this course is to emphasize “expository, analytical, and argumentative writing” based on selected readings…
References: 1. Harvey, M. (2003). The nut and bolts of college writing. Indianapolis, IN: Hackett Publishing Company, Inc.…
Two things have developed in my writing arsenal this year. This semester, in English 1102, I have learned how to unify my sentences so that my thesis and topic sentence offer an elaborate outline for the paper as well as how to develop my paragraphs so that my analysis is not too general—my biggest problem in analytical writing—and in learning to do so, I have minimized the fear in writing…
As students progress through school, their writing follows suit. In elementary school the focus was on the basics: the verbs, the nouns, the subjects, etc. In junior high the focus shifted towards the parts of speech and sentence structure, along with a bit of grammar. Now in high school, the emphasis has transitioned towards the more complex forms of essay writing. In manifold ways writing has become a fundamental influence in my own high school life. From sophomore year, with my first Advanced Placement (AP) class (World History), I became familiarized with the thesis and the five-paragraph essay. The thesis became infinitely pervasive in essay writing as I was again reminded of in my junior year, with AP History and AP Biology. In these classes we also learned that essay writing is not confined to one subject and purpose but several, including research and analysis writing. Another profound influence on essay writing came from my English AP class, where we were taught the loose interpretation of a thesis and how free one could truly be with…
Cited: Avery, H., et al. Thinking It Through: a Practical Guide to Academic Essay Writing. 3rd ed. Peterborough: Trent University Academic Skills Centre, 1995. Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research. 2nd ed. Chicago: U of Chicago P, 2003. Brown, Elseph H. “Writing About History.” Writing at the University of Toronto. 20 Dec. 2005 <http://www.utoronto.ca/writing/history.html>. Rosenwasser, David, Jill Stephen, and Doug Babington. Writing Analytically. 1st Canadian ed. Toronto: Thomson Nelson, 2006.…
Connell, C. M., & Sole, K. (2013). Essentials of college writing (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.…
2. Goldsmith, K. (2011, September 11). Uncreative Writing. The Chronicle of Higher Education. Retrieved May 2, 2014, from https://chronicle.com/article/Uncreative-Writing/128908/…
There have been many different forms of writing that has been analyzed, critiqued, revised, constructed and strategized throughout the course. Different rhetorical situations have helped me develop my writing, reading and thinking ability. Overall, the wide array of writing processes have helped me develop confidence in organizing communication through the English language.…
Lea, M. R. & Street, B. V. (1998). Student writing in higher education: an academic literacies approach. Studies in Higher Education, 23(2), 157-172.…
Year of publication: 2003 Place of publication: Oxford University Press, New York Cohen, R., & Miller, J. (2003). Reason to write, strategies for success in academic writing. R & M J ( R t w s f s i a w Oxford University Press, New York. U P N Y C. A book with three authors. The last name of the first author, The first letter of the first…