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Significance of academic writing in universities
Significance of academic writing in universities
Significance of academic writing in universities
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To elaborate a symbolical usage to the point of exaggeration or claiming vague reflections between reality and metaphors might be present in academic papers. Even eloquent language becoming incomprehensible, is not uncommon in academic papers done by university students. Though papers of such kind are pointless academic writing is far from pointless. Indeed, it is a skill required in every aspect of academia. Therefore, mastering academic writing is the key to the scholarly world.
It would be foolish to claim that I have never overanalysed and disregarded conveying ideas and theories properly, in the interest of impressing my reader. Nevertheless, this aspiration indicates there is more to academic writing than simply passing information.
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The title highlights what is believed to be academic writing, thus the purpose in academic writing becomes lost, since exaggerated analysis containing complicated and elaborate sentences still occur. Though the title states a problem in academic writing, indicating the function placed upon academic writing being at fault, the article itself counter-argues. It says, “…bullshit does not necessarily involve a misrepresentation of facts, but must involve a misrepresentation of the self – one's feelings, thoughts, or attitudes.” (Eubanks and Schaeffer 2008, 375) suggesting the problem is the writer’s incapability to writing properly, resulting in a disconnect between the coherence in the paper and its readers, either because the skills for academic writing were not achieved or a to comprehend its importance. This can be supported by AW, as it notes, “…writing as a thinking tool in the processes of, for instance, verbalising, discovering, understanding, and communicating ideas...” (Björk and Räisänen 2003, 16) meaning conveying thoughts and ideas are means to develop a deeper understanding of information thus gaining implements to a concise language and coherence. AW goes on by stating, “…it will help you not only to learn new things, but to discover things you did not know you knew. Writing also presents an opportunity for critical thinking…”(Björk and Räisänen 2003, 16), thus it illustrates how writing, in general, needs to be seen as a method to relay knowledge as much as a process to receive
In this article written by David Bartholomae, the author discusses problems basic writers make and about how they must use the discourse (communication style) of the academic community they are writing to, to be an effective writer. Bartholomae believes that “Inventing the University," is being able to assemble and mimic the universities language(5). Which means, if a student wants to be an efficient writer, he or she must be able to speak the language of his or her audience. Bartholomae writes that a common mistake of basic writers is that they don’t use an authoritative voice, and tend to switch into a more passive voice. This could be due to the fact that students have difficulty establishing their mindset or attitude for an audience
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.
Frahm holds a similar point of view encouraging clear, straightforward writing not one with a “Confusing introduction. Lack of content. Bad transitions. (and) Excessive grammatical errors.” (Frahm 271).
Writers have different way of getting their point across, for example in the article “is google making us stupid?” by Nicholas Carr. He makes the argument that Google is a convenient tool but is making us less able to process deep information. He use ethos, pathos, logos and tone to prove his thesis in the article. In other words he inform coming generation the consequence of overuses internet. The title and the way he started draw is reader into the article.
In Patricia Limerick’s article “Dancing with Professors”, she argues the problems that college students must face in the present regarding writing. Essays are daunting to most college students, and given the typical lengths of college papers, students are not motivated to write the assigned essays. One of the major arguments in Limerick’s article is how “It is, in truth, difficult to persuade students to write well when they find so few good examples in their assigned reading.” To college students, this argument is true with most of their ...
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
We would do research on a subject or a person, and write about them. We, once again, were not allowed to be unique in our writing or think creatively or critically. This is the time when I was taught the five paragraph essay. As stated in Gray’s article, the five paragraph essay is detrimental to students’ writing. This format for writing is damaging because it doesn’t allow students to express their own ideas about a topic. It does not allow for any creativity or uniqueness in a paper. In tenth grade, I wrote many papers for my English class, but I never once got an A on them. I was led to believe that my writing was weak because I could not relate to what I was writing about. I did not have any emotional connection to the research papers I had to write, and it made it harder for me to write them. I had grown up not being allowed to think critically, and therefore, my papers in high school lacked creativity and deeper
Graff, G., Birkenstein, C., & Durst, R. K. (2009). The Growing College Gap. "They say/I say": the moves that matter in academic writing : with readings (p. 379). New York: W.W. Norton & Co.
“This Course prepares students for reading, research, and writing in college classes by teaching students to consider the rhetorical situation of any piece of writing while integrating reading, research, and writing in the academic genres of analysis and argument. This course is said to teach students to develop analyses and arguments using research-based content with effective organization, and appropriate expression and mechanics”. (1)
Graff, Gerald, Cathy Birkenstein, and Russel K. Durst. "They Say/I Say": The Moves That Matter in Academic Writing: With Readings. Vol. 2e. New York: W.W. Norton &, 2012. Print.
Herbert, Bob. “Hiding From Reality.” They Say I Say: The Moves That Matter in Academic Writing. Graff, Gerald. Birkenstein, Cathy. New York. London: 2012. 566.
Writing can be very frustrating; laying your ideas out on paper so that others can grasp the concept you are trying to convey is a very difficult task. In Writing 101 I have learned how to formulate good theses that are arguable and also how to validate articles that have to do with my topic. The most important element of a paper is the thesis statement. It captures the reader's attention and tells them what the essay is about. Having a well-structured thesis along with evidence to support that thesis are the main ingredients to a well-written essay. I have also learned how important it is to research an author’s background to ensure their credibility. This is a very important step in writing because today we can find information on a topic, however, it is not valid. By researching the author, we can see if he or she is an expert in the area and so this would make his or her information more credible. There is a ...
Graff, Gerald. “Hidden Intellectualism”. They Say/I Say: The Moves That Matter in Academic Writing. Comp. Graff, Gerald, Cathy Birkenstein, and Russell Durst. New York W.W. Norton & Company, 2006.
Qualitative and quantitative instruments were used in obtaining data for this instructional problem. The first instrument used was quantitative, the instructor gave students a writing assignment, and when it was graded, it was clear that there was a problem with effective topic and thesis statements, as well as general organization of the paper. To be sure that this wasn’t an isolated problem, the second instrument was developed; a quantitative instrument that surveyed the teachers, asking for information on their students comprehensive writing skills.
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...