Reflection on Academic Writing

Topics: Essay, Writing, Writing process Pages: 7 (1484 words) Published: December 11, 2012
Outline five difficulties the students faced with writing. Which of these might be relevant to you? 1.      Grammar

2.      Interpretation

3.      Spelling

4.      Language

5.      Writing Skills

All of the above are equally relevant to me also such as;


· Establishing what is meant by - A Subject – something or someone that

does an action.

· Establishing what is meant by - A verb – the action done.

·         Now, subject and verb must agree for tense (past/present/future) and number (singular/plural).

· Establishing what is meant by - A Preposition – the relationship between words, like "in", "to" and "with".



Answer the Question.

This is the first and most important suggestion. Answering the wrong question is a common mistake made by students. Unfortunately, it can be a real disaster for the grade I get in an exam. I should make sure I understand what the examiner wants; it is highly advisable to refer back to the question throughout the answer. This point may sound like stating the obvious; but, in my experience, answering the wrong question is the biggest cause of a disappointing exam result.


Writing (and therefore spelling) is a representation of the spoken word. The spoken word is not a representation of writing. Because accents and pronunciation can change easily and quite quickly, whereas what is written in books and dictionaries remains "fixed" for years, as well as for various historical reasons, there is often little correspondence between spoken English (pronunciation) and written English (spelling). English spelling therefore often appears to be totally illogical. The following rules can help me to decode the mysteries of English spelling. whilst remembering, even the best rules have their exceptions.

o Adding -er/-est
quick, quicker, quickest, happy, happier, happiest, hot, hotter, hottest... o Adding -ing/-ed
work, working, worked, stop, stopping, stopped...
o Adding -ly
loud, loudly, happy, happily, terrible, terribly...
o Adding -s
dog, dogs, church, churches, wife, wives...
o -ible or -able
accessible, visible, dependable, networkable...
o -ie- or -ei-
friend, fiend, feint, freight...

English and American English
colour, color, practise, practice, tyre, tire...

Understanding how I learn best may also help me.

The visual learner

Do I need to see my teacher during lessons in order to fully understand the content of a lesson?

Do I prefer to sit at the front of the classroom to avoid visual obstructions (e.g. people's heads)?

Do I think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs? 

During a lecture or classroom discussion, do I prefer to take detailed notes to absorb the information?

Learning Tip - I may benefit from taking part in traditional English lessons, but maybe private lessons would be better.

The auditory learner

Do I learn best through verbal lectures, discussions, talking things through and listening to what others have to say?

Do I interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances?

Does written information have little meaning until I hear it?

Learning Tip - I may benefit from listening to the radio or listening to text as I read it. I could try reading text aloud and using a tape recorder to play it back to myself.

The Tactile/Kinaesthetic learner

Do I learn best through a hands-on approach, actively exploring the physical world around me?

Do I find it hard to sit still for long periods?

Do I become distracted easily?


Writing Skills

Steps to Achieve Good Writing

When I start writing, make sure I know what I am writing for. What is my goal? If I stick to this throughout the writing process, I should not veer off course. Once I’ve...
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