Academic Writing: The Author and the Audience

Topics: Writing, Writer, Academic writing Pages: 13 (4852 words) Published: November 19, 2013
Academic Writing: The Relationship between the Author and the Audience

Academic writing is an ambiguous term. There are several articles that have been written about, trying to define it, to understand it. Each article represents a different aspect of academic writing. Some talk about the relationship between second language learner and academic writing, others argue that academic writing is too impersonal and students fail to communicate in their writings because they fail to grasp the meaning of academic writing. Trying to understand academic writing, as a whole is near impossible. However, how about directly “in this paper I will focus on one specific feature”…if one were to look at just one aspect of academic writing, like the relationship between the author and the audience, one would gain a better understanding on how: the relationships between the author and audience is formulated, the different techniques that writers can use to successfully communicate successfully their thoughts to the audience, and what the relationship means to different people. Section I: My Personal Experience with Academic Writing

Writing has always been an enjoyable experience for me. From the summaries that I wrote in High School, to the academic essays I wrote last quarter in Core, I have seen that ideas flow from one point to the other quite easily for me. I find that writing is my tool to deliver information and communicate my thoughts and opinions to my audience, the reader.

However, like any new student taking a college course for the first time, when I was asked to produce a strong academically written paper, I quivered. Never before had I been asked to produce a written document that presented the information and the materials in an objective manner. It was difficult. In high school, I was or I and my classmates we were taught never to use the first person pronoun ‘I’, in Core this guideline was reinforced but with more leeway. We were allowed to express our opinions on the matter as long as we presented both sides adequately.

Writing never becomes easy. One might become good at writing, but the process never becomes simpler. During Ccore last quarter, my professor always gave me excellent feedback on my strengths and weaknesses. Using his advice I would revise my essays, polishing up the slips and mistakes to produce a revised final draft. My professors comments would usually revolve around grammatical or syntax errors, and developing my ideas in more depth. As a student in his class I would always write lengthy papers, extending six to seven pages in length. In my eyes, I believed that I was providing enough information for each of the topics that I was discussing; yet he always found areas that I could develop in more detail. He would push me to think outside of the box and try to find some answer to the problems that I stated in my thesis. He wanted to push me to create the best piece of academic writing hat I possibly could, and with his help I was able to develop as a writer and a thinker.

By the end of core I was able to see the difference in my own writing. I was grateful that he the instructor took the time out to help me develop as a strong writer. Through the course of the class my strengths, writing compelling thesis statements and attention grabbing introductions, doubled and my weakness, grammatical and syntax errors, improved.

I strongly believe that people need to know not only how to write but also how to effectively communicate effectively to their audience through their writing. Writing is a universal tool of communication; it is in everyone’s best interest to learn how to use this tool to his or her advantage. That being said, academic writing is not something that one can master over-night. Being able to produce well-rounded papers requires one to spend a lot of time revising and having a wide array of tools to deal with all the challenges that academic writing throws at you. Section II:...
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