College Writhing Analysis

Elements of College Writhing and Why I Posses Them Many professors may think that a concurrent senior coming out of high school like me cannot have the skills needed to succeed in college-level writing; however, after taking Composition I and II in the fall and spring of my Senior year, I believe I can write well thought and crafted college level essays. While I have strengthened some areas of writing more than others, I have learned and acquired many important concepts and techniques and incorporated them into my writing. By taking Composition I and II, I believe that I have developed the required skills and ideologies to succeed in college-level writing. Although a college level paper should demonstrate an understanding of tone, style, cohesion,
In Composition I, my Professor not only emphasized the practice of reading compression, but my class also learned to summarize or paraphrase a passage accurately. As a result, I learned how to quickly grasp the main point of a passage and analyze its argument. This skill ended up being very beneficial to my writing because I easily formed an argument with ideologies that didn’t originate in my mind, but most importantly, I provided my analysis of the evidence and integrated it into my argument. Identifying fallacies was another useful lesson in Composition I because it focused on the critical side of college-level arguments. A fallacy is an error in argumentive thought, whether the writer does not face an argument head on or if the writer overgeneralizes an argument (Fowler and Aaron 199). When I wrote my first argumentative essay in Composition I, I found that identifying fallacies in an author’s argument gave sufficient contrast from my arguments and the other sides flawed logic or presentation. I also learned arguments are not just meant to criticize the opposing view, so I learned to avoid using fallacies to maintain my credibility. Overall, I know how to analyze articles by writing accurate summaries and paraphrases, and I know how to find fallacies in an opposing view so I can avoid
In the book“The Craft of Research,” writers should always know that readers will be critical and must address their points of view no matter what the argument is, and writers should anticipate opposing questions and respond to them adequately (Booth, Columb, and Williams 112-113). After I had addressed opposing views in my essays, my argument had become further convincing, and this skill has become very useful to construct a solid rebuttal. However, I have also learned that addressing opposing views is not necessarily only a component of an argument. When I constructed tentative thesis statements, my Composition II professor taught me to include qualifiers at the beginning of my thesis. A Qualifier is a statement that limits the range of the thesis, and I have found it to be very helpful in my writing. Adding a qualifier to the beginning of my thesis statements made my writing more professional because it helped the reader understand the main claim with sufficient specification. Without qualifiers, my thesis statements would have been too vague and unfocused and would no longer qualify as college-level writing. To finalize, I made the entirety of my writing college worthy by addressing opposing views in my rebuttals and by adding qualifiers to my thesis statement. As a senior coming out of high school, I think