Key Elements of Writing in Academic Settings

Topics: Rhetoric, Thought, Writing Pages: 5 (867 words) Published: September 19, 2015
Stephanie Moreno
Dr. D. Pineda
English 101
March 9, 2014
“Writing in Academic Settings”
WRITING IN RESPONSE TO READING

Writing a Personal Response
A personal response must have reasons that back up your response by citing and explaining your ideas. Most readers believe there is a correct answer and distrust their response because they don’t feel their answer has the correct meaning. Any meaning is fine as long as it’s backed up with evidence. The Purpose of a Personal Response

There are many reasons for a personal response. Your personal response enriches your reader by identifying how the text affects you and what it means to you. This form of response can also inform your teacher on how you feel or understand the material given. Process Guidelines: Strategies for Writing a Personal Response If help is needed for writing your personal response, reread your notes and study. Follow the procedures you have learned to generate ideas. When you draft and rewrite your essay, remember your observations and personal experiences. Use one of the patterns of development to help you. Make sure you follow guidelines when paraphrasing, quoting or summarizing. Sample Personal Response

A student wrote “The Not-So-Ideal Male” which was a personal response to “Americanization Is Tough on Macho.” This response stemmed from the idea on what it is like to be “manly.” Writing a Summary

A summary is taking the main ideas of an entire reading and restating those main ideas in your own words. A summary is always shorter than the original. The Purpose of Summarizing
Summarizing is an important strategy which gives you a study guide and helps you learn. Process Guidelines: Strategies for Writing a Summary
A Sample Summary
Writing a Critical Analysis
The Purpose of Critical Analysis
Process Guidelines: Strategies for Writing a Critical Analysis A Sample Critical Analysis
Writing a Synthesis
The Purpose of Synthesis
Process Guidelines: Strategies for Writing a Synthesis
A Sample Synthesis
USING THE READINGS IN THIS BOOK AS SOURCES
Paraphrasing
Summarizing
Quoting
Integrating Paraphrases, Summaries, and Quotations

Avoiding Plagiarism
Plagiarism need not be intentional, but is a serious academic offense which occurs through borrowing, downloading, purchasing, or using someone else’s work and stating that it is your own. Remember when paraphrasing to rewrite the ideas in your own words. Introduce your summaries with the source. Do not change the meanings and use quotations marks when quoting. WRITING TO LEARN

Writing can help you understand, retain, and think about course content. Keeping a Learning Log
A learning log is not used for lecture notes but is a journal to write about course content. A learning log helps you better understand and remember important concepts which could include your reflections, a list of ways, notes, or questions you think of. Rewriting Lecture Notes and Class Readings in New Ways

You can “set” your learning for better retention if you rewrite your notes after class while everything is fresh. Outline your notes and most important details. Put your notes in an outline tree. Summarize and place the material in your own words. Paraphrase to be sure you understand. Using the Idea Generation Strategies

Asking specific questions can help you get started in exploring the significance to your concept. Utilize listings to help you remember and write down the important points. Clustering helps you visualize the relationships amongst your ideas. Freewriting should begin with one of these questions to help explore important ideas: What is the value, why is it important to you, how can you use this idea in other courses? Writing with Your Classmates

Meet regularly with two or three classmates to engage in activities. Write questions from your lectures and notes. Trade those questions and give feedback on accurate and inaccurate information. Write a reflection and have one classmate respond and pass it...


Cited: Adler, Mortimer. “How to Mark a Book.” Patterns for a Purpose: A Rhetorical Reader. Ed. Barbara Fine Clouse. 6th ed. New York: McGraw, 2011, 23-27. Print.
Clouse, Barbara Fine. “Reading Critically.” Patterns for a Purpose: A Rhetorical Reader. 6th ed. New York: McGraw, 2011. 3-22. Print.
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