Essential Points in Academic Writing Paper

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Important Points in Academic writing

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Important Points in Academic writing
Reading like a writer helps the reader identify some of the author's choices to understand
how they might arise in their writings. The key point is for the reader to carefully analyze the
things they read and follow the writerly strategies in the text to adopt similar techniques in
ensuing writing. The paper focuses on the point of view I opine could be valuable for incoming
college students to realize. Also, the paper addresses the point of view that could be valuable for
professors or universities to realize based on the readings.
Point of View Valuable for Incoming College Students to Realize
The incoming college students have got several points to learn from the readings. Firstly,
they must admire the concept of reading as a writer. According to Bunn (2011), the objective of
reading as a writer is to locate what you think are the most crucial writer decisions displayed in
the reading. For example, an author begins an essay with a short quote from a prominent person.
It can be an effective writing technique those incoming students can adopt. Also, in reading as a
waiter, the primary objective is to carefully consider the author's choices and the techniques that
can be utilized. Consequently, the reader can now decide whether they want to make similar
choices or apply similar techniques in their writing.
Besides, incoming college students should grow up from standard assignment to writing
like writers. Bunn (2011) notes that most of the time, people read for information. Reading like a
writer differs from normal reading in that reading like a writer entails reading to see how
something was constructed so that the reader can construct something similar from the reading.
Therefore, for most college students, RLW is a new way to read, and it would be tough to learn

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in the initial stages RLW will help college students comprehend how writing is a series of
making choices and identifying important decisions and techniques crucial in writing.
Secondly, the incoming students should brace up for a more complex way of writing and
move away from the conventional five-paragraph essay. According to Bernstein & Lowry
(2017), there comes a time when the students must move away from the five-paragraph essay.
Specifically, when students begin to work on a piece of writing that is developed with an
objective beyond simply organizing information by reporting on uncontroversial facts. The fiveparagraph essay becomes something of the past when a student can enter a process of inquiry to
explore an issue that may provoke more questions and provide more solutions (Bernstein &
lowry, 2022).
Also, college students will be able to become resilient authors, independent thinkers,
problem solvers, and interrogators. Consequently, they will not be required to stick to the fiveparagraph essay when presenting their ideas in writing. It is paramount that the learners begin to
think critically and creatively to become community leaders and gain social and political
authority. Therefore, critical and creative thinking should start at an early stage immediately after
learners join college.
Palmquist (2020) debunks writing mystery by sharing different writing situations. There
are several writing situations, such as reading and writing as social acts and reading and writing
as conversation. However, the key concept in academic writing and research writing is
accountability. Therefore, knowing what has been written about an issue and being an
accountable participant in a conversation is the initial step toward becoming an effective writer.
It is followed by the author carefully contributing something of value to their readers. This is
because any writing that fails to offer something of value to the readers is likely to be ignored.

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Another crucial aspect of writing is considering the readers of the article. Students should spend
more time pondering how readers will react to their writings. Therefore, the author must consider
how well the writing matches the reader's knowledge and needs, interests, values, and beliefs.
According to Palmquist (2020), models are crucial for discussing sophisticated concepts.
A social writing model can assist writers in comprehending the general principles that shape
specific writing situations. Thus, the social model of writing is based on three observations.
Firstly, a text may serve as the only point of contact between a reader and writer. Secondly, texts
cannot pass meaning transparently and perfectly from writer to reader. Thirdly, the factors that
affect the attempts of writers and readers to share an understanding of a text include not only
their perspective purposes, influences, and understanding of each other but also the physical,
social, cultural, and historical contexts in which reading and writing occur (Palmquist et al.,
2022).
Point of View Valuable to the University
Wardle (2017) points out that there is no such thing as writing in general. Professors or
the university cannot teach students to write once and for all. Writing, in general, is not just a
harmless myth but a dangerous idea that requires it to die since it damages students and frustrates
professors. The moment professors remember that there is no writing in general and no magic
formula can assist writing well in all situations. They are more likely to apply what students
know effectively from prior writing situations. This is because professors will be aware of the
new context, be on the lookout for examples, and be willing to admit that challenges and practice
forms part of learning to write in a new situation. Understanding that there is no such thing as
writing, in general, permits writers to keep learning, fail, and engage in new kinds of writing in
new situations.

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Universities and professors should guide the students in writing as inquiry and thinking.
The first threshold is that writing is a knowledge-making activity. It represents a way to make
new meaning. The strongest inquiry questions seek complexity, focus on a specific area, and use
specific disciplinary terms. Posing questions that matter in academic writing reveals how
satisfying writing can be. The second threshold concept points out that writing is a cognitive
activity. Understanding and accepting the concept that writing is the same as thinking insinuates
that it is only in writing that people make sense of the evidence they collect from research.
Besides, facts collected from research do not serve as evidence until something is done with it in
writing. Therefore, professors must begin with strong inquiry inquiries and look for the best
sources of evidence to answer them.
Although professional and capable writers seem to write effortlessly, writing represents
hard labor and sometimes anguishes. Thus, clearly understanding that writing is abnormal will
make professors less likely to criticize what students produce relentlessly. The perception that
professors are born writers and can always produce correct prose is a mirage. Thus, every new
writing context requires new ornamental mastery. Writing is not only a cognitive activity but
also requires metacognition. Writers must understand their choices and explain why they chose
to do certain things in writing. Also, the familiarity that writing is an unnatural activity requires
working at revising content, reasoning, and structure before endeavoring to edit sentence-level
issues like punctuation and grammar.

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References
Bernstein, s., & lowry, e. (2022). 5.6: The Five-Paragraph Essay Transmits Knowledge.
Humanities LibreTexts. Retrieved 25 August 2022, from
https://human.libretexts.org/Bookshelves/Composition/Specialized_Composition/Book%
3A_Bad_Ideas_About_Writing_(Ball_and_Loewe)/05%3A_Bad_Ideas_About_Genres/5.
06%3A_The_Five-Paragraph_Essay_Transmits_Knowledge.
palmquist, m., Guides, W., & Situations, U. (2022). Understanding Writing Situations - The
WAC Clearinghouse. Wac.colostate.edu. Retrieved 25 August 2022, from
https://wac.colostate.edu/resources/writing/guides/writing-situations/.
Wardle, E. (2017). You Can Learn to Write in General. Mtsu.pressbooks.pub. Retrieved 25
August 2022, from https://mtsu.pressbooks.pub/1020mtsu/chapter/you-can-learn-towrite-in-general/.
Warner, j. (2022). The High School/College Writing Classroom Disconnect by John Warner –
Writing Across the Curriculum. Wac.gmu.edu. Retrieved 25 August 2022, from
https://wac.gmu.edu/the-high-schoolcollege-writing-classroom-disconnect-by-johnwarner/.
Werder, c. (2017). Cedar.wwu.edu. Retrieved 25 August 2022, from
https://cedar.wwu.edu/cgi/viewcontent.cgi?httpsredir=1&article=1009&context=research
_process.

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