*Citation will be in MLA format*
- Citation: Writing Spaces: Readings on Writing, Volume 1. Parlor Press, 2010.
Summary/Description –
- An essay, relevant to a “How to” or “For dummies”, deciphers the 7 myths all writers experience when approaching a pen and paper. Myths such as : non-existential single route to writing, the time is now concept, first drafts aren’t perfect, effort is key as a writer, simplicity is always admired even in your diction, etc. Developing your “writer’s sense” to compose a 3 dimensional work, similar as to speech is the purpose of writing. Incorporating research in writing will successfully satisfy your argument.
Evaluation
- Through use of ethos, the narrator appeals to the audience as an experienced freshman in college that, ultimately, became an English professor teaching for years in this subject. This text perfectly breaks down the main myths “newbies” encounter with writing, and guides all writers, experienced or not, to improve on to a piece of work. It definitely explained the purpose of writing, to be three dimension as if you are having a conversation, incorporating concepts such as: your audience, theme of the text, time period in which it takes place, etc. A skill to improve on is researching, a key skill to an endless improvement on my writing.
2. Citation : Rothman, Joshua. “Why Is Academic Writing So Academic?” The New Yorker, The New Yorker, 18 June 2017, www.newyorker.com/books/page-turner/why-is-academic-writing-so-academic. Accessed 25 Sept. 2017.
Summary/Description
- The text is spoken through the experience of a college graduate taken an ‘American Literature’ course. It emphasizes the purpose of ‘Academic writing’ as having a life of it’s own, a contradicting relationship that balances out. For example, dry but also clever, faceless but also persuasive. There is a sharp difference between a written work from a friendly journalist and an academic writer. The gap between academic writer and journalistic writer is going from being flexible and articulate, to rigid and conceptually pleasing only to a minimal population of academic writers.
Evaluation
- The text initiates using ethos, conversing about a time and place where he experienced a writing criticism. It’s as if his own writing is suppose to be self-explanatory, according to the concepts he mentions, ‘academic writing’ is complex but simple. Academic writing is changing as technology is improving, becoming more versatile, as to simply being on paper. There existence of twitter and blogs allow space for writing to become revolutionized, and taken to different ‘playing field.’ This text can support a thesis of the contradicting ‘playing fields’ of writing, one that’s conservatively antique to modern and revolutionized. An expansion in academia, as this text will say, can only renovate academic writing to new forms.
3) Citation:
George Orwell: Why I Write, www.resort.com/~prime8/Orwell/whywrite.html. Accessed 25 Sept. 2017.
Summary/Description
- Written during the year 1947, the evaluation of child’s writing to an armature writing is a simple elimination of imagination, and more of an interpretation of perspectives. Academic writing during different stages of a human life becomes complex, more figurative and less implicit. To sketch out as little as the environment is essential to progressive academic writing. The concept of sheer egoism explains how a writers purpose to lively freely rather than to satisfy a certain audience, allows for innovative forms of writing, ones that make a writer proud. Aesthetic enthusiasm is the motive of writer to organize his diction for the appeal of his work. Another motive for writers is a political purpose, a call to action and a persuasion to their audience’s beliefs. Such writers focusing on aesthetics are pamphleteers.
Evaluation
- The text explains how academic writing cant please all, and knowing your audience is critical. Narrated through a man through that argues the different standards for academic writing as a human approach their different stages in aging. A comparative concept between youthful writing and senior writing, helps out on an argument about maturing your motives as you age, and electing certain stances that all writers tend to remain constant on their writing.