{"id":2097,"date":"2020-05-29T18:57:01","date_gmt":"2020-05-29T18:57:01","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/?post_type=chapter&#038;p=2097"},"modified":"2022-07-12T17:45:55","modified_gmt":"2022-07-12T17:45:55","slug":"what-is-academic-writing","status":"web-only","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/chapter\/what-is-academic-writing\/","title":{"raw":"Characteristics of academic writing","rendered":"Characteristics of academic writing"},"content":{"raw":"<header><\/header><header class=\"mt-content-header\">\r\n<div class=\"mt-author-container\"><\/div>\r\n<\/header><aside id=\"mt-toc-container\" class=\"mt-toggle-container\">\r\n<h2 class=\"editable\">Speaking versus Writing<\/h2>\r\n<\/aside><section class=\"mt-content-container\">\r\n<div id=\"section_1\" class=\"mt-section\">\r\n<p class=\"mt-indent-1\">The biggest\u00a0problem\u00a0 in first-year\u00a0writers is a poor sense of the writing situation in general. To\u00a0illustrate this problem, let\u2019s look at the difference between speaking and writing. When we speak, we inhabit the communication situation bodily in three dimensions, but in writing we are confined within the two-dimensional setting of the flat page (though writing for the web\u2014or multimodal writing\u2014is changing all that).<\/p>\r\n\r\n<ul>\r\n \t<li>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Key Takeaway<\/h3>\r\n<ul>\r\n \t<li>\r\n<h2>Writing resembles having a blindfold over our eyes and our hands tied behind our backs: we can\u2019t see exactly whom we\u2019re talking to or where we are.<\/h2>\r\n<\/li>\r\n \t<li>\r\n<h2>Separated from our audience in place and time, we imaginatively have to create this context.<\/h2>\r\n<\/li>\r\n \t<li>\r\n<h2>Our words on the page are silent, so we must use punctuation and word choice to communicate our tone.<\/h2>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<span style=\"font-size: 1rem; text-align: initial;\"><strong>We can\u2019t see our audience to gauge how our communication is being received or if there will be some kind of response.<\/strong> It\u2019s the same space we share right now as you read this essay. Novice writers often write as if they were mumbling to themselves in the corner with no sense that their writing will be read by a reader or any sense of the context within which their communication will be received. What\u2019s the moral here?<\/span><\/li>\r\n<\/ul>\r\n<div class=\"note1\">\r\n<p class=\"boxtitle\"><strong>TIP:<\/strong> Developing your <strong>\u201cwriter\u2019s sense\u201d<\/strong> about communicating within the writing situation is the most important thing you should learn in freshman composition. What is this \"writing situation?\" This situation is explained further in detail elsewhere and consists of:<\/p>\r\n\r\n<ul>\r\n \t<li>\r\n<div class=\"textbox\">\r\n<ul>\r\n \t<li>\r\n<h2>knowing your audience<\/h2>\r\n<\/li>\r\n \t<li>\r\n<h2>knowing the occasion or context<\/h2>\r\n<\/li>\r\n \t<li>\r\n<h2>conveying the message clearly<\/h2>\r\n<\/li>\r\n \t<li>\r\n<h2>understanding the formats and genres<\/h2>\r\n<\/li>\r\n<\/ul>\r\n<\/div>\r\n<span style=\"font-size: 1rem; text-align: initial;\">Developing your <strong>\u201cwriter\u2019s sense\u201d<\/strong> about communicating within the writing situation is the most important thing you should learn in freshman composition. Figure 1, below, depicting\u00a0the writing situation, presents a wonderful image describing all the complexities involved in the writing situation.<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<div id=\"section_2\" class=\"mt-section\">\r\n<h2 class=\"editable\">Looking More Closely at the \u201cAcademic Writing\u201d Situation<\/h2>\r\nWriting in college is a fairly specialized writing situation, and it has developed its own codes and conventions that you need to have a keen awareness of if you are going to write successfully in college. Let\u2019s break down the writing situation in college: Who\u2019s your audience? Primarily the professor and possibly your classmates (though you may be asked to include a secondary outside audience). What\u2019s the occasion or context? An assignment given by the teacher within a learning context and designed to have you learn and demonstrate your learning. What\u2019s your message? It will be your learning or the interpretation gained from your study of the subject matter. What\u2019s your purpose? To show your learning and get a good grade (or to accomplish the goals of the writing assignment). What documents\/ genres are used? The essay is the most frequent type of document used. So far, this list looks like nothing new. You\u2019ve been writing in school toward teachers for years. What\u2019s different in college?\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"section_3\" class=\"mt-section\">\r\n<h2 class=\"editable\">Common Academic Writing Myths<\/h2>\r\nStudents are often stymied by myths they have adopted throughout their schooling about writing, especially academic writing. All the myths listed below result in problematic writing.\r\n<div id=\"section_4\" class=\"mt-section\">\r\n<h3 class=\"editable\">Myth #1:<\/h3>\r\nThe \u201cPaint by Numbers\u201d myth. Some writers believe they must perform certain steps in a particular order to write \u201ccorrectly.\u201d\u00a0<strong>Truth:\u00a0<\/strong>Rather than being a lock-step linear process, writing is \u201crecursive.\u201d That means we cycle through and repeat the various activities of the writing process many times as we write.\r\n\r\n<\/div>\r\n<div id=\"section_5\" class=\"mt-section\">\r\n<h3 class=\"editable\">Myth #2:<\/h3>\r\nWriters only start writing when they have everything figured out.\u00a0<strong>Truth:\u00a0<\/strong>Writing is not like putting away ironed and folded clothing.\u00a0Writers figure out much of what they want to write as they write it. Rather than waiting, get some writing on the page\u2014even with gaps or problems. You can come back to patch up rough spots.\r\n\r\n<\/div>\r\n<div id=\"section_6\" class=\"mt-section\">\r\n<h3 class=\"editable\">Myth #3:<\/h3>\r\nPerfect the first draft.\u00a0<strong>Truth:\u00a0<\/strong>We put unrealistic expectations on early drafts, either by focusing too much on the impossible task of making them perfect (which can limit the development of our ideas), or by making too little effort because we don\u2019t care or know about their inevitable problems. Nobody writes perfect first drafts; polished writing takes lots of revision.\r\n\r\n<\/div>\r\n<div id=\"section_7\" class=\"mt-section\">\r\n<h3 class=\"editable\">Myth #4:<\/h3>\r\nSome have got it; I don\u2019t\u2014the genius fallacy.\u00a0<strong>Truth:\u00a0<\/strong>When you see your writing ability as something fixed or out of your control (as if it were in your genetic code), then you won\u2019t believe you can improve as a writer\u00a0and are likely not to make any efforts in that direction. With effort and study, you can improve as a writer. I promise.\r\n\r\n<\/div>\r\n<div id=\"section_8\" class=\"mt-section\">\r\n<h3 class=\"editable\">Myth #5:<\/h3>\r\nGood grammar is good writing.\u00a0<b>Truth:\u00a0<\/b>When people say \u201cI can\u2019t write,\u201d what they often mean is that they have problems with grammatical correctness. Writing, however, is about more than just grammatical correctness. Good writing is a matter of achieving a\u00a0desired effect upon an intended audience. Plus, as we saw in myth #3, no one writes perfect first drafts. Finally, there is no point in having great grammar if you aren't saying anything worth saying with your writing.\r\n\r\n<\/div>\r\n<div id=\"section_9\" class=\"mt-section\">\r\n<h3 class=\"editable\">Myth #6:<\/h3>\r\nThe Five Paragraph Essay. Some\u00a0say,\u00a0avoid it at all costs;\u00a0while others believe no other way to write exists.\u00a0<strong>Truth:\u00a0<\/strong>With an introduction, three supporting paragraphs, and a conclusion, the five paragraph essay is a format you should know, but one which you will outgrow. You\u2019ll have to gauge every writing assignment to see whether, and how, this format is useful for you.\r\n\r\n<\/div>\r\n<div id=\"section_10\" class=\"mt-section\">\r\n<h3 class=\"editable\">Myth #7:<\/h3>\r\nNever use \u201cI\u201d.\u00a0<strong>Truth:\u00a0<\/strong>Adopting this formal stance of objectivity implies a distrust (almost fear) of informality and often leads to artificial, puffed-up prose. Although some writing situations will call on you to avoid using \u201cI\u201d (for example, a lab report), much college writing can be done in a middle, semi-formal style where it is ok to use \u201cI.\u201d\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"section_11\" class=\"mt-section\">\r\n<h2 class=\"editable\">College Writing Assignments: What's Expected<\/h2>\r\nWe've seen how college assignments have different expectations than high school assignments, but what about writing assignments specifically? How is college academic writing different from grade school essays?\u00a0Lee Ann Carroll, a professor at Pepperdine University, performed a study of student writing in college and had this description of the kind of writing you will be doing in college:\u00a0<em><strong>What are usually called \u2018writing assignments\u2019 in college might more accurately be called \u2018literacy tasks\u2019 because they require much more than the ability to construct correct sentences or compose neatly organized paragraphs with topic sentences. . . . Projects calling for high levels of critical literacy in college typically require knowledge of research skills, ability to read complex texts, understanding of key disciplinary concepts, and strategies for synthesizing, analyzing, and responding critically to new information, usually within a limited time frame.<\/strong><\/em>\r\n\r\nAcademic writing is always a form of evaluation that asks you to demonstrate knowledge and show proficiency with certain disciplinary skills of thinking, interpreting, and presenting. Writing the paper is never \u201cjust\u201d the writing part. To be successful in this kind of writing, you must be completely aware of what the professor expects you to do and accomplish\u00a0with that particular writing task. For a moment, let\u2019s explore more deeply the elements of the\u00a0college writing \u201cliteracy task.\u201d\r\n<div id=\"section_12\" class=\"mt-section\">\r\n<h2 class=\"editable\">Knowledge of Research Skills<\/h2>\r\nIn school,\u00a0research has perhaps meant checking on Google and Wikipedia.\u00a0College, however, will require you to search for and find\u00a0more in-depth information. You\u2019ll need to know how to find information in the library, especially what is available from online databases that contain scholarly articles. Researching is also a process, so you\u2019ll need to learn how to focus and direct a research project and how to keep track of all your source information. Realize that researching represents a crucial component of most college writing assignments, and you will need to devote lots of time to researching.\r\n\r\n<\/div>\r\n<div id=\"section_13\" class=\"mt-section\">\r\n<h2 class=\"editable\">The Ability to Read Complex Texts<\/h2>\r\nWhereas your previous writing in school might have been based on your experiences, college writing typically asks you to write on unfamiliar topics. Whether you\u2019re reading your textbook, a short story, or scholarly articles from research, your ability to write well will be based upon the quality of your reading. In addition to reading attentively, you\u2019ll need to think critically as you read:\u00a0separating fact from opinion, recognizing biases and assumptions, and making inferences. Inferences are how we, as readers, connect the dots: an inference is a belief (or statement) about something unknown made on the basis of something known. You smell smoke; you infer fire. Inferences are conclusions or interpretations that we arrive at, based upon the known factors we discover from our reading. When you, then, write to argue for these interpretations, your\u00a0job is to get\u00a0readers to make the same inferences you have made.\r\n\r\n<\/div>\r\n<div id=\"section_14\" class=\"mt-section\">\r\n<h2 class=\"editable\">The Understanding of Key Disciplinary Concepts<\/h2>\r\nEach discipline whether it is English, Psychology, or History has its own key concepts (ideas), and language, for describing their specific ways of understanding the world. What Is \u201cAcademic\u201d Writing?\u00a0Don\u2019t kid yourself that your professors\u2019 writing assignments are asking for your opinion on the topic\u00a0from just your experience. They want to see you apply and use in your writing the\u00a0concepts you've read about. This is called text-based writing. Though different from a multiple-choice exam, academic writing also requires you to demonstrate your learning. So whatever writing assignment you receive, inspect it closely for what concepts it asks you to bring into your writing.\r\n\r\n<\/div>\r\n<div id=\"section_15\" class=\"mt-section\">\r\n<h2 class=\"editable\">Strategies for Synthesizing, Analyzing, and Responding Critically to New Information<\/h2>\r\nTo organize your research, you need to develop the skill of a seasoned traveler who can be dropped in any city in\u00a0the world and is able to navigate his way. Each writing assignment asks you to navigate through a new terrain of information, so you must develop ways to grasp\u00a0new subject matter in order, and then to use it in your writing. We have already seen the importance of reading and researching for these literacy tasks, but after finding\u00a0the information, you will need to learn ways of sorting and finding meaningful patterns in this information.\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"section_16\" class=\"mt-section\">\r\n<h2 class=\"editable\">College Assignments\u00a0&amp; the Cognitive Domain of Learning<\/h2>\r\nThe cognitive domain of learning is divided into six main learning-skill levels, or learning-skill stages, which are arranged hierarchically\u2014moving from the simplest of functions like remembering and understanding, to more complex learning skills, like applying and analyzing, to the most complex skills\u2014evaluating and creating. The lower levels are more straightforward and fundamental, and the higher levels are more sophisticated.\u00a0College assignments require you to work at the higher levels. See Figure 1, below.\r\n\r\n<strong>Figure 1: The New Version of Bloom's Taxonomy<\/strong>\r\n\r\n&nbsp;\r\n\r\n<img class=\"alignnone\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/605\/2016\/09\/16215514\/bloom.png\" alt=\"Bloom's Taxonomy triangle chart. From the bottom to the top: Remembering, Understanding, Applying, Analyzing, Evaluating, and finally Creating is at the top..\" width=\"600\" height=\"409\" \/>\r\n\r\nSource: \u201cA Social Model of Writing.\u201d Writing@CSU. 2010. Web. 10 March 2010. Used by permission from Mike Palmquist.\r\n<h2>The following\u00a0table describes\u00a0the six main skill sets within the cognitive domain.<\/h2>\r\n<p class=\"mt-align-center\"><b>Table 2.2: Main Skill Sets within the Cognitive Domain<\/b><\/p>\r\n\r\n<table>\r\n<thead>\r\n<tr>\r\n<th>MAIN SKILL LEVELS WITHIN THE COGNITIVE DOMAIN<\/th>\r\n<th>DESCRIPTION<\/th>\r\n<th>EXAMPLES OF RELATED LEARNING SKILLS (specific actions related to the skill set)<\/th>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td>\r\n<h2><strong>Remembering<\/strong><\/h2>\r\n<\/td>\r\n<td>When you are skilled in remembering, you can recognize or recall knowledge you\u2019ve already gained, and you can use it to produce or retrieve or recite definitions, facts, and lists.\u00a0<em>Remembering may be how you studied in grade school or high school, but college will require you to do more with the information.<\/em><\/td>\r\n<td>identify \u00b7 relate \u00b7 list \u00b7 \u00a0define \u00b7 recall \u00b7 memorize \u00b7 repeat \u00b7 record \u00b7 name<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>\r\n<h2><strong>Understanding<\/strong><\/h2>\r\n<\/td>\r\n<td>Understanding is the ability to grasp or construct meaning from oral, written, and graphic messages.\u00a0<em>Each college course will introduce you to new concepts, terms, processes, and functions. Once you gain a firm understanding of new information, you\u2019ll find it easier, perhaps later, to comprehend how or why something works.<\/em><\/td>\r\n<td>restate \u00b7 locate \u00b7 report \u00b7 recognize \u00b7 explain \u00b7 express \u00b7 identify \u00b7 discuss \u00b7 describe \u00b7 discuss \u00b7 review \u00b7 infer \u00b7 illustrate \u00b7 interpret \u00b7 draw \u00b7 represent \u00b7 differentiate \u00b7 conclude<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>\r\n<h2>Applying<\/h2>\r\n<\/td>\r\n<td>When you apply, you use learned material (or you implement the material) in new and concrete situations.\u00a0<em>In college you will be tested or assessed on what you\u2019ve learned in the previous levels. You will be asked to solve problems in new situations by applying understanding in new ways. You may need to relate abstract ideas to practical situations.<\/em><\/td>\r\n<td>apply \u00b7 relate \u00b7 develop \u00b7 translate \u00b7 use \u00b7 operate \u00b7 organize \u00b7 employ \u00b7 restructure \u00b7 interpret \u00b7 demonstrate \u00b7 illustrate \u00b7 practice \u00b7 calculate \u00b7 show \u00b7 exhibit \u00b7 dramatize<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>\r\n<h2>Analyzing<\/h2>\r\n<\/td>\r\n<td>When you analyze, you have the ability to break down or distinguish the parts of material into its components, so that its organizational structure may be better understood.\u00a0<em>At this level, you will have a clearer sense that you comprehend the content well. You will be able to answer questions such as what if, or why, or how something would work.<\/em><\/td>\r\n<td>analyze \u00b7 compare \u00b7 probe \u00b7 inquire \u00b7 examine \u00b7 contrast \u00b7 categorize \u00b7 differentiate \u00b7 contrast \u00b7 investigate \u00b7 detect \u00b7 survey \u00b7 classify \u00b7 deduce \u00b7 experiment \u00b7 scrutinize \u00b7 discover \u00b7 inspect \u00b7 dissect \u00b7 discriminate \u00b7 separate<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>\r\n<h2>Evaluating<\/h2>\r\n<\/td>\r\n<td>With skills in evaluating, you are able to judge, check, and even critique the value of material for a given purpose.\u00a0<em>At this level in college you will be able to think critically, Your understanding of a concept or discipline will be profound. You may need to present and defend opinions.<\/em><\/td>\r\n<td>judge \u00b7 assess \u00b7 compare \u00b7 evaluate \u00b7 conclude \u00b7 measure \u00b7 deduce \u00b7 argue \u00b7 decide \u00b7 choose \u00b7 rate \u00b7 select \u00b7 estimate \u00b7 validate \u00b7 consider \u00b7 appraise \u00b7 value \u00b7 criticize \u00b7 infer<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>\r\n<h2>Creating<\/h2>\r\n<\/td>\r\n<td>With skills in creating, you are able to put parts together to form a coherent or unique new whole. You can reorganize elements into a new pattern or structure through generating, planning, or producing.\u00a0<em>Creating requires originality and inventiveness. It brings together all levels of learning to theorize, design, and test new products, concepts or functions.<\/em><\/td>\r\n<td>compose \u00b7 produce \u00b7 design \u00b7 assemble \u00b7 create \u00b7 prepare \u00b7 predict \u00b7 modify \u00b7 plan \u00b7 invent \u00b7 formulate \u00b7 collect \u00b7 generalize \u00b7 document combine \u00b7 relate \u00b7 propose \u00b7 develop \u00b7 arrange \u00b7 construct \u00b7 organize \u00b7 originate \u00b7 derive \u00b7 write \u00b7 propose<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThe following\u00a0video from the Center for Learning Success at the Louisiana State University discusses\u00a0Bloom\u2019s taxonomy learning levels with regard to student success in college.\r\n\r\nAs we look at patterns of thought, we can also think about <strong>the power of thought.<\/strong> As a result of many amazing and potent research and discoveries, the scientific community is learning a great deal about how plastic, malleable, and constantly changing the brain is. For example, the act of thinking\u2014<em>just<\/em>\u00a0thinking\u2014can affect not only the way your brain works but also its physical shape and structure. The following video explores some of these discoveries, which relate to all the thinking and thoughts involved in college success.\r\n<h2>The Power of Thought: Video Explanation<\/h2>\r\n[embed]https:\/\/www.youtube.com\/watch?v=-v-IMSKOtoE[\/embed]\r\n\r\n<\/div>\r\n<div id=\"section_17\" class=\"mt-section\"><\/div>\r\n<\/section>\r\n<ul>\r\n \t<li class=\"mt-author-programname\">\r\n<div class=\"textbox\"><section class=\"mt-content-container\">\r\n<div id=\"section_17\" class=\"mt-section\">\r\n<h2 class=\"editable\">Contributors<\/h2>\r\nCC LICENSED CONTENT,\u00a0ORIGINAL:\r\n<ul>\r\n \t<li>Revision, Adaptation, and Original Content.\u00a0<b>Provided by:\u00a0<\/b>Libretexts.\u00a0<b>License:\u00a0<\/b>CC BY-SA 4.0: Attribution.<\/li>\r\n<\/ul>\r\nCC LICENSED CONTENT, SHARED PREVIOUSLY:\r\n<ul>\r\n \t<li>Adapted from\u00a0<a class=\"link-https\" href=\"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/\" target=\"_blank\" rel=\"external nofollow noopener\">College Writing<\/a>.\u00a0<strong>Authored by:<\/strong>\u00a0Susan Oaks.\u00a0<strong>Provided by:<\/strong>\u00a0Lumen Learning.\u00a0<strong>Located at:\u00a0<\/strong><a class=\"link-https\" href=\"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/<\/a>\u00a0<strong>License:<\/strong>\u00a0<a class=\"link-https\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\" target=\"_blank\" rel=\"external nofollow noopener\"><u>CC BY-NC-SA<\/u><\/a><\/li>\r\n \t<li>Adapted from<a href=\"https:\/\/human.libretexts.org\/Bookshelves\/Composition\/Book%3A_Writing_for_Success\" rel=\"internal\">\u00a0Writing for Success<\/a>.\u00a0<strong>Authored and provided by:<\/strong>\u00a0The Saylor Foundation.\u00a0<strong>Located at:\u00a0<\/strong><a href=\"https:\/\/human.libretexts.org\/Bookshelves\/Composition\/Book%3A_Writing_for_Success\" rel=\"internal\">https:\/\/human.libretexts.org\/Bookshelves\/Composition\/Book:_Writing_for_Success<\/a><strong>\u00a0License:<\/strong><a class=\"link-https\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/\" target=\"_blank\" rel=\"external nofollow noopener\">\u00a0<u>CC-NC-SA 3.0<\/u><\/a><\/li>\r\n \t<li>Adapted from\u00a0<a class=\"link-https\" title=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/\" href=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/\" target=\"_blank\" rel=\"external nofollow noopener\">College Success<\/a>.\u00a0<strong>Provided by:\u00a0<\/strong>Lumen Learning.\u00a0<strong>Located at:\u00a0<\/strong><a class=\"link-https\" href=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/<\/a>.\u00a0<strong>License:<\/strong>\u00a0<u><a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"license noopener\">CC BY:\u00a0<\/a><\/u><u><a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"license noopener\">Attribution<\/a><\/u><\/li>\r\n \t<li>Adapted from\u00a0<a class=\"link-https\" title=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/chapter\/patterns-of-thought\/\" href=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/chapter\/patterns-of-thought\/\" target=\"_blank\" rel=\"external nofollow noopener\">Patterns of Thought<\/a>.\u00a0<strong>Provided<\/strong>\u00a0<strong>by:\u00a0<\/strong>Lumen Learning.\u00a0<strong>Located at:\u00a0<\/strong><a class=\"link-https\" href=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/chapter\/patterns-of-thought\/\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/chapter\/patterns-of-thought\/<\/a>.\u00a0<strong>License:<\/strong>\u00a0<u><a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"license noopener\">CC BY: Attribution<\/a>.<\/u><\/li>\r\n \t<li>Adapted from \"<a class=\"link-https\" title=\"https:\/\/writingspaces.org\/sites\/default\/files\/irvin--what-is-academic-writing.pdf\" href=\"https:\/\/writingspaces.org\/sites\/default\/files\/irvin--what-is-academic-writing.pdf\" target=\"_blank\" rel=\"external nofollow noopener\">What is Academic Writing<\/a>?.\"\u00a0<strong>Authored\u00a0by:<\/strong>\u00a0L. Lennie Irwin.\u00a0<strong>License:\u00a0<\/strong><a class=\"link-https\" title=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/\" target=\"_blank\" rel=\"external nofollow noopener\">CC-BY-NC-SA<\/a>.<\/li>\r\n<\/ul>\r\nALL\u00a0RIGHTS\u00a0RESERVED\u00a0CONTENT:\r\n<ul>\r\n \t<li>\u201cA Social Model of Writing.\u201d\u00a0<strong>Authored by:\u00a0<\/strong>Writing@CSU. 2010. Web. 10 March 2010.\u00a0<strong>Located at:\u00a0<\/strong><a class=\"link-https\" href=\"https:\/\/writing.colostate.edu\/guides\/page.cfm?pageid=11&amp;guideid=3\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/writing.colostate.edu\/guides\/page.cfm?pageid=11&amp;guideid=3<\/a>.\u00a0Used by permission from Mike Palmquist.<\/li>\r\n \t<li>Bloom's Taxonomy.\u00a0<strong>Authored by:\u00a0<\/strong>Louisiana State University Center for Academic Success.\u00a0<strong>Located at:<\/strong>\u00a0<a class=\"link-https\" href=\"https:\/\/www.youtube.com\/watch?v=Qfp3x_qx5IM\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/www.youtube.com\/watch?v=Qfp3x_qx5IM<\/a>.\u00a0<strong>License:\u00a0<\/strong><em>All Rights Reserved.\u00a0<\/em><strong>License Terms:\u00a0<\/strong>Standard YouTube License.<\/li>\r\n \t<li>The Scientific Power of Thought.\u00a0<strong>Authored by:\u00a0<\/strong>AsapSCIENCE.\u00a0<strong>Located at:\u00a0<\/strong><a class=\"link-https\" href=\"https:\/\/www.youtube.com\/watch?v=-v-IMSKOtoE\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/www.youtube.com\/watch?v=-v-IMSKOtoE<\/a>.\u00a0<strong>License:\u00a0<\/strong><em>All Rights Reserved.<\/em><strong>\u00a0License Terms:\u00a0<\/strong>Standard YouTube License.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/section><footer class=\"elm-content-footer\">\r\n<ol class=\"elm-meta-data elm-meta-article-navigation\">\r\n \t<li class=\"elm-back-to-top\" style=\"list-style-type: none;\"><\/li>\r\n<\/ol>\r\n<div class=\"elm-article-feedback\">\r\n<div class=\"mt-feedback-rating-container\"><\/div>\r\n<\/div>\r\n<\/footer>\r\n<ul>\r\n \t<li class=\"mt-author-information\"><span class=\"mt-author-written\">Contributed by\u00a0<\/span>Athena Kashyap &amp; Erika Dyquisto<\/li>\r\n \t<li class=\"mt-author-companyname\"><a href=\"https:\/\/www.ccsf.edu\/\" target=\"_blank\" rel=\"external noopener\">City College of San Francisco<\/a><\/li>\r\n \t<li class=\"mt-author-programname\"><span class=\"mt-author-written\">Sourced from\u00a0<\/span><a href=\"https:\/\/www.asccc.org\/directory\/open-educational-resources-initiative-oeri\" target=\"_blank\" rel=\"external noopener\">ASCCC Open Educational Resources Initiative<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n&nbsp;<\/li>\r\n<\/ul>","rendered":"<header><\/header>\n<header class=\"mt-content-header\">\n<div class=\"mt-author-container\"><\/div>\n<\/header>\n<aside id=\"mt-toc-container\" class=\"mt-toggle-container\">\n<h2 class=\"editable\">Speaking versus Writing<\/h2>\n<\/aside>\n<section class=\"mt-content-container\">\n<div id=\"section_1\" class=\"mt-section\">\n<p class=\"mt-indent-1\">The biggest\u00a0problem\u00a0 in first-year\u00a0writers is a poor sense of the writing situation in general. To\u00a0illustrate this problem, let\u2019s look at the difference between speaking and writing. When we speak, we inhabit the communication situation bodily in three dimensions, but in writing we are confined within the two-dimensional setting of the flat page (though writing for the web\u2014or multimodal writing\u2014is changing all that).<\/p>\n<ul>\n<li>\n<div class=\"textbox key-takeaways\">\n<h3>Key Takeaway<\/h3>\n<ul>\n<li>\n<h2>Writing resembles having a blindfold over our eyes and our hands tied behind our backs: we can\u2019t see exactly whom we\u2019re talking to or where we are.<\/h2>\n<\/li>\n<li>\n<h2>Separated from our audience in place and time, we imaginatively have to create this context.<\/h2>\n<\/li>\n<li>\n<h2>Our words on the page are silent, so we must use punctuation and word choice to communicate our tone.<\/h2>\n<\/li>\n<\/ul>\n<\/div>\n<p><span style=\"font-size: 1rem; text-align: initial;\"><strong>We can\u2019t see our audience to gauge how our communication is being received or if there will be some kind of response.<\/strong> It\u2019s the same space we share right now as you read this essay. Novice writers often write as if they were mumbling to themselves in the corner with no sense that their writing will be read by a reader or any sense of the context within which their communication will be received. What\u2019s the moral here?<\/span><\/li>\n<\/ul>\n<div class=\"note1\">\n<p class=\"boxtitle\"><strong>TIP:<\/strong> Developing your <strong>\u201cwriter\u2019s sense\u201d<\/strong> about communicating within the writing situation is the most important thing you should learn in freshman composition. What is this &#8220;writing situation?&#8221; This situation is explained further in detail elsewhere and consists of:<\/p>\n<ul>\n<li>\n<div class=\"textbox\">\n<ul>\n<li>\n<h2>knowing your audience<\/h2>\n<\/li>\n<li>\n<h2>knowing the occasion or context<\/h2>\n<\/li>\n<li>\n<h2>conveying the message clearly<\/h2>\n<\/li>\n<li>\n<h2>understanding the formats and genres<\/h2>\n<\/li>\n<\/ul>\n<\/div>\n<p><span style=\"font-size: 1rem; text-align: initial;\">Developing your <strong>\u201cwriter\u2019s sense\u201d<\/strong> about communicating within the writing situation is the most important thing you should learn in freshman composition. Figure 1, below, depicting\u00a0the writing situation, presents a wonderful image describing all the complexities involved in the writing situation.<\/span><\/li>\n<\/ul>\n<\/div>\n<div id=\"section_2\" class=\"mt-section\">\n<h2 class=\"editable\">Looking More Closely at the \u201cAcademic Writing\u201d Situation<\/h2>\n<p>Writing in college is a fairly specialized writing situation, and it has developed its own codes and conventions that you need to have a keen awareness of if you are going to write successfully in college. Let\u2019s break down the writing situation in college: Who\u2019s your audience? Primarily the professor and possibly your classmates (though you may be asked to include a secondary outside audience). What\u2019s the occasion or context? An assignment given by the teacher within a learning context and designed to have you learn and demonstrate your learning. What\u2019s your message? It will be your learning or the interpretation gained from your study of the subject matter. What\u2019s your purpose? To show your learning and get a good grade (or to accomplish the goals of the writing assignment). What documents\/ genres are used? The essay is the most frequent type of document used. So far, this list looks like nothing new. You\u2019ve been writing in school toward teachers for years. What\u2019s different in college?<\/p>\n<\/div>\n<\/div>\n<div id=\"section_3\" class=\"mt-section\">\n<h2 class=\"editable\">Common Academic Writing Myths<\/h2>\n<p>Students are often stymied by myths they have adopted throughout their schooling about writing, especially academic writing. All the myths listed below result in problematic writing.<\/p>\n<div id=\"section_4\" class=\"mt-section\">\n<h3 class=\"editable\">Myth #1:<\/h3>\n<p>The \u201cPaint by Numbers\u201d myth. Some writers believe they must perform certain steps in a particular order to write \u201ccorrectly.\u201d\u00a0<strong>Truth:\u00a0<\/strong>Rather than being a lock-step linear process, writing is \u201crecursive.\u201d That means we cycle through and repeat the various activities of the writing process many times as we write.<\/p>\n<\/div>\n<div id=\"section_5\" class=\"mt-section\">\n<h3 class=\"editable\">Myth #2:<\/h3>\n<p>Writers only start writing when they have everything figured out.\u00a0<strong>Truth:\u00a0<\/strong>Writing is not like putting away ironed and folded clothing.\u00a0Writers figure out much of what they want to write as they write it. Rather than waiting, get some writing on the page\u2014even with gaps or problems. You can come back to patch up rough spots.<\/p>\n<\/div>\n<div id=\"section_6\" class=\"mt-section\">\n<h3 class=\"editable\">Myth #3:<\/h3>\n<p>Perfect the first draft.\u00a0<strong>Truth:\u00a0<\/strong>We put unrealistic expectations on early drafts, either by focusing too much on the impossible task of making them perfect (which can limit the development of our ideas), or by making too little effort because we don\u2019t care or know about their inevitable problems. Nobody writes perfect first drafts; polished writing takes lots of revision.<\/p>\n<\/div>\n<div id=\"section_7\" class=\"mt-section\">\n<h3 class=\"editable\">Myth #4:<\/h3>\n<p>Some have got it; I don\u2019t\u2014the genius fallacy.\u00a0<strong>Truth:\u00a0<\/strong>When you see your writing ability as something fixed or out of your control (as if it were in your genetic code), then you won\u2019t believe you can improve as a writer\u00a0and are likely not to make any efforts in that direction. With effort and study, you can improve as a writer. I promise.<\/p>\n<\/div>\n<div id=\"section_8\" class=\"mt-section\">\n<h3 class=\"editable\">Myth #5:<\/h3>\n<p>Good grammar is good writing.\u00a0<b>Truth:\u00a0<\/b>When people say \u201cI can\u2019t write,\u201d what they often mean is that they have problems with grammatical correctness. Writing, however, is about more than just grammatical correctness. Good writing is a matter of achieving a\u00a0desired effect upon an intended audience. Plus, as we saw in myth #3, no one writes perfect first drafts. Finally, there is no point in having great grammar if you aren&#8217;t saying anything worth saying with your writing.<\/p>\n<\/div>\n<div id=\"section_9\" class=\"mt-section\">\n<h3 class=\"editable\">Myth #6:<\/h3>\n<p>The Five Paragraph Essay. Some\u00a0say,\u00a0avoid it at all costs;\u00a0while others believe no other way to write exists.\u00a0<strong>Truth:\u00a0<\/strong>With an introduction, three supporting paragraphs, and a conclusion, the five paragraph essay is a format you should know, but one which you will outgrow. You\u2019ll have to gauge every writing assignment to see whether, and how, this format is useful for you.<\/p>\n<\/div>\n<div id=\"section_10\" class=\"mt-section\">\n<h3 class=\"editable\">Myth #7:<\/h3>\n<p>Never use \u201cI\u201d.\u00a0<strong>Truth:\u00a0<\/strong>Adopting this formal stance of objectivity implies a distrust (almost fear) of informality and often leads to artificial, puffed-up prose. Although some writing situations will call on you to avoid using \u201cI\u201d (for example, a lab report), much college writing can be done in a middle, semi-formal style where it is ok to use \u201cI.\u201d<\/p>\n<\/div>\n<\/div>\n<div id=\"section_11\" class=\"mt-section\">\n<h2 class=\"editable\">College Writing Assignments: What&#8217;s Expected<\/h2>\n<p>We&#8217;ve seen how college assignments have different expectations than high school assignments, but what about writing assignments specifically? How is college academic writing different from grade school essays?\u00a0Lee Ann Carroll, a professor at Pepperdine University, performed a study of student writing in college and had this description of the kind of writing you will be doing in college:\u00a0<em><strong>What are usually called \u2018writing assignments\u2019 in college might more accurately be called \u2018literacy tasks\u2019 because they require much more than the ability to construct correct sentences or compose neatly organized paragraphs with topic sentences. . . . Projects calling for high levels of critical literacy in college typically require knowledge of research skills, ability to read complex texts, understanding of key disciplinary concepts, and strategies for synthesizing, analyzing, and responding critically to new information, usually within a limited time frame.<\/strong><\/em><\/p>\n<p>Academic writing is always a form of evaluation that asks you to demonstrate knowledge and show proficiency with certain disciplinary skills of thinking, interpreting, and presenting. Writing the paper is never \u201cjust\u201d the writing part. To be successful in this kind of writing, you must be completely aware of what the professor expects you to do and accomplish\u00a0with that particular writing task. For a moment, let\u2019s explore more deeply the elements of the\u00a0college writing \u201cliteracy task.\u201d<\/p>\n<div id=\"section_12\" class=\"mt-section\">\n<h2 class=\"editable\">Knowledge of Research Skills<\/h2>\n<p>In school,\u00a0research has perhaps meant checking on Google and Wikipedia.\u00a0College, however, will require you to search for and find\u00a0more in-depth information. You\u2019ll need to know how to find information in the library, especially what is available from online databases that contain scholarly articles. Researching is also a process, so you\u2019ll need to learn how to focus and direct a research project and how to keep track of all your source information. Realize that researching represents a crucial component of most college writing assignments, and you will need to devote lots of time to researching.<\/p>\n<\/div>\n<div id=\"section_13\" class=\"mt-section\">\n<h2 class=\"editable\">The Ability to Read Complex Texts<\/h2>\n<p>Whereas your previous writing in school might have been based on your experiences, college writing typically asks you to write on unfamiliar topics. Whether you\u2019re reading your textbook, a short story, or scholarly articles from research, your ability to write well will be based upon the quality of your reading. In addition to reading attentively, you\u2019ll need to think critically as you read:\u00a0separating fact from opinion, recognizing biases and assumptions, and making inferences. Inferences are how we, as readers, connect the dots: an inference is a belief (or statement) about something unknown made on the basis of something known. You smell smoke; you infer fire. Inferences are conclusions or interpretations that we arrive at, based upon the known factors we discover from our reading. When you, then, write to argue for these interpretations, your\u00a0job is to get\u00a0readers to make the same inferences you have made.<\/p>\n<\/div>\n<div id=\"section_14\" class=\"mt-section\">\n<h2 class=\"editable\">The Understanding of Key Disciplinary Concepts<\/h2>\n<p>Each discipline whether it is English, Psychology, or History has its own key concepts (ideas), and language, for describing their specific ways of understanding the world. What Is \u201cAcademic\u201d Writing?\u00a0Don\u2019t kid yourself that your professors\u2019 writing assignments are asking for your opinion on the topic\u00a0from just your experience. They want to see you apply and use in your writing the\u00a0concepts you&#8217;ve read about. This is called text-based writing. Though different from a multiple-choice exam, academic writing also requires you to demonstrate your learning. So whatever writing assignment you receive, inspect it closely for what concepts it asks you to bring into your writing.<\/p>\n<\/div>\n<div id=\"section_15\" class=\"mt-section\">\n<h2 class=\"editable\">Strategies for Synthesizing, Analyzing, and Responding Critically to New Information<\/h2>\n<p>To organize your research, you need to develop the skill of a seasoned traveler who can be dropped in any city in\u00a0the world and is able to navigate his way. Each writing assignment asks you to navigate through a new terrain of information, so you must develop ways to grasp\u00a0new subject matter in order, and then to use it in your writing. We have already seen the importance of reading and researching for these literacy tasks, but after finding\u00a0the information, you will need to learn ways of sorting and finding meaningful patterns in this information.<\/p>\n<\/div>\n<\/div>\n<div id=\"section_16\" class=\"mt-section\">\n<h2 class=\"editable\">College Assignments\u00a0&amp; the Cognitive Domain of Learning<\/h2>\n<p>The cognitive domain of learning is divided into six main learning-skill levels, or learning-skill stages, which are arranged hierarchically\u2014moving from the simplest of functions like remembering and understanding, to more complex learning skills, like applying and analyzing, to the most complex skills\u2014evaluating and creating. The lower levels are more straightforward and fundamental, and the higher levels are more sophisticated.\u00a0College assignments require you to work at the higher levels. See Figure 1, below.<\/p>\n<p><strong>Figure 1: The New Version of Bloom&#8217;s Taxonomy<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/605\/2016\/09\/16215514\/bloom.png\" alt=\"Bloom's Taxonomy triangle chart. From the bottom to the top: Remembering, Understanding, Applying, Analyzing, Evaluating, and finally Creating is at the top..\" width=\"600\" height=\"409\" \/><\/p>\n<p>Source: \u201cA Social Model of Writing.\u201d Writing@CSU. 2010. Web. 10 March 2010. Used by permission from Mike Palmquist.<\/p>\n<h2>The following\u00a0table describes\u00a0the six main skill sets within the cognitive domain.<\/h2>\n<p class=\"mt-align-center\"><b>Table 2.2: Main Skill Sets within the Cognitive Domain<\/b><\/p>\n<table>\n<thead>\n<tr>\n<th>MAIN SKILL LEVELS WITHIN THE COGNITIVE DOMAIN<\/th>\n<th>DESCRIPTION<\/th>\n<th>EXAMPLES OF RELATED LEARNING SKILLS (specific actions related to the skill set)<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>\n<h2><strong>Remembering<\/strong><\/h2>\n<\/td>\n<td>When you are skilled in remembering, you can recognize or recall knowledge you\u2019ve already gained, and you can use it to produce or retrieve or recite definitions, facts, and lists.\u00a0<em>Remembering may be how you studied in grade school or high school, but college will require you to do more with the information.<\/em><\/td>\n<td>identify \u00b7 relate \u00b7 list \u00b7 \u00a0define \u00b7 recall \u00b7 memorize \u00b7 repeat \u00b7 record \u00b7 name<\/td>\n<\/tr>\n<tr>\n<td>\n<h2><strong>Understanding<\/strong><\/h2>\n<\/td>\n<td>Understanding is the ability to grasp or construct meaning from oral, written, and graphic messages.\u00a0<em>Each college course will introduce you to new concepts, terms, processes, and functions. Once you gain a firm understanding of new information, you\u2019ll find it easier, perhaps later, to comprehend how or why something works.<\/em><\/td>\n<td>restate \u00b7 locate \u00b7 report \u00b7 recognize \u00b7 explain \u00b7 express \u00b7 identify \u00b7 discuss \u00b7 describe \u00b7 discuss \u00b7 review \u00b7 infer \u00b7 illustrate \u00b7 interpret \u00b7 draw \u00b7 represent \u00b7 differentiate \u00b7 conclude<\/td>\n<\/tr>\n<tr>\n<td>\n<h2>Applying<\/h2>\n<\/td>\n<td>When you apply, you use learned material (or you implement the material) in new and concrete situations.\u00a0<em>In college you will be tested or assessed on what you\u2019ve learned in the previous levels. You will be asked to solve problems in new situations by applying understanding in new ways. You may need to relate abstract ideas to practical situations.<\/em><\/td>\n<td>apply \u00b7 relate \u00b7 develop \u00b7 translate \u00b7 use \u00b7 operate \u00b7 organize \u00b7 employ \u00b7 restructure \u00b7 interpret \u00b7 demonstrate \u00b7 illustrate \u00b7 practice \u00b7 calculate \u00b7 show \u00b7 exhibit \u00b7 dramatize<\/td>\n<\/tr>\n<tr>\n<td>\n<h2>Analyzing<\/h2>\n<\/td>\n<td>When you analyze, you have the ability to break down or distinguish the parts of material into its components, so that its organizational structure may be better understood.\u00a0<em>At this level, you will have a clearer sense that you comprehend the content well. You will be able to answer questions such as what if, or why, or how something would work.<\/em><\/td>\n<td>analyze \u00b7 compare \u00b7 probe \u00b7 inquire \u00b7 examine \u00b7 contrast \u00b7 categorize \u00b7 differentiate \u00b7 contrast \u00b7 investigate \u00b7 detect \u00b7 survey \u00b7 classify \u00b7 deduce \u00b7 experiment \u00b7 scrutinize \u00b7 discover \u00b7 inspect \u00b7 dissect \u00b7 discriminate \u00b7 separate<\/td>\n<\/tr>\n<tr>\n<td>\n<h2>Evaluating<\/h2>\n<\/td>\n<td>With skills in evaluating, you are able to judge, check, and even critique the value of material for a given purpose.\u00a0<em>At this level in college you will be able to think critically, Your understanding of a concept or discipline will be profound. You may need to present and defend opinions.<\/em><\/td>\n<td>judge \u00b7 assess \u00b7 compare \u00b7 evaluate \u00b7 conclude \u00b7 measure \u00b7 deduce \u00b7 argue \u00b7 decide \u00b7 choose \u00b7 rate \u00b7 select \u00b7 estimate \u00b7 validate \u00b7 consider \u00b7 appraise \u00b7 value \u00b7 criticize \u00b7 infer<\/td>\n<\/tr>\n<tr>\n<td>\n<h2>Creating<\/h2>\n<\/td>\n<td>With skills in creating, you are able to put parts together to form a coherent or unique new whole. You can reorganize elements into a new pattern or structure through generating, planning, or producing.\u00a0<em>Creating requires originality and inventiveness. It brings together all levels of learning to theorize, design, and test new products, concepts or functions.<\/em><\/td>\n<td>compose \u00b7 produce \u00b7 design \u00b7 assemble \u00b7 create \u00b7 prepare \u00b7 predict \u00b7 modify \u00b7 plan \u00b7 invent \u00b7 formulate \u00b7 collect \u00b7 generalize \u00b7 document combine \u00b7 relate \u00b7 propose \u00b7 develop \u00b7 arrange \u00b7 construct \u00b7 organize \u00b7 originate \u00b7 derive \u00b7 write \u00b7 propose<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The following\u00a0video from the Center for Learning Success at the Louisiana State University discusses\u00a0Bloom\u2019s taxonomy learning levels with regard to student success in college.<\/p>\n<p>As we look at patterns of thought, we can also think about <strong>the power of thought.<\/strong> As a result of many amazing and potent research and discoveries, the scientific community is learning a great deal about how plastic, malleable, and constantly changing the brain is. For example, the act of thinking\u2014<em>just<\/em>\u00a0thinking\u2014can affect not only the way your brain works but also its physical shape and structure. The following video explores some of these discoveries, which relate to all the thinking and thoughts involved in college success.<\/p>\n<h2>The Power of Thought: Video Explanation<\/h2>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"The Scientific Power of Thought\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/-v-IMSKOtoE?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<\/div>\n<div id=\"section_17\" class=\"mt-section\"><\/div>\n<\/section>\n<ul>\n<li class=\"mt-author-programname\">\n<div class=\"textbox\">\n<section class=\"mt-content-container\">\n<div id=\"section_17\" class=\"mt-section\">\n<h2 class=\"editable\">Contributors<\/h2>\n<p>CC LICENSED CONTENT,\u00a0ORIGINAL:<\/p>\n<ul>\n<li>Revision, Adaptation, and Original Content.\u00a0<b>Provided by:\u00a0<\/b>Libretexts.\u00a0<b>License:\u00a0<\/b>CC BY-SA 4.0: Attribution.<\/li>\n<\/ul>\n<p>CC LICENSED CONTENT, SHARED PREVIOUSLY:<\/p>\n<ul>\n<li>Adapted from\u00a0<a class=\"link-https\" href=\"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/\" target=\"_blank\" rel=\"external nofollow noopener\">College Writing<\/a>.\u00a0<strong>Authored by:<\/strong>\u00a0Susan Oaks.\u00a0<strong>Provided by:<\/strong>\u00a0Lumen Learning.\u00a0<strong>Located at:\u00a0<\/strong><a class=\"link-https\" href=\"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/<\/a>\u00a0<strong>License:<\/strong>\u00a0<a class=\"link-https\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\" target=\"_blank\" rel=\"external nofollow noopener\"><u>CC BY-NC-SA<\/u><\/a><\/li>\n<li>Adapted from<a href=\"https:\/\/human.libretexts.org\/Bookshelves\/Composition\/Book%3A_Writing_for_Success\" rel=\"internal\">\u00a0Writing for Success<\/a>.\u00a0<strong>Authored and provided by:<\/strong>\u00a0The Saylor Foundation.\u00a0<strong>Located at:\u00a0<\/strong><a href=\"https:\/\/human.libretexts.org\/Bookshelves\/Composition\/Book%3A_Writing_for_Success\" rel=\"internal\">https:\/\/human.libretexts.org\/Bookshelves\/Composition\/Book:_Writing_for_Success<\/a><strong>\u00a0License:<\/strong><a class=\"link-https\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/\" target=\"_blank\" rel=\"external nofollow noopener\">\u00a0<u>CC-NC-SA 3.0<\/u><\/a><\/li>\n<li>Adapted from\u00a0<a class=\"link-https\" title=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/\" href=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/\" target=\"_blank\" rel=\"external nofollow noopener\">College Success<\/a>.\u00a0<strong>Provided by:\u00a0<\/strong>Lumen Learning.\u00a0<strong>Located at:\u00a0<\/strong><a class=\"link-https\" href=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/<\/a>.\u00a0<strong>License:<\/strong>\u00a0<u><a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"license noopener\">CC BY:\u00a0<\/a><\/u><u><a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"license noopener\">Attribution<\/a><\/u><\/li>\n<li>Adapted from\u00a0<a class=\"link-https\" title=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/chapter\/patterns-of-thought\/\" href=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/chapter\/patterns-of-thought\/\" target=\"_blank\" rel=\"external nofollow noopener\">Patterns of Thought<\/a>.\u00a0<strong>Provided<\/strong>\u00a0<strong>by:\u00a0<\/strong>Lumen Learning.\u00a0<strong>Located at:\u00a0<\/strong><a class=\"link-https\" href=\"https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/chapter\/patterns-of-thought\/\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/courses.lumenlearning.com\/wmopen-collegesuccess\/chapter\/patterns-of-thought\/<\/a>.\u00a0<strong>License:<\/strong>\u00a0<u><a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"license noopener\">CC BY: Attribution<\/a>.<\/u><\/li>\n<li>Adapted from &#8220;<a class=\"link-https\" title=\"https:\/\/writingspaces.org\/sites\/default\/files\/irvin--what-is-academic-writing.pdf\" href=\"https:\/\/writingspaces.org\/sites\/default\/files\/irvin--what-is-academic-writing.pdf\" target=\"_blank\" rel=\"external nofollow noopener\">What is Academic Writing<\/a>?.&#8221;\u00a0<strong>Authored\u00a0by:<\/strong>\u00a0L. Lennie Irwin.\u00a0<strong>License:\u00a0<\/strong><a class=\"link-https\" title=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/\" target=\"_blank\" rel=\"external nofollow noopener\">CC-BY-NC-SA<\/a>.<\/li>\n<\/ul>\n<p>ALL\u00a0RIGHTS\u00a0RESERVED\u00a0CONTENT:<\/p>\n<ul>\n<li>\u201cA Social Model of Writing.\u201d\u00a0<strong>Authored by:\u00a0<\/strong>Writing@CSU. 2010. Web. 10 March 2010.\u00a0<strong>Located at:\u00a0<\/strong><a class=\"link-https\" href=\"https:\/\/writing.colostate.edu\/guides\/page.cfm?pageid=11&amp;guideid=3\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/writing.colostate.edu\/guides\/page.cfm?pageid=11&amp;guideid=3<\/a>.\u00a0Used by permission from Mike Palmquist.<\/li>\n<li>Bloom&#8217;s Taxonomy.\u00a0<strong>Authored by:\u00a0<\/strong>Louisiana State University Center for Academic Success.\u00a0<strong>Located at:<\/strong>\u00a0<a class=\"link-https\" href=\"https:\/\/www.youtube.com\/watch?v=Qfp3x_qx5IM\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/www.youtube.com\/watch?v=Qfp3x_qx5IM<\/a>.\u00a0<strong>License:\u00a0<\/strong><em>All Rights Reserved.\u00a0<\/em><strong>License Terms:\u00a0<\/strong>Standard YouTube License.<\/li>\n<li>The Scientific Power of Thought.\u00a0<strong>Authored by:\u00a0<\/strong>AsapSCIENCE.\u00a0<strong>Located at:\u00a0<\/strong><a class=\"link-https\" href=\"https:\/\/www.youtube.com\/watch?v=-v-IMSKOtoE\" target=\"_blank\" rel=\"external nofollow noopener\">https:\/\/www.youtube.com\/watch?v=-v-IMSKOtoE<\/a>.\u00a0<strong>License:\u00a0<\/strong><em>All Rights Reserved.<\/em><strong>\u00a0License Terms:\u00a0<\/strong>Standard YouTube License.<\/li>\n<\/ul>\n<\/div>\n<\/section>\n<footer class=\"elm-content-footer\">\n<ol class=\"elm-meta-data elm-meta-article-navigation\">\n<li class=\"elm-back-to-top\" style=\"list-style-type: none;\"><\/li>\n<\/ol>\n<div class=\"elm-article-feedback\">\n<div class=\"mt-feedback-rating-container\"><\/div>\n<\/div>\n<\/footer>\n<ul>\n<li class=\"mt-author-information\"><span class=\"mt-author-written\">Contributed by\u00a0<\/span>Athena Kashyap &amp; Erika Dyquisto<\/li>\n<li class=\"mt-author-companyname\"><a href=\"https:\/\/www.ccsf.edu\/\" target=\"_blank\" rel=\"external noopener\">City College of San Francisco<\/a><\/li>\n<li class=\"mt-author-programname\"><span class=\"mt-author-written\">Sourced from\u00a0<\/span><a href=\"https:\/\/www.asccc.org\/directory\/open-educational-resources-initiative-oeri\" target=\"_blank\" rel=\"external noopener\">ASCCC Open Educational Resources Initiative<\/a><\/li>\n<\/ul>\n<\/div>\n<p>&nbsp;<\/li>\n<\/ul>\n","protected":false},"author":274624,"menu_order":3,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-2097","chapter","type-chapter","status-web-only","hentry"],"part":1650,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapters\/2097","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/wp\/v2\/users\/274624"}],"version-history":[{"count":10,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapters\/2097\/revisions"}],"predecessor-version":[{"id":3141,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapters\/2097\/revisions\/3141"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/parts\/1650"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapters\/2097\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/wp\/v2\/media?parent=2097"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapter-type?post=2097"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/wp\/v2\/contributor?post=2097"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/wp\/v2\/license?post=2097"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}