{"id":2103,"date":"2020-05-29T19:15:54","date_gmt":"2020-05-29T19:15:54","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/?post_type=chapter&p=2103"},"modified":"2020-07-01T20:07:12","modified_gmt":"2020-07-01T20:07:12","slug":"article-1-what-is-academic-writing-by-l-lennie-irvin","status":"web-only","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/chapter\/article-1-what-is-academic-writing-by-l-lennie-irvin\/","title":{"raw":"What is Academic Writing?","rendered":"What is Academic Writing?"},"content":{"raw":"

What is \"Academic\" Writing? by L. Lennie Irvin<\/h2>\r\n

Introduction: The Academic Writing Task<\/h2>\r\nAs a new college student, you may have a lot of anxiety and questions about the writing you\u2019ll do in college.* That word \u201cacademic,\u201d especially, may turn your stomach or turn your nose. However, with this first year composition class, you begin one of the only classes in your entire college career where you will focus on learning to write. Given the importance of writing as a communication skill, I urge you to consider this class as a gift and make the most of it. But writing is hard, and writing in college may resemble playing a familiar game by completely new rules (that often are unstated). This chapter is designed to introduce you to what academic writing is like, and hopefully ease your transition as you face these daunting writing challenges.\r\n\r\nSo here\u2019s the secret<\/strong>. Your success with academic writing depends upon how well you understand what you are doing as you write and then how you approach the writing task.<\/strong> <\/em><\/span>Early research done on college writers discovered that whether students produced a successful piece of writing depended largely upon their representation of the writing task. The writers\u2019 mental model for picturing their task made a huge difference. Most people as they start college have wildly strange ideas about what they are doing when they write an essay, or worse\u2014they have no clear idea at all. I freely admit my own past as a clueless first-year writer, and it\u2019s out of this sympathy as well as twenty years of teaching college writing that I hope to provide you with something useful. So grab a cup of coffee or a diet coke, find a comfortable chair with good light, and let\u2019s explore together this activity of academic writing you\u2019ll be asked to do in college. We will start by clearing up some of those wild misconceptions people often arrive at college possessing. Then we will dig more deeply into the components of the academic writing situation and nature of the writing task.<\/span>\r\n

Myths about Writing<\/strong><\/h2>\r\nThough I don\u2019t imagine an episode of MythBusters <\/em>will be based on the misconceptions about writing we are about to look at, you\u2019d still be surprised at some of the things people will believe about writing. You may find lurking within you viral elements of these myths\u2014all of these lead to problems in writing.<\/span>\r\n\r\nMyth #1: The \u201cPaint by Numbers\u201d myth<\/span><\/strong>\r\n\r\nSome writers believe they must perform certain steps in a particular order to write \u201ccorrectly.\u201d 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.<\/span>\r\n\r\nMyth #2: Writers only start writing when they have everything figured out<\/span><\/strong>\r\n\r\nWriting is not like sending a fax! Writers 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.<\/span>\r\n\r\nMyth #3: Perfect first drafts<\/span><\/strong>\r\n\r\nWe put unrealistic expectations on early drafts, either by focusing too much on the impossible task of making them perfect (which can put a cap on 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.<\/span><\/span>\r\n
\r\n\r\nMyth #4: Some got it; I don\u2019t\u2014the genius fallacy<\/span><\/strong>\r\n\r\nWhen 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 and are likely not to make any efforts in that direction. With effort and study, though, you can improve as a writer. I promise.<\/span>\r\n\r\nMyth #5: Good grammar is good writing<\/span><\/strong>\r\n\r\nWhen people say \u201cI can\u2019t write,\u201d what they often mean is they have problems with grammatical correctness. Writing, however, is about more than just grammatical correctness. Good writing is a matter of achieving your desired effect upon an intended audience. Plus, as we saw in myth #3, no one writes perfect first drafts.<\/span>\r\n\r\nMyth #6: The Five Paragraph Essay<\/span><\/strong>\r\n\r\nSome people say to avoid it at all costs, while others believe no other way to write exists. 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 the particular writing assignment to see whether and how this format is useful for you.<\/span>\r\n\r\nMyth #7: Never use \u201cI\u201d<\/span><\/strong>\r\n\r\nAdopting 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<\/span>\r\n

The Academic Writing Situation<\/h2>\r\nNow that we\u2019ve dispelled some of the common myths that many writers have as they enter a college classroom, let\u2019s take a moment to think about the academic writing situation. The biggest problem I see in first-year writers is a poor sense of the writing situation in general. To\u00a0illustrate this problem, let\u2019s look at the difference between speaking and writing.<\/span>\r\n\r\n<\/div>\r\n
\r\n\r\nWhen 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). 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. Separated from our audience in place and time, we imaginatively have to create this context. Our words on the page are silent, so we must use punctuation and word choice to communicate our tone. We also can\u2019t see our audience to gauge how our communication is being received or if there will be some kind of response. 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.\r\n\r\nWhat\u2019s the moral here? Developing your \u201cwriter\u2019s sense\u201d about communicating within the writing situation is the most important thing you should learn in freshman composition.\r\n\r\n<\/div>\r\n
\r\n

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:\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
\r\n

1. Who\u2019s your audience?<\/h2>\r\n<\/td>\r\n

\r\n

Primarily the professor and possibly your class-mates (though you may be asked to include a secondary outside audience).<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

2. What\u2019s the occasion or context?<\/h2>\r\n<\/td>\r\n

\r\n

An assignment given by the teacher within a learning context and designed to have you learn and demonstrate your learning.<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

3. What\u2019s your message?<\/h2>\r\n<\/td>\r\n

\r\n

It will be your learning or the interpretation gained from your study of the subject matter.<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

4. What\u2019s your purpose?<\/h2>\r\n<\/td>\r\n

\r\n

To show your learning and get a good grade (or to accomplish the goals of the writing assignment).<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n

5. What documents\/ genres are used?<\/h2>\r\n<\/td>\r\n

\r\n

The essay is the most frequent type of document used.<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\nSo far, this list looks like nothing new. You\u2019ve been writing in school toward teachers for years. What\u2019s different in college? Lee 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:<\/span>\r\n\r\nWhat 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.\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 with that particular writing task. For a moment, let\u2019s explore more deeply the elements of this college writing \u201cliteracy task.\u201d<\/span>\r\n
\r\n

Knowledge of Research Skills<\/h2>\r\nPerhaps up to now research has meant going straight to Google and Wikipedia, but college will require you to search for and find more in-depth information. You\u2019ll need to know how to find information in the library, especially what is available from online databases which 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 all college writing assignments, and you will need to devote lots of work to this researching.\r\n

The Ability to Read Complex Texts<\/h2>\r\nWhereas your previous writing in school might have come generally from your experience, 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 the labor of close reading, you\u2019ll need to think critically as you read. That means separating 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. They are conclusions or interpretations that we arrive at based upon the known factors we discover from our reading. When we, then, write to argue for these interpretations, our job becomes to get our readers to make the same inferences we have made.\r\n

The Understanding of Key Disciplinary Concepts<\/h2>\r\nEach discipline whether it is English, Psychology, or History has its own key concepts and language for describing these important ways\u00a0of understanding the world. Don\u2019t fool yourself that your professors\u2019 writing assignments are asking for your opinion on the topic from just your experience. They want to see you apply and use these concepts in your writing. Though different from a multiple-choice exam, writing similarly requires you to demonstrate your learning. So whatever writ- ing assignment you receive, inspect it closely for what concepts it asks you to bring into your writing.<\/span>\r\n\r\n<\/div>\r\n
\r\n

Strategies for Synthesizing, Analyzing, and Responding Critically to New Information<\/h2>\r\nYou need to develop the skill of a seasoned traveler who can be dropped in any city around the world and get by. Each writing assignment asks you to navigate through a new terrain of information, so you must develop ways for grasping new subject matter in order, then, to use it in your writing. We have already seen the importance of reading and research for these literacy tasks, but beyond laying the information out before you, you will need to learn ways of sorting and finding meaningful patterns in this information.\r\n

In College, Everything\u2019s an Argument: A Guide for Decoding College Writing Assignments<\/h2>\r\nLet\u2019s restate this complex \u201cliteracy task\u201d you\u2019ll be asked repeatedly to do in your writing assignments. Typically, you\u2019ll be required to write an \u201cessay\u201d based upon your analysis of some reading(s). In this essay you\u2019ll need to present an argument where you make a claim (i.e. present a \u201cthesis\u201d) and support that claim with good reasons that have adequate and appropriate evidence to back them up. The dynamic of this argumentative task often confuses first year writers, so let\u2019s examine it more closely.\r\n

Academic Writing Is an Argument<\/h2>\r\nTo start, let\u2019s focus on argument. What does it mean to present an \u201cargument\u201d in college writing? Rather than a shouting match between two disagreeing sides, argument instead means a carefully arranged and supported presentation of a viewpoint. Its purpose is not so much to win the argument as to earn your audience\u2019s consideration (and even approval) of your perspective. It resembles a conversation between two\u00a0people who may not hold the same opinions, but they both desire a better understanding of the subject matter under discussion. My favorite analogy, however, to describe the nature of this argumentative stance in college writing is the courtroom. In this scenario, you are like a lawyer making a case at trial that the defendant is not guilty, and your readers are like the jury who will decide if the defendant is guilty or not guilty. This jury (your readers) won\u2019t just take your word that he\u2019s innocent; instead, you must convince them by presenting evidence that proves he is not guilty. Stating your opinion is not enough\u2014you have to back it up too. I like this courtroom analogy for capturing two importance things about academic argument: 1) the value of an organized presentation of your \u201ccase,\u201d and 2) the crucial element of strong evidence.<\/span>\r\n\r\n<\/div>\r\n
\r\n

Academic Writing Is an Analysis<\/h2>\r\nWe now turn our attention to the actual writing assignment and that confusing word \u201canalyze.\u201d Your first job when you get a writing assignment is to figure out what the professor expects. This assignment may be explicit in its expectations, but often built into the wording of the most defined writing assignments are implicit expectations that you might not recognize. First, we can say that unless your professor specifically asks you to summarize, you won\u2019t write a summary. Let me say that again: don\u2019t write a summary unless directly asked to. But what, then, does the professor want? We have already picked out a few of these expectations: You can count on the instructor expecting you to read closely, research adequately, and write an argument where you will demonstrate your ability to apply and use important concepts you have been studying. But the writing task also implies that your essay will be the result of an analysis. At times, the writing assignment may even explicitly say to write an analysis, but often this element of the task remains unstated.\r\n
\r\n
\r\n

So what does it mean to analyze?<\/strong><\/h2>\r\n

One way to think of an analysis is that it asks you to seek How<\/strong> and Why<\/strong><\/em> questions much more than What questions. An analysis involves doing three things:<\/h2>\r\n

1.\u00a0 Engage in an open inquiry where the answer is not known at first (and where you leave yourself open to multiple suggestions)<\/h2>\r\n

2.\u00a0 Identify meaningful parts of the subject<\/h2>\r\n<\/div>\r\n
\r\n

3.\u00a0 Examine these separate parts and determine how they relate to each other<\/h2>\r\n \r\n\r\n<\/div>\r\n<\/div>\r\nAn analysis breaks a subject apart to study it closely, and from this inspection, ideas for writing emerge. When writing assignments call on you to analyze, they require you to identify the parts of the subject (parts of an ad, parts of a short story, parts of Hamlet\u2019s character), and then show how these parts fit or don\u2019t fit together to create some larger effect or meaning. Your interpretation of how these parts fit together constitutes your claim or thesis, and the task of your essay is then to present an argument defending your interpretation as a valid or plausible one to make. My biggest bit of advice about analysis is not to do it all in your head. Analysis works best when you put all the cards on the table, so to speak. Identify and isolate the parts of your analysis, and record important features and characteristics of each one. As patterns emerge, you sort and connect these parts in meaningful ways. For me, I have always had to do this recording and thinking on scratch pieces of paper. Just as critical reading forms a crucial element of the literacy task of a college writing assignment, so too does this analysis process. It\u2019s built in.<\/span>\r\n\r\n<\/div>\r\n
\r\n

Three Characteristics of Academic Writing<\/strong><\/h2>\r\nI want to wrap up this section by sharing in broad terms what the expectations are behind an academic writing assignment. Chris Thaiss and Terry Zawacki conducted research at George Mason University where they asked professors from their university what they thought academic writing was and its standards. They came up with three characteristics:\r\n\r\n1.\u00a0 Clear evidence in writing that the writer(s) have been persistent, open-minded, and disciplined in study.\u00a0<\/strong>\r\n\r\n2.\u00a0 The dominance of reason over emotions or sensual perception.\u00a0<\/strong>\r\n\r\n3.\u00a0 An imagined reader who is coolly rational, reading for information, and intending to formulate a reasoned response.\u00a0<\/strong>\r\n\r\nYour professor wants to see these three things in your writing when they give you a writing assignment. They want to see in your writing the results of your efforts at the various literacy tasks we have been discussing: critical reading, research, and analysis. Beyond merely stating opinions, they also want to see an argument toward an intelligent audience where you provide good reasons to support your interpretations.<\/span>\r\n\r\n<\/div>\r\n
\r\n

The Format of the Academic Essay<\/h2>\r\nYour instructors will also expect you to deliver a paper that contains particular textual features. The following list contains the characteristics of what I have for years called the \u201ccritical essay.\u201d Although I can\u2019t claim they will be useful for all essays in college, I hope that these features will help you shape and accomplish successful college essays. Be aware that these characteristics are flexible and not a formula, and any particular assignment might ask for something different.\r\n

Characteristics of the Critical Essay<\/h2>\r\n\u201cCritical\u201d here is not used in the sense of \u201cto criticize\u201d as in find fault with. Instead, \u201ccritical\u201d is used in the same way \u201ccritical thinking\u201d is used. A synonym might be \u201cinterpretive\u201d or \u201canalytical.\u201d\r\n\r\n1.\u00a0 It is an argument,<\/strong> persuasion essay that in its broadest sense MAKES A POINT<\/strong> and SUPPORTS IT<\/strong>. (We have already discussed this argumentative nature of academic writing at length.)\r\n\r\n2.\u00a0 The point (\u201cclaim\u201d or \u201cthesis\u201d) of a critical essay is interpretive in nature.<\/strong> That means the point is debatable and open to interpretation, not a statement of the obvious<\/strong><\/span>. The thesis statement is a clear, declarative sentence that often works best when it comes at the end of the introduction.\r\n\r\n3.\u00a0 Organization:<\/strong> Like any essay, the critical essay should have a clear introduction, body, and conclusion. As you support your point in the body of the essay, you should \u201cdivide up the proof,\u201d which means structuring the body around clear primary supports (developed in single paragraphs for short papers or multiple paragraphs for longer papers).\r\n\r\n4.\u00a0 Support<\/strong>: (a) The primary source for support in the critical essay is from the text (or sources). The text is the authority, so using quotations is required. ( b) The continuous movement\u00a0of logic in a critical essay is \u201cassert then support; assert then support.\u201d No assertion (general statement that needs proving) should be left without specific support (often from the text(s)).<\/span>\r\n\r\n<\/div>\r\n
\r\n\r\n(c) You need enough support to be convincing. In general, that means for each assertion you need at least three supports. This threshold can vary, but invariably one support is not enough.\r\n\r\n5.\u00a0 A critical essay will always \u201cdocument\u201d its sources<\/strong>, distinguishing the use of outside information used inside your text and clarifying where that information came from (following the rules of MLA documentation style or whatever documentation style is required).\r\n\r\n6.\u00a0 Whenever the author moves from one main point (primary support) to the next, the author needs to clearly signal to the reader that this movement is happening<\/strong>. This transition sentence works best when it links back to the thesis as it states the topic of that paragraph or section.\r\n\r\n7.\u00a0 A critical essay is put into an academic essay format such as the MLA or APA document format.<\/strong>\r\n\r\n8.\u00a0 Grammatical correctness<\/strong>: Your essay should have few if any grammatical problems. You\u2019ll want to edit your final draft carefully before turning it in.\r\n

Conclusion<\/h2>\r\nAs we leave this discussion, I want to return to what I said was the secret for your success in writing college essays: Your success with academic writing depends upon how well you understand what you are doing as you write and then how you approach the writing task. Hopefully, you now have a better idea about the nature of the academic writing task and the expectations behind it. Knowing what you need to do won\u2019t guarantee you an \u201cA\u201d on your paper\u2014that will take a lot of thinking, hard work, and practice\u2014but having the right orientation toward your college writing assignments is a first and important step in your eventual success\r\n\r\n<\/div>\r\n \r\n\r\nWorks Cited\r\n\r\nCarroll, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers<\/em>. Carbondale: Southern Illinois UP, 2002. Print.\r\n\r\nThaiss, Chris and Terry Zawacki. Engaged Writers & Dynamic Disciplines: Research on the Academic Writing Life<\/em>. Portsmouth: Boynton\/Cook, 2006. Print.\r\n
\r\n\r\nWhat Is \u201cAcademic\u201d Writing?\u00a0by L. Lennie Irvin<\/em>\r\n\r\nThis essay is a chapter in Writing Spaces: Readings on Writing, <\/em>Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press.\r\n\r\nThe full volume and individual chapter downloads are available for free from the following sites:\r\n\r\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Writing Spaces: http:\/\/writingspaces.org\/essays<\/a>\r\n\r\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parlor Press: http:\/\/parlorpress.com\/writingspaces<\/a>\r\n\r\n\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 WAC Clearinghouse: http:\/\/wac.colostate.edu\/books\/<\/a>\r\n\r\nPrint versions of the volume are available for purchase directly from Parlor Press and through other booksellers.\r\n\r\nThis essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter.\r\n\r\n\u00a9 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s).\r\n\r\nLibrary of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 \/ edited by Charles Lowe and Pavel Zemliansk p. cm.\r\n\r\nIncludes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) -- ISBN 978-1-60235-185-1\r\n\r\n<\/div>\r\n \r\n\r\n ","rendered":"

What is “Academic” Writing? by L. Lennie Irvin<\/h2>\n

Introduction: The Academic Writing Task<\/h2>\n

As a new college student, you may have a lot of anxiety and questions about the writing you\u2019ll do in college.* That word \u201cacademic,\u201d especially, may turn your stomach or turn your nose. However, with this first year composition class, you begin one of the only classes in your entire college career where you will focus on learning to write. Given the importance of writing as a communication skill, I urge you to consider this class as a gift and make the most of it. But writing is hard, and writing in college may resemble playing a familiar game by completely new rules (that often are unstated). This chapter is designed to introduce you to what academic writing is like, and hopefully ease your transition as you face these daunting writing challenges.<\/p>\n

So here\u2019s the secret<\/strong>. Your success with academic writing depends upon how well you understand what you are doing as you write and then how you approach the writing task.<\/strong> <\/em><\/span>Early research done on college writers discovered that whether students produced a successful piece of writing depended largely upon their representation of the writing task. The writers\u2019 mental model for picturing their task made a huge difference. Most people as they start college have wildly strange ideas about what they are doing when they write an essay, or worse\u2014they have no clear idea at all. I freely admit my own past as a clueless first-year writer, and it\u2019s out of this sympathy as well as twenty years of teaching college writing that I hope to provide you with something useful. So grab a cup of coffee or a diet coke, find a comfortable chair with good light, and let\u2019s explore together this activity of academic writing you\u2019ll be asked to do in college. We will start by clearing up some of those wild misconceptions people often arrive at college possessing. Then we will dig more deeply into the components of the academic writing situation and nature of the writing task.<\/span><\/p>\n

Myths about Writing<\/strong><\/h2>\n

Though I don\u2019t imagine an episode of MythBusters <\/em>will be based on the misconceptions about writing we are about to look at, you\u2019d still be surprised at some of the things people will believe about writing. You may find lurking within you viral elements of these myths\u2014all of these lead to problems in writing.<\/span><\/p>\n

Myth #1: The \u201cPaint by Numbers\u201d myth<\/span><\/strong><\/p>\n

Some writers believe they must perform certain steps in a particular order to write \u201ccorrectly.\u201d 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.<\/span><\/p>\n

Myth #2: Writers only start writing when they have everything figured out<\/span><\/strong><\/p>\n

Writing is not like sending a fax! Writers 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.<\/span><\/p>\n

Myth #3: Perfect first drafts<\/span><\/strong><\/p>\n

We put unrealistic expectations on early drafts, either by focusing too much on the impossible task of making them perfect (which can put a cap on 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.<\/span><\/span><\/p>\n

\n

Myth #4: Some got it; I don\u2019t\u2014the genius fallacy<\/span><\/strong><\/p>\n

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 and are likely not to make any efforts in that direction. With effort and study, though, you can improve as a writer. I promise.<\/span><\/p>\n

Myth #5: Good grammar is good writing<\/span><\/strong><\/p>\n

When people say \u201cI can\u2019t write,\u201d what they often mean is they have problems with grammatical correctness. Writing, however, is about more than just grammatical correctness. Good writing is a matter of achieving your desired effect upon an intended audience. Plus, as we saw in myth #3, no one writes perfect first drafts.<\/span><\/p>\n

Myth #6: The Five Paragraph Essay<\/span><\/strong><\/p>\n

Some people say to avoid it at all costs, while others believe no other way to write exists. 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 the particular writing assignment to see whether and how this format is useful for you.<\/span><\/p>\n

Myth #7: Never use \u201cI\u201d<\/span><\/strong><\/p>\n

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<\/span><\/p>\n

The Academic Writing Situation<\/h2>\n

Now that we\u2019ve dispelled some of the common myths that many writers have as they enter a college classroom, let\u2019s take a moment to think about the academic writing situation. The biggest problem I see in first-year writers is a poor sense of the writing situation in general. To\u00a0illustrate this problem, let\u2019s look at the difference between speaking and writing.<\/span><\/p>\n<\/div>\n

\n

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). 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. Separated from our audience in place and time, we imaginatively have to create this context. Our words on the page are silent, so we must use punctuation and word choice to communicate our tone. We also can\u2019t see our audience to gauge how our communication is being received or if there will be some kind of response. 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.<\/p>\n

What\u2019s the moral here? Developing your \u201cwriter\u2019s sense\u201d about communicating within the writing situation is the most important thing you should learn in freshman composition.<\/p>\n<\/div>\n

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Looking More Closely at the \u201cAcademic Writing\u201d Situation<\/h2>\n

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:<\/p>\n\n\n\n\n\n\n\n
\n

1. Who\u2019s your audience?<\/h2>\n<\/td>\n

\n

Primarily the professor and possibly your class-mates (though you may be asked to include a secondary outside audience).<\/span><\/h2>\n<\/td>\n<\/tr>\n

\n

2. What\u2019s the occasion or context?<\/h2>\n<\/td>\n

\n

An assignment given by the teacher within a learning context and designed to have you learn and demonstrate your learning.<\/span><\/h2>\n<\/td>\n<\/tr>\n

\n

3. What\u2019s your message?<\/h2>\n<\/td>\n

\n

It will be your learning or the interpretation gained from your study of the subject matter.<\/span><\/h2>\n<\/td>\n<\/tr>\n

\n

4. What\u2019s your purpose?<\/h2>\n<\/td>\n

\n

To show your learning and get a good grade (or to accomplish the goals of the writing assignment).<\/span><\/h2>\n<\/td>\n<\/tr>\n

\n

5. What documents\/ genres are used?<\/h2>\n<\/td>\n

\n

The essay is the most frequent type of document used.<\/span><\/h2>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

So far, this list looks like nothing new. You\u2019ve been writing in school toward teachers for years. What\u2019s different in college? Lee 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:<\/span><\/p>\n

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.<\/p>\n

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 with that particular writing task. For a moment, let\u2019s explore more deeply the elements of this college writing \u201cliteracy task.\u201d<\/span><\/p>\n

\n

Knowledge of Research Skills<\/h2>\n

Perhaps up to now research has meant going straight to Google and Wikipedia, but college will require you to search for and find more in-depth information. You\u2019ll need to know how to find information in the library, especially what is available from online databases which 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 all college writing assignments, and you will need to devote lots of work to this researching.<\/p>\n

The Ability to Read Complex Texts<\/h2>\n

Whereas your previous writing in school might have come generally from your experience, 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 the labor of close reading, you\u2019ll need to think critically as you read. That means separating 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. They are conclusions or interpretations that we arrive at based upon the known factors we discover from our reading. When we, then, write to argue for these interpretations, our job becomes to get our readers to make the same inferences we have made.<\/p>\n

The Understanding of Key Disciplinary Concepts<\/h2>\n

Each discipline whether it is English, Psychology, or History has its own key concepts and language for describing these important ways\u00a0of understanding the world. Don\u2019t fool yourself that your professors\u2019 writing assignments are asking for your opinion on the topic from just your experience. They want to see you apply and use these concepts in your writing. Though different from a multiple-choice exam, writing similarly requires you to demonstrate your learning. So whatever writ- ing assignment you receive, inspect it closely for what concepts it asks you to bring into your writing.<\/span><\/p>\n<\/div>\n

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Strategies for Synthesizing, Analyzing, and Responding Critically to New Information<\/h2>\n

You need to develop the skill of a seasoned traveler who can be dropped in any city around the world and get by. Each writing assignment asks you to navigate through a new terrain of information, so you must develop ways for grasping new subject matter in order, then, to use it in your writing. We have already seen the importance of reading and research for these literacy tasks, but beyond laying the information out before you, you will need to learn ways of sorting and finding meaningful patterns in this information.<\/p>\n

In College, Everything\u2019s an Argument: A Guide for Decoding College Writing Assignments<\/h2>\n

Let\u2019s restate this complex \u201cliteracy task\u201d you\u2019ll be asked repeatedly to do in your writing assignments. Typically, you\u2019ll be required to write an \u201cessay\u201d based upon your analysis of some reading(s). In this essay you\u2019ll need to present an argument where you make a claim (i.e. present a \u201cthesis\u201d) and support that claim with good reasons that have adequate and appropriate evidence to back them up. The dynamic of this argumentative task often confuses first year writers, so let\u2019s examine it more closely.<\/p>\n

Academic Writing Is an Argument<\/h2>\n

To start, let\u2019s focus on argument. What does it mean to present an \u201cargument\u201d in college writing? Rather than a shouting match between two disagreeing sides, argument instead means a carefully arranged and supported presentation of a viewpoint. Its purpose is not so much to win the argument as to earn your audience\u2019s consideration (and even approval) of your perspective. It resembles a conversation between two\u00a0people who may not hold the same opinions, but they both desire a better understanding of the subject matter under discussion. My favorite analogy, however, to describe the nature of this argumentative stance in college writing is the courtroom. In this scenario, you are like a lawyer making a case at trial that the defendant is not guilty, and your readers are like the jury who will decide if the defendant is guilty or not guilty. This jury (your readers) won\u2019t just take your word that he\u2019s innocent; instead, you must convince them by presenting evidence that proves he is not guilty. Stating your opinion is not enough\u2014you have to back it up too. I like this courtroom analogy for capturing two importance things about academic argument: 1) the value of an organized presentation of your \u201ccase,\u201d and 2) the crucial element of strong evidence.<\/span><\/p>\n<\/div>\n

\n

Academic Writing Is an Analysis<\/h2>\n

We now turn our attention to the actual writing assignment and that confusing word \u201canalyze.\u201d Your first job when you get a writing assignment is to figure out what the professor expects. This assignment may be explicit in its expectations, but often built into the wording of the most defined writing assignments are implicit expectations that you might not recognize. First, we can say that unless your professor specifically asks you to summarize, you won\u2019t write a summary. Let me say that again: don\u2019t write a summary unless directly asked to. But what, then, does the professor want? We have already picked out a few of these expectations: You can count on the instructor expecting you to read closely, research adequately, and write an argument where you will demonstrate your ability to apply and use important concepts you have been studying. But the writing task also implies that your essay will be the result of an analysis. At times, the writing assignment may even explicitly say to write an analysis, but often this element of the task remains unstated.<\/p>\n

\n
\n

So what does it mean to analyze?<\/strong><\/h2>\n

One way to think of an analysis is that it asks you to seek How<\/strong> and Why<\/strong><\/em> questions much more than What questions. An analysis involves doing three things:<\/h2>\n

1.\u00a0 Engage in an open inquiry where the answer is not known at first (and where you leave yourself open to multiple suggestions)<\/h2>\n

2.\u00a0 Identify meaningful parts of the subject<\/h2>\n<\/div>\n
\n

3.\u00a0 Examine these separate parts and determine how they relate to each other<\/h2>\n

 <\/p>\n<\/div>\n<\/div>\n

An analysis breaks a subject apart to study it closely, and from this inspection, ideas for writing emerge. When writing assignments call on you to analyze, they require you to identify the parts of the subject (parts of an ad, parts of a short story, parts of Hamlet\u2019s character), and then show how these parts fit or don\u2019t fit together to create some larger effect or meaning. Your interpretation of how these parts fit together constitutes your claim or thesis, and the task of your essay is then to present an argument defending your interpretation as a valid or plausible one to make. My biggest bit of advice about analysis is not to do it all in your head. Analysis works best when you put all the cards on the table, so to speak. Identify and isolate the parts of your analysis, and record important features and characteristics of each one. As patterns emerge, you sort and connect these parts in meaningful ways. For me, I have always had to do this recording and thinking on scratch pieces of paper. Just as critical reading forms a crucial element of the literacy task of a college writing assignment, so too does this analysis process. It\u2019s built in.<\/span><\/p>\n<\/div>\n

\n

Three Characteristics of Academic Writing<\/strong><\/h2>\n

I want to wrap up this section by sharing in broad terms what the expectations are behind an academic writing assignment. Chris Thaiss and Terry Zawacki conducted research at George Mason University where they asked professors from their university what they thought academic writing was and its standards. They came up with three characteristics:<\/p>\n

1.\u00a0 Clear evidence in writing that the writer(s) have been persistent, open-minded, and disciplined in study.\u00a0<\/strong><\/p>\n

2.\u00a0 The dominance of reason over emotions or sensual perception.\u00a0<\/strong><\/p>\n

3.\u00a0 An imagined reader who is coolly rational, reading for information, and intending to formulate a reasoned response.\u00a0<\/strong><\/p>\n

Your professor wants to see these three things in your writing when they give you a writing assignment. They want to see in your writing the results of your efforts at the various literacy tasks we have been discussing: critical reading, research, and analysis. Beyond merely stating opinions, they also want to see an argument toward an intelligent audience where you provide good reasons to support your interpretations.<\/span><\/p>\n<\/div>\n

\n

The Format of the Academic Essay<\/h2>\n

Your instructors will also expect you to deliver a paper that contains particular textual features. The following list contains the characteristics of what I have for years called the \u201ccritical essay.\u201d Although I can\u2019t claim they will be useful for all essays in college, I hope that these features will help you shape and accomplish successful college essays. Be aware that these characteristics are flexible and not a formula, and any particular assignment might ask for something different.<\/p>\n

Characteristics of the Critical Essay<\/h2>\n

\u201cCritical\u201d here is not used in the sense of \u201cto criticize\u201d as in find fault with. Instead, \u201ccritical\u201d is used in the same way \u201ccritical thinking\u201d is used. A synonym might be \u201cinterpretive\u201d or \u201canalytical.\u201d<\/p>\n

1.\u00a0 It is an argument,<\/strong> persuasion essay that in its broadest sense MAKES A POINT<\/strong> and SUPPORTS IT<\/strong>. (We have already discussed this argumentative nature of academic writing at length.)<\/p>\n

2.\u00a0 The point (\u201cclaim\u201d or \u201cthesis\u201d) of a critical essay is interpretive in nature.<\/strong> That means the point is debatable and open to interpretation, not a statement of the obvious<\/strong><\/span>. The thesis statement is a clear, declarative sentence that often works best when it comes at the end of the introduction.<\/p>\n

3.\u00a0 Organization:<\/strong> Like any essay, the critical essay should have a clear introduction, body, and conclusion. As you support your point in the body of the essay, you should \u201cdivide up the proof,\u201d which means structuring the body around clear primary supports (developed in single paragraphs for short papers or multiple paragraphs for longer papers).<\/p>\n

4.\u00a0 Support<\/strong>: (a) The primary source for support in the critical essay is from the text (or sources). The text is the authority, so using quotations is required. ( b) The continuous movement\u00a0of logic in a critical essay is \u201cassert then support; assert then support.\u201d No assertion (general statement that needs proving) should be left without specific support (often from the text(s)).<\/span><\/p>\n<\/div>\n

\n

(c) You need enough support to be convincing. In general, that means for each assertion you need at least three supports. This threshold can vary, but invariably one support is not enough.<\/p>\n

5.\u00a0 A critical essay will always \u201cdocument\u201d its sources<\/strong>, distinguishing the use of outside information used inside your text and clarifying where that information came from (following the rules of MLA documentation style or whatever documentation style is required).<\/p>\n

6.\u00a0 Whenever the author moves from one main point (primary support) to the next, the author needs to clearly signal to the reader that this movement is happening<\/strong>. This transition sentence works best when it links back to the thesis as it states the topic of that paragraph or section.<\/p>\n

7.\u00a0 A critical essay is put into an academic essay format such as the MLA or APA document format.<\/strong><\/p>\n

8.\u00a0 Grammatical correctness<\/strong>: Your essay should have few if any grammatical problems. You\u2019ll want to edit your final draft carefully before turning it in.<\/p>\n

Conclusion<\/h2>\n

As we leave this discussion, I want to return to what I said was the secret for your success in writing college essays: Your success with academic writing depends upon how well you understand what you are doing as you write and then how you approach the writing task. Hopefully, you now have a better idea about the nature of the academic writing task and the expectations behind it. Knowing what you need to do won\u2019t guarantee you an \u201cA\u201d on your paper\u2014that will take a lot of thinking, hard work, and practice\u2014but having the right orientation toward your college writing assignments is a first and important step in your eventual success<\/p>\n<\/div>\n

 <\/p>\n

Works Cited<\/p>\n

Carroll, Lee Ann. Rehearsing New Roles: How College Students Develop as Writers<\/em>. Carbondale: Southern Illinois UP, 2002. Print.<\/p>\n

Thaiss, Chris and Terry Zawacki. Engaged Writers & Dynamic Disciplines: Research on the Academic Writing Life<\/em>. Portsmouth: Boynton\/Cook, 2006. Print.<\/p>\n

\n

What Is \u201cAcademic\u201d Writing?\u00a0by L. Lennie Irvin<\/em><\/p>\n

This essay is a chapter in Writing Spaces: Readings on Writing, <\/em>Volume 1, a peer-reviewed open textbook series for the writing classroom, and is published through Parlor Press.<\/p>\n

The full volume and individual chapter downloads are available for free from the following sites:<\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Writing Spaces: http:\/\/writingspaces.org\/essays<\/a><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Parlor Press: http:\/\/parlorpress.com\/writingspaces<\/a><\/p>\n

\u2022\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 WAC Clearinghouse: http:\/\/wac.colostate.edu\/books\/<\/a><\/p>\n

Print versions of the volume are available for purchase directly from Parlor Press and through other booksellers.<\/p>\n

This essay is available under a Creative Commons License subject to the Writing Spaces Terms of Use. More information, such as the specific license being used, is available at the bottom of the first page of the chapter.<\/p>\n

\u00a9 2010 by the respective author(s). For reprint rights and other permissions, contact the original author(s).<\/p>\n

Library of Congress Cataloging-in-Publication Data Writing spaces : readings on writing. Volume 1 \/ edited by Charles Lowe and Pavel Zemliansk p. cm.<\/p>\n

Includes bibliographical references and index. ISBN 978-1-60235-184-4 (pbk. : alk. paper) — ISBN 978-1-60235-185-1<\/p>\n<\/div>\n

 <\/p>\n

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