College Writing: A Personal Approach to Academic Writing
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Writing is a varied critical and imaginative process, not a rigid adherence to a set of conventions. Based on that premise, the third edition of College Writing, like its previous editions, continually exhorts students to find and celebrate their own voices. In fact, it is this affirmation of individual creativity that sets College Writing apart from other process-oriented rhetorics.
Lively and conversational in tone, the third edition boasts a writer-to-writer perspective that will put students at ease. College Writing walks students through the main elements of writing, from discovery and research to revising and editing. At the same time, author Toby Fulwiler allows for many detours in his step-by-step approach, with frequent reminders that everyone's processes are unique and that establishing and maintaining a personal voice can be achieved while meeting conventional academic expectations.
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well, you need a good reason to be doing it, a reason you believe in. When you’ve elected to write on your own, good reasons are no problem—you have something you want or need to say, and the writing is the saying. But sometimes, in both school and work settings, the reasons are given to you. They’re not yours at the outset, and that’s trouble. In school, instructors assign writing tasks 55 56 Writing in the Academic Community to fulfill their teaching agendas. In the workplace, employers
explanatory schemes. But don’t be fooled: narrative that seems direct and straightforward may have gone through dozens of drafts for the story to seem natural. Consider also that new forms and formats can bring new life to narratives. In fact, they are generative, creating new insights even if you only intended to alter the form. In the example mentioned before, Joan began to tell her story of life in the donut shop by looking backward, reflecting in the past tense, “I was a Dunkin’ Donuts girl.”
in which you make him or her come alive. Place everyone’s name in a hat, and draw out two at a time. Names drawn together are to interview each other, spend time together, maybe share a meal, visit each other’s living quarters, and in general keep talking to and making notes about each other. Write these up after the fashion of “Profiles” printed in People Magazine, The New Yorker, your daily paper, or as Studs Terkel did when he edited the tape transcripts for Working (Random House, 1973). Along
held tight with sweatbands. You can tell the students by the runless pink tights, dress-code leotards, and immaculate hair. To describe how processes work is more complicated than giving a simple physical description, for in addition to showing objects at rest, you need to show them in sequence and motion. To describe a process, it’s usually best to divide the process into discrete steps and present the steps in a logical order. For some processes this is easy (making chili, giving highway
the original document. Abstracts may be routine, but they’re not easy to write. They are difficult because you must thoroughly understand the piece you are abstracting and because you have so little freedom to use your own language. To write them, follow the general advice for writing summaries, only more rigorously. Of course, the one necessary preparation for writing abstracts is to be thoroughly familiar with the piece you are abstracting. You might consider writing a paragraph-by-paragraph