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Describe the perspectives about the transition from high school to college presented in the three different texts combined in the PDF "Academic Writing in College." How do the ideas presented in the articles relate to your own experiences of academic writing?

Write your paragraph-length response and post it here, along with some kind of selfie or image that represents you.

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I love thrifting and shopping, even when I have no money to spend I figure out a way to still buy clothes.

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Perspectives about high school to college transition.

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Perspectives about high school to college transition.

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I agree with how high school English was taught. It was very strict and outline based. You had to follow templates perfectly if you wanted to get a good grade on the assignment, especially an essay. It is eye opening to see that in college it is more free formed writing and up to each person. This is a huge change for myself, and I feel like I will struggle with this since I am always used to specific directions to follow. One thing that stuck out to me was about repeating the thesis and implementing it throughout the essay. As the PDF text mentions how in high school we were taught to repeat and summarize our thesis in different wording throughout the entire essay. And now in college it is seen as repetitive, it will be difficult to break this habit since it will feel like I am writing the essay incorrectly. I also relate to the parts where each English teachers had specific rules and would tell us "you will be using this specific format for the rest of your life especially in college". And then to get to college and find out that everything they told you and you learned to be not helpful at all. I remember vividly in middle school my English teachers telling me about the standard 5 paragraph essay, and then getting to AP Lang in high school and that teachers explaining that we have more control with our writing. I never understood why teachers would tell us different things because it ended up just confusing me and making it more difficult to write essay. If I didn't take that AP Lang English class in high school I would not have been exposed to having more creative freedom with writing. Even though I did some experience with creative writing it is still difficult for me to have a certain outline to follow. I wish high school would have prepared me more for college writing, because it is a big shock.

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I chose this picture of a gym, which I think represents my recent interests. I have spent the last year or so getting into fitness and I love it.

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Perspectives about the transition from high school to college

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Perspectives about the transition from high school to college

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Reading through the three texts from the PDF, I would have to say I definitely agree with a lot of the points made by the authors. Their portrayals of writing in high school really resonated with me. Many of the critiques of high school writing brought up in the texts are things that I have experienced exactly as described. The formulaic nature of writings expected from high schoolers makes writing too straightforward, and since writing is, in a way, thinking, keeping things that straightforward and unoriginal is not a good idea--especially for those wishing to pursue a higher education after high school. The rules of high school writing narrows students' ability to think critically. One thing that really stood out to me in the texts was the report from a ninth grader about words not allowed in essays in the first text by Warner. It's frustrating that young writers are forced to use language a certain way or risk having points taken off, implying to them that there is only one way to use language when writing. A lot of the framework provided to us in high school about writing at an advanced level is not applicable to University expectations. Luckily, however, I have had several teachers in the past acknowledge these problems and try to teach us how to write with a little more freedom, so I have a tiny bit of experience. My high school did not offer AP Language and Composition, so this will be my first formal exposure to college-level writing. Despite all this, I have confidence that I can unlearn and relearn how to write, as described by Strong in the third text, but it will definitely have its challenges.

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I picked this picture as I feel it represents a major part of my life.  I have been playing ice hockey for as long as I can remember.

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High School to College Writing Perspectives

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High School to College Writing Perspectives

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Before reading the combined texts in the "Academic Writing in College" PDF, I would have thought that the majority of high schools do a decent job of teaching English. However, after reading the texts in the PDF, my opinion has been altered, and it has opened my eyes. I don't believe high school English was a complete waste, but it can improve significantly. I concur with Mr. Warner in the first portion of the PDF that the collaboration of college English departments would substantially impact the improvement of high school English. The ideas in these articles directly relate to my academic writing experiences, as I had rules to follow, eliminating thought-provoking writing. In my school, we mainly followed the IEW (Institute for Writing Excellence) structure. This program's rules included sentence openers, banned words, and dress-ups to make your writing sound intelligent. We were told that we would use this type of writing once we were in college. Now that I understand the differences between college writing and high school, I will try to implement the idea of writing to gain knowledge instead of writing from what I already know going forward.

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I chose this image because I am truly a chronic online shopper. This in fact has never changed ever since I received a lap top and a credit card. 

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Perspective about the transitions from high school to college

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Perspective about the transitions from high school to college

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The Article "Academic Writing in College", was very compelling and eye-opening. Similarly, to many students, I always believed my intelligence when writing was purely based on the vocabulary I used and the lack of "I, you, or we" added in a sentence. Although this was not discussed in the reading, I noticed through this that I had created a different "writing voice" than my voice (if that makes any sense. I found myself nodding in agreement with almost all the examples presented because that was the only way I could ever impress a teacher to receive an A. I remember we would always have writing assignments where it was mandatory not to use words like "said, like, like, I, you,  or we." this made me truly believe that this is how writing in college would be like.  It was genuinely refreshing to see the redefined terms of writing that it is not just using fancy words but an art form. I never understood why many people called writing art, but this article gave me insight into why. Delicately choosing certain words "fancy" or not allow the writer complete control like the article demonstrated with the "said" vs."howling"- it can drive the focus to the actual dialog or the modifier. I had always had to "sell" myself as a student, putting all my knowledge into a paper, whether it emphasized the right idea or not- even if I did not know how to use it properly- this was especially prominent when I was writing my personal statement for college; I felt as though I was just making my statement better by looking up fancier words, but when I look back I think that my untouched version was definitely more genuine and myself. Overall, this article was truly eye-opening, especially since we students have always believed that the fancier the words sound, the more they can convey.

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I am a big animal lover, from pets to wildlife. I find a lot of things funny for absolutely no reason, animals in particular just me smile

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High School to College Transition Perspective

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High School to College Transition Perspective

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Writing in high school is filled with several restrictions and mandatory guidelines to follow in comparison to college level writing. The PDF we read carries this claim and I wholeheartedly agree along with it. To me, the writing experience before was a bit lackluster and felt more as a chore than anything, constantly trying to fit within the given guidelines and focusing more upon the quantity of the work, whether it be too short or too long, rather than the quality really. Quality does play a key role in high school and college writing of course, but high school type of writing gives off a constant "stuck" feeling, always making me question if it is good enough or if I need to add more. It was pretty shocking to see how more free college writing because it was more normalized to provide a outstanding thesis and carry it out throughout. Moreover, essays and such always seemed the exact same, bland, and not eye catching. Typically whenever I compare my work with other students, its the exact format, same shape and design, sometimes a different topic, but usually not. The only type of writing assignments I would actually enjoy would be bibliography or fictional story writing, because unlike research essays, or analyzing essays, these kinds of writings wouldn't place any sentence or word restrictions on them. Just like the PDF claims, I believe that having these rulings early on, discourages young or upcoming writers from pursuing or enjoying writing related professions. It made it feel as if my writing wasn't really my own, it was just another piece of writing which wasn't as perfect or accurate as another person's. It's refreshing to see that other instructors acknowledge this struggle and provide a more free way of writing in college and I feel more enthusiastic about the upcoming years of college style writing.

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The change from High School to College writing perspectives 

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The change from High School to College writing perspectives 

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What all three of the texts said and outlined was defiantly true for me a lot of the time. In freshman year especially it was always create this 5 paragraph essay on this topic create a starting thesis and so on make sure that it was best for the teacher to grade and understand so that you could be proud of the grade and move on. Now in college it doesnt seem to be like that it. Its for the benefit for yourself more than anyone and what your future holds. If your future is more of a scientific and technological aspect you can learn for yourself how to write like a publishing professor. If its more of a journaling and writing major than you can learn how to get a story across to the reader and how to make them feel about a situation. Its no longer read this one text and choose between these two topics and write a essay that appeases the teacher and although like the pdf said it gave us some rules to follow and create kind of a outline and kept us restricted from thinking. I cant tell you how many times I wanted to go and do something else with my essay but i felt like that I couldnt cause it was against the set rules at the time. In my last english class it was prep from college so it let us have a lot more freedom on how we write it just had to be a essay on argumentative text no rules just us and the teacher for help which I feel like how college will be. The last quote in the last text for what makes a good writer is one that can learn, unlearn, than learn again I think will resonate with me a lot and how I learn to write and get better at it. I look forward to that and being able to write for the sake of writing.

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I chose this image because I love gaming with friends whenever I have free time. It's become an addiction...

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Transition from High School to College Writing

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Transition from High School to College Writing

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I totally agree with how high school English class was taught after reading and annotating the three different texts in the PDF. Personally, I felt that there were too many rigid requirements and restrictions we had to follow in order to receive a full score for that particular essay or analysis. Rather than focusing on the actual quality of my work, I would constantly make sure I had the correct word count. When I compared my essays to my peers' 5-page essays, I always assumed that the higher the word count, the better the essay. Every year in high school, my English teachers would make me follow a specific guideline or manner to write in, which made the majority of my writings monotonous and identical. I was shocked to learn how much more free college is after reading these texts. They encourage you to break free from rigid constraints, experiment with more sophisticated writing styles, and see writing as a tool of critical thinking and expression. My academic writing experiences align with these notions, as in high school, I had to stick to tight norms and rules, whereas in college, I am encouraged to think independently, engage in deeper analysis, and experiment with new writing styles. I will have to unlearn some of the rules I previously relied on, which will be difficult given that these rules have been drilled into my head to do so for the past four years, in order to develop a more mature and nuanced approach to academic writing.

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I love going to the beach. It's my favorite vacation spot. 

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High School to College Writing Perspectives

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High School to College Writing Perspectives

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The three texts combined share a common point which is that college writing highly varies from high school writing. In "The Transition from High School to University", the authors provide a table comparing high school and college expectations when in comes to writing. Each part of an essay is written quite differently when comparing the two. I did find most of the information in the table matching my writing experiences in high school, but there were a few that did not. For example, a high school rule is to not add a counter argument in your essay. I was taught the opposite and was encouraged to always have this and it was sometimes even a requirement. Additionally, I really connected with what the author of "The High School/College Writing Classroom Disconnect" was saying about word choice.   I had classes where we were really encouraged to find different words leading onto a sentence. As John Warner was saying, it really doesn't matter about the word, but what comes after it does. But, there are instances where finding different words can deliver the writing better to the reader. Lastly, in "The World is a Text", I learned that I have to take risks in order to become a writer. I have to be able to think beyond what I have been taught and be open to new ideas.

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Perspectives about transitions from High School to College 

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Perspectives about transitions from High School to College 

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These three articles were an inside scoop to the reality of what goes on inside a college classroom and how high school doesn't prepare their students for this huge transition. From elementary, I was taught the 5-paragraph essay structure that carried out all the way through high school. Most of my teachers were extremely strict about the kind of structure and rules a student had to follow when writing, so every essay sounded generic. I never realized how many restrictions there were in writing, and it was very confusing as a student who was told I couldn't use certain phrases, words, etc. only to see the exact same thing I was told not to do in popular literature. Something I completely agree with is how High school writing was mostly based on impressing teachers by using large vocabulary in hopes of getting their approval. I recall most of my english teachers using the essays with 'broad vocabulary" as an example for the class rather than the same exact paper that used much more simple vocabulary. I believe that's the reason I lack confidence in my writing, especially when I felt I didn't sound smart enough. It's not surprising that college writing is more about exploring and discovering new information. I was surprised to learn that the "strict rules" in writing were disregarded in college. A paper doesn't require multiple transition phrases, repetition of information that has been stated already, or bedazzling the cover for extra points. My AP language teacher gave my class a lecture on the way writing worked in college. He explained the expectations and freedom a student had when it came to essays and papers. However, my teacher did explain that while the 5-paragraph structure would not be helpful in college, it was a safe structure for the exam. So, my transition might be a little difficult. It's quite annoying now, reading about the freedom in writing when I've been following the same format since elementary. I  really like that the article spoke on how  teachers and college professors should work together to help students prepare for for this transition, because writing should be a creative way to express the way someone thinks rather than making all students sound the same. am surprised that most of the strict rules from high school like "using transition phrases/ words" does not matter in college.

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Perspectives About the Transition From High School to College

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Perspectives About the Transition From High School to College

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In each article, there was a bit of compare and contrast- mostly contrast as to how students are being taught to write essays to help "prepare" them for college writing. I found it very interesting that in Article 1, it puts fault primarily at the hands of higher education institutions solely for not giving possibly a proper insight as to what is actually expected for a college level piece of writing or how writing at the college level is not as "strict" on outlines and formatting as it appears. Also in Article 3, it basically says how writing is thinking but that idea is not taught to elementary-high school students. Everything is guided and structured. As with colleges and universities, there is basically room for growth, opportunity, and learning during the writing process. I actually agree with every point that was made in these 2 articles because I was also taught to not use "dead words" growing up, but as I am older I have learned that it all just depends on the context, purpose, and audience and that the choice of words do/don't matter all the time. I was also taught the strict outline of 5 paragraphs, 3 topics, intro and conclusion paragraphs from the time that I was introduced to essays. Thankfully but also unfortunately that whole strict outline that I was brought up on was broken down by my college prep teacher who told us that college professors look at those papers as weak and that outline is actually detrimental to a students' success at a higher institution. I think it's unfortunate that some students aren't given that same kind of insight and pretty much have to erase years of knowledge on how to write essays the "good way" and relearn writing strategies to be successful at a higher education institution.

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I chose this image because i love listening to music. I listen to music whenever i can. 

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Perspectives on high school and college writing.

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Perspectives on high school and college writing.

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The way writing was taught in high school is vastly different from college. In high school there seemed to be an outline and sort of formula that, i believe, limits and restricts students from freely stating what they believe about a certain topic. To high school students, writing is done strictly for the purpose of a grade, therefore students are forced to write in a way that will ONLY fulfill the requirements of the instructor. In college level writing, and after reading the 3 passages, i believed us students will have a little more freedom when it comes to writing for a grade. Although still using the fundamentals of writing we learned in high school when it comes to a certain essay or response, i believe writing in college will be much different. During my senior year of high school, i got to experience freedom in writing for the first time and although i only had this class for one semester, i feel like i've learned the most from her than in any previous writing classes.

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I love potatoes. They are the solid #1 veggie on Earth. Who would hate a potato?

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I enjoy the transition from high school to college

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I enjoy the transition from high school to college

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I totally agree with those authors.  I had to face a lot of troubles in high school because writing was always not appealing to me. I always have to cut off many of my thoughts to fit that five-paragraph essay format. It is really annoying, especially for someone like me, aka someone whose native language is not English. So I usually spend around four hours just to finish one essay, and proofread it repeatedly to ensure everything fits the format. But now, since I am no longer a high school student, I can enjoy college-format writing now. I found out that I like it much better this way since I can write more freely. I am also more confident in writing now, and I enjoy this kind of transition a lot.

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I chose this picture of some chess pieces because it's my interest or hobby for like 13 years. I started playing chess when I was 5 years old! 

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Perspectives about my writing journey transition from high school to college

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Perspectives about my writing journey transition from high school to college

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I absolutely agree with these articles’ points. When I was in high school, those circumstances were even worse for several reasons. As we all know, there are four sections in TOEFL: reading, listening, speaking and writing. Since I’m an international student which means I have to take the TOEFL exam. In this way, the English teacher in my high school only teaches me how to write typical high-score TOEFL paragraphs. Just like what the article mentioned, some words are forbidden in our writing such as I, we, say……… Also, I think another reason is how TOEFL writing part is graded is based on how profession are you and how your topic is well-demonstrated. In this way, we have to write something not that interesting. I actually had my senior year in the bay area, I took an actual english course called ERWC which stands for expository reading and writing curriculum. It’s very different from the class I took before, it emphasizes your understanding and the homeworks our teacher offers usually lets us write rhetorical analysis and our ideas about certain topics. Furthermore, according to the article, we have to commit that every word has its purpose to be a word! In the first article it mentions that the word said is a strongly preferred dialog tag in college writing class. It changed my idea of what is a good article or what is bad.

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Perspectives about the transition from high school to college

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Perspectives about the transition from high school to college

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I agreed with the author after reading his article. It was saying that there are a lot of restrictions/ critiques in high school writing. Writing essays in another language was already hard, especially when English was my second language, and I had to ensure that my writing met the requirements simultaneously, which was overwhelming. Writing became my least favorite homework because I always needed to devote much time.

Having the requirements in writing is still essential, so when we learn when we are younger, we have an idea of what we should do, or it would be hard for younger children to write all on their own. However, we are college students now, and those "rules" have become less strict. I am happy with this transition! I feel freer when I write, and it is also much more fun than writing essays or articles without a "model." I am excited to learn and write more in the future.

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I like running because it's satisfying. It's initially miserable, sweaty, and challenging. But it always feels great at the end like you conquered war.

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The first text by John Warner explains why high school writing doesn't serve as proper preparation for college writing. The second text explains why high school writing limits one's expressiveness. The third text by Patty Strong explains why limiting expressiveness is bad. Each text builds off one another to deliver one key point: that writing is a powerful tool that's potential has been restricted by high school teachings. Though I wholeheartedly agree with this, I believe this initial system of writing is essential in becoming a fully-fledged writer. Similar to learning a bike with training wheels, a framework of rules will help many beginning writers compose their first papers. Contrary to what the writers suggested, I did not feel restricted in my ability to express during my beginning years of writing in elementary to high school. If anything, I felt I could express myself better with these starting rules implemented. It is much more appealing and easier to build a house with blueprints than to do so from nothing if you're a new construction worker. I would've been completely overwhelmed as a beginner if writing was introduced to me as a big unfiltered limitless mass of potential. Learning how to write would be harder to manage and get into. Where in our writing careers where it is necessary to transition off training wheels will vary from person to person and is up to debate.

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Perspectives on the transition from high school to college

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Perspectives on the transition from high school to college

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After breaking down the text on the authors different experiences, I agree with what was presented. Thinking back through my personal experiences in high school, I found that there were indeed "unspoken" rules that were established in my ELA classes that were similar to the ones bestowed within the article. It was very challenging for me because certain "rules" minimized my ability to freely write all that I personally believed because it was always either too much or not enough. This would lead to my work starting to become less connected and produce poor quality writing. After being so used to writing a certain way for a long period of time can make the transition from high school level writing to college level writing challenging. Being able to unlearn the standards of high school writing and relearning the guidelines of college level writing + allowing students to have freedom in how they write grants them the opportunity to be more successful.

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The three texts emphasize the essence of writing. The first article includes a reflection on the writing system, which is the macro aspect of the problem, and specifically to the micro individual, me. I think I share the same ideas. I think what inspired me the most was the inversion of the cart before the horse in writing education. Writing education was initially aimed at writing, but gradually writing no longer became the core of education. Because on the road to writing, there are too many requirements and rules that arise from doing well in writing. These requirements and rules have gradually replaced writing itself as a goal pursued by students. Personally, I also have the same feeling. However, my viewpoint may be slightly different from the article because in my opinion, these requirements and rules may solid students' thinking, but when they did not form a concept of writing, these rules could serve as a framework for their exploration. The key to the problem is that students need to know how to jump out of these frameworks and understand real writing.

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Perspectives on the difference of high school and college writing

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Perspectives on the difference of high school and college writing

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The three different texts provided in the “Academic Writing in College” document all highlight the same key information, but differ in the delivery and place of blame. In the first text, John Warner describes where high school English instructors fail us as students, but moves on to explain it’s the lack of communication between secondary school and universities that is to blame. Warner dives into the idea that high school level English is taught to prepare students to succeed only in high school level writing and testing. He explains how teachers are misinformed, and therefore misinforming their students, that this is the type of writing college level courses will expect. The second text acknowledges the disconnect in each level's writing expectation but in the form of a handout. It simply details the differences provided by examples in the side by side comparisons; no blame is placed and no solution is provided. In the text written by Patty Strong, She begins to shift the responsibility to the students. She sees the same disconnect and misinformation as the previous two texts, but argues that the ability to explore a different way of thinking and learn new perspectives on writing, is a key element in furthering a student’s education. At the college level, “learning, unlearning, relearning”, is a skill for students to master. At the high school level students are taught a set of rules in order to most efficiently show teachers what they understand. The rules are there for students to demonstrate creativity and deliver ideas in a standardized way, but not to be continued in further education. In my personal experience I have seen what kind of writing is praised at the college level. During my years of learning to write, we were told “right now you are learning to write, but in the future you'll be writing to learn and demonstrate.” I feel this gave me somewhat of an idea that these rules enforced during secondary school would not fully carry over into the college expectation. Many essays I submitted branching off of the standardized writing format were heavily critiqued and graded low, even if I felt the actual writing was good work. When I began writing for college level classes or with a purpose in professional settings, I saw that the same style of writing that was deemed poor, was accepted in many other educational and career settings.

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In the Three texts, it describes how the transition from high school to college writing was like polar opposites. High school was more standardized than college. They had more requirements and set methods for how you should be writing. Whereas in college, there's a lot more freedom. There is not TEAEAC rule anymore that can haunt me. I can write about what I want and when I want, which in a way is more beneficial in my opinion. I normally complete my english work near the deadline since it's seen as a chore so I would procrastinate. With more freedom like this, I feel like as if I'm able to continue writing whatever comes to my mind instead of having to stop every few minutes to search up words in the thesaurous or worry about my grammar. This writing assignment has shown me how different college and high school writing is and this piece is my first take on college writing.

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I love doing arts and crafts and I believe it is an essential part of who I am (I spend a ridiculous amount of time doing it) and I do a lot of painting!

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Academic College Writing Perspectives and My Experience

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Academic College Writing Perspectives and My Experience

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The perspectives presented in the PDF "Academic Writing in College" were that of how high school writing is wrongly taught to be the foundation for good college writing. The first text believed high school writing had many rules while college level writing is a place to be creative and write freely without constrictions. The second text revolved around how many of the beliefs (not rules) ingrained into students in high school were not applicable to writing in college. The third text stated that successful college writers write for their own benefit and for their enjoyment rather than to fulfill the requirements needed to pass the class. Both the first and second texts demonstrated how the transition from high school to college is a difficult transition because the guidelines being taught are not what colleges value in their classes (critical thinking). These ideas relate to my experiences in academic writing by reminding me of how I would rely on the rules high school taught me in order to write what was considered an essay that would earn an A. I resonated with the ideas in the articles because they showed how I could improve my writing skills instead of simply doing what would get me a "good" grade. I used to always rely on the notion that the thesis would be the last sentence of the introduction, that the first sentence of each paragraph would be a small chunk of the thesis, and that each paragraph needed to begin with a transition but those are not what make someone an excellent writer. I agree with how writing should not be confined into a box of rules because writing is a person's thoughts recorded. Thinking is not finite or something that must be done a certain way, it changes and adapts to what the situation requires which means that writing does as well.

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I totally agree with the perspective about the high school writing course of the texts. High school writing is so inflexible that there is a strict requirement for what an introduction should be, how many paragraphs can be used, what kind of structure should be like ,word count and the words that should not be used. I can see there are more focus on writer's thinking instead of repeating the rigid writing templates. 

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I totally agree with the perspective about the high school writing course of the texts. High school writing is so inflexible that there is a strict requirement for what an introduction should be, how many paragraphs can be used, what kind of structure should be like ,word count and the words that should not be used. I can see there are more focus on writer's thinking instead of repeating the rigid writing templates. 