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The common thing that concerns most of the writers of the sources from the UWP 7Y course is that students in high school are not being prepared for writing in college due to the instructional factors such as the teachers’ expectations and the way writing is being approached, in other words, the writing process. For instance, Strong in How do I Write a Text for College? Making the Transition from High School Writing said that high school students do not approach writing as a chance to think. In addition, Murrey in Write before Writing demonstrated how the current approach that teachers force their students to do is incorrect by emphasizing the importance of the pre-writing process and presenting some writers’ experiences as examples to prove their point. Furthermore, multiple writers presented solutions to close the gap between writing in high school and college. For example, Yancey in Writing in the 21st Century showed through their text that the multiliteracies idea can be an effective solution to this problem since it does not focus on only of part of it.

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Throughout UWP7 many sources have brought up flaws in our education system when it comes to learning and teaching English. The authors are trying to encourage change in the education system so students can learn and improve with ease. From Flaherty, stating that professors belittle students' critical thinking skills to Edward and Paz stating that English is being romanticized. This causes students writing skills to downgrade and not have much improvement. These three authors discuss these problems with urgency, in order to be resolved for students and learners to have the best writing experience. Yancey puts these authors' thoughts in one clear and concise argument, saying that a change in our education system is needed because it is outdated. All in all, writing is a practice that needs much refining in order for it to be “perfect”. Though the many sources have made it clear that there is more than one flaw in the writing practice.

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All the material we have seen so far in the uwp course leads to one argument. Most of the reasons why most students fail to become good writers are attributed to some habitual problems they have with writing. It is easy to see from Bunn's and Parttor's articles that they are influenced by things outside of the writing factor, as well as the unorthodox writing style they learned in high school. In the article I read recently, the author also analyzed how writing has changed in recent years in terms of the history of writing, and she and another writer agreed that the Internet has had a big impact on writing. They both suggest that students can improve their writing by reading to learn how other famous writers write.

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The main problem that the sources are addressing seems to be the issues that freshmen undergraduate students are having while accommodating to college. The authors have brought up that the students struggle in college writing either because of how they learned in high school or how professors in college are. Flaherty brings up issues about the prompts that professors give and how they aren't helpful to the students. Strong mentions the differences between high school and college writing and the difference in how students were taught to write about in papers. The contribution the writers are trying to make is to start conversations and give students advice. In order for something to change in the education system, there needs to be conversations and the negatives need to be mentioned to know what will be done. Meanwhile, these writers can give advice to the students on how to be better prepared for college writing.

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Within the many texts provided in UWP, the three main issues addressed were transitioning from high school into college, how students should be acting in college life, finally how to differentiate between high school writing and college writing. When addressing the concept of writing, the focus is more on grammatical, punctuational, and different concepts resolving on structure. Both Bunn and Strong argue the emphasis on high school level writing and how they dictate proper format vs college level writing dictating creativity and imagination. Moreover, Lamott describes how writing in high school is meant to be perfect. Writing should be followed by a certain way whereas in college writing is adaptation and discovery on information. This brings up the point and differences both high school and college have in comparison to one another. Finally, both give the context of how high school writing doesn't give a perspective of natural writing rather it is forced onto students. The way is a robotic nature rather than having someone learn a sense of freedom and creativity. The emphasis on someone writing in a format where students follow a format rather than having students adapt to their own writing.

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In all the readings we have read so far in UWP, a common problem that all the sources have been addressing in their writings are the struggles that most writers face and ways they can overcome those struggles. Most of the writers call out the struggles and give solutions, such as Lamott and Edward and Paz. Lamott takes the writers out of that mind state that their first draft must be perfect and lets the readers know that it's an unrealistic expectation. She gets them out of that mind state by letting the students in on the truth of how most of their favorite writers never compose a perfect first draft. She then gives tips on what to write on the first draft and advises that they then go back and revise their thoughts. Edward and Paz do something similar as Lamott; they take future writers out of the state of mind that they are not good writers compared to the people society sees as geniuses. They let those future writers know that those are unrealistic expectations and encourage them to not be hesitant about the quality of writing they're composing. The contributions that both these writers are trying to make are to set realistic expectations about composing a piece of writing.

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For many of the articles we read so for in UWP, a common problem the sources addressing is reading actually should be valued more and good practices can make everyone a good writer. Many authors mentioned that a large percentage of people are not fully prepared for the transfer of writing from high school to college, and this may be due to a lack of reading ability. As Carillon mentioned in her article, we should attach as much importance to reading as to writing. Good reading skill is the key to improving writing. Based on this, many authors also advocate that we should not be afraid of writing, taking action is necessary, no one is born a good writer, practice is the way everyone must go. This is also what educators should pay attention to, as Edward and Paz mentioned in the article, teachers should teach their students that students don’t have to have preternatural intelligence or talent to succeed as a writer.

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When reading all of the sources provided in UWP 7Y, there has always been one common thing mentioned in all of the articles. That common problem is that the modern way of teaching students how to read and write is simply outdated. Many students do not even understand what is expected of them. Schools are often too focused on grammatical errors instead of critical and original thinking. Strong even argues that high schoolers write about something that they already have information on, while college writers write about a topic to discover more about that topic. Many students are expected to read like a writer, as Bunn proposes. The problem with that is, barely any students are taught how to read like that. English classes never teach students how to pick out specific words and techniques that the writer uses. Students often compare themselves to others while writing and have a skewed idea of what they must have their work look like.

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In the texts that we have read in UWP, many authors addressed the problems of high school students transitioning from high school level writing to college level writing. Many of the authors took a look back at the high school writing curriculum and addressed how the curriculum can be improved in ways that would help students better prepare for college level writing. One part of the curriculum that was addressed in multiple readings was the revision process. The authors put an emphasis on how the revision process of writing is vital in helping students improve their reading and writing skills. In Lamott’s “Shitty First Drafts”, she discussed how every piece of writing has had what she calls a “shitty first draft” and the only way to reach a final product is through the revision process. In a sense, the final product is the revision process. These authors aim to push the idea that the final product of an essay isn’t the most important factor but to also consider the revision process.

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The main problem that the sources are addressing is the certain faults in the education systems. More specifically, they make it known that secondary schooling does not necessarily prepare students for college or life after school, and students have a lot to learn once reaching college. The different authors all address things students can work on or skills they can develop to become better writers. These main ideas include, but are not limited to, the importance of revising, encouraging messy first drafts, and practicing thinking deeply while reading. The writers are trying to be helpful, and they give good advice for anyone looking to improve their writing skills. Many people might not recognize that there are faults in the schooling systems and that students are not necessarily prepared for the future. They aim to inform readers that most careers value communication skills. Being in the digital world today we also have to adapt how we teach writing because long essays are not the only form of lliteracy now, but social media, blogs, and the digital world is becoming a large part of our lives.

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In many of the articles, there is the problem that writing is looked at as something that you need to be naturally good at and that you need to do it alone. There are at least 2 or 3 articles that address this problem. However, there are solutions where society needs to change its way of writing by changing the school curriculum because students have this picture of what a writer should be. These writers explain that we can become better writers by reflecting on our own work and that is it okay to have a bad first draft since that is you getting your ideas down in which you can later refine them.  Also by using other sources from other writers to help you understand what you are writing or receiving help for these ideas. Writing is not an independent event, but rather collaborating with others.

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Many of the articles read in UWP address the problems that students have when adjusting to college level writing. There have been holes in the teaching curriculum that teaches students what “good” and “bad” writing entails. Both Lamott and Edward emphasizes that the high school English curriculum focuses on the final product rather than the process of writing. More specifically, high school English writing emphasizes on one specific style of writing, essays, which doesn’t allow students to practice other styles of writings. In addition, when assigning these essays, teachers brush off teaching students the process of prewriting, and emphasize the final drafts, which gives students a toxic mindset of “perfect writing.” Students now compare themselves to those unrealistic standards of how to write, and think that their rough drafts are their final drafts. However, Bunn’s and Strong both give resources and tips on how to practice prewriting. The UWP articles break down the stigma of what “real” writing looks like, and that no writing is ever perfect.

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Based on all of the sources that we have read so far in UWP7Y I have noticed that they all address struggles that people face when it comes to writing. Whether it is something that students were taught in high school but doesn't meet the expectations of college professors or myths that were embedded in our culture that discourages people from even trying to write. Each of the sources addresses a specific struggle that a writer may face or something that is wrong with the curriculum in school that is the reason why students may struggle when it comes with writing. Then they all come up with a solution for the problem such as a new strategy to use in writing assignments, debunking a myth, or coming up with a new model of teaching to help students. All of the sources contribute to the conversation of trying to help students or people in general improve their writing.

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From all of the articles we have read in UWP so far, one can draw that these sources are addressing what college students can do to improve their writing, and the flaws of writing in an English class. Strong argues that there are different writing expectations when you transition from high school to college. Students are expected to analyze and think critically about a source so they can write out their thoughts and feelings about it, rather than just writing down words to get through the assignment. They are also expected to read like a writer, as Bunn addresses. To read like a writer means to carefully read a piece of text so that you pick up on the author's writing techniques, then later think about whether or not they would like to use those techniques in their own writing. Other authors like Edward, and Paz, address bad ideas in the writing system. Sometimes, students feel like they are supposed to meet the standard of ‘genius’ authors like Shakesphere. Edward and Paz argue that they are unrealistic expectations, and that they need to write their truth instead.

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A common problem that the sources address is current disadvantages students are facing in their English classes today. These disadvantages mainly include the students having underdeveloped skills in different parts of reading and writing.  The writers are trying to make methods to help students to develop their skills better, and approach new ways in which they can tackle their college assignments. These methods emphasize certain parts in the writing process, and focus on how one should be working through the creation and editing of a text. If the student already partially has these skills developed, the sources are more focused on enriching the student’s ability to write. Some of the sources are also trying to point out discrepancies within our education system, and about the significance of teaching writing and reading skills together, as Carillo argued. These sources delve into what happens when these skills are not taught together, comparing these results to environments that are more enriched.

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From all of our readings and annotations from UWP, there is a consensus that all the sources address flaws in the writing system. There are faults in teaching curriculums that guide student writers into the wrong path and faults in mindsets of student writers. Some readings address specific institutional writing problems like professors being unclear about what they are expecting students to produce when making assignments and teachers brushing off the process of prewriting, especially when assigning essay tests. Other readings address different perspectives of writing such as Bunn’s “read like a writer method” and Giles’ importance of reflective writing. Parrott’s and Lamott’s readings help writers feel less discouraged about their writings by reminding them that there is no such thing as “perfect writing” and that everyone makes revisions to their writing. All the readings contribute to the fact that the transition from high school to college level writing is flawed and needs to be addressed for the benefit of our future writers.

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If all the sources were to be compiled into a single argument, one can conclude that the students making the transition between high school to college writing are under prepared. This could be due to the separation of “great” writers and bad writers and what students were taught before the transition. The distinction between what a good and bad writer is can be seen through the focus of the final product rather than the process (Edward and Paz; Lamott). The fixation on the final product has caused people to compare themselves to those standards thus negatively associating their rough drafts to a final complete product. This stigma deters students from writing which is needed in vital parts of life and especially in college. This transition can be accompanied by the many tips and tricks authors have provided for students. For example, Bunn’s and Strong’s article can be used as examples of resources for students. Their tips for reading and writing can be beneficial for those under prepared and the fact that they exist show that there is a large audience that is under prepared. By giving more assisting resources to these students it can help mediate the effects of the transition between the two levels of education.

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In many of the articles we've read so far in UWP, there has been implementations of sources from experience or other texts regarding the purpose of their writing. In their introductions, the author often includes instances of issues they have seen throughout their careers continue to write about them in future paragraphs. For example, both Bunn and Flaherty are professors who suggests that the way students approach reading needs to change. Along with this, these authors include evidence of why the reading of students need to change by including charts and other citations which strengthen their points. Bunn claims that students may not be fully ingesting information correctly which is why they struggle to understand the messages in reading while Flaherty claims that there is not enough reading implemented in our college system due to the heavy focus of writing. Both bring up topics which they will later find solutions for in their text. In this way, they can contribute to both finding where the problem of their article is found and how to solve the problem.

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You just watched a video about the IMRD superstructure!

Now I'd like you to think about the "I"--the introduction where the topic and purpose of the article is introduced.

A key part of the introduction is presenting conversations about that topic (what different sources say about a topic) that demonstrate that something is still not yet fully understood or a problem has come up that hasn't yet been solved in relation to that topic.

Thinking about all the sources we've read about so far in UWP 7Y as part of the same conversations about writing and college writing, consider and then write at least 150-word post that responds to the following questions. (You may want to return to the readings themselves, your HRCs, etc. for inspiration!)

What problem, gap, or need are the sources addressing?

What contributions are the writers trying to make?