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It feels like high school writing is more about regurgitating information and expressing thoughts in a concise manner, whereas college writing  revolves more around exploring and analyzing your point of view. College writing seems to emphasize the process by which your points are formulated, how your point of view and why it is credible, which is important since you've made it this far, you want people to listen. This perspective is mirrored in both the Article by Warner and the chart by the Canadian college in the manner  which they discuss the "rules" of writing in early education. Both texts are very critical of the rules imposed on young writers in order to satisfy requirements set by mislead educators. Warner highlights most of the writing done in early education is aimed towards one person. The teacher is the entire audience for the work, so it is obviously geared toward them. This means these rules are contextual, despite the manner in which they are taught. The Canadian chart depicts just how oppressive these rules are, and how it can limit the depth of the argument, the credibility of the claims and digestibility of the work. However this was not my experience in high school.  I went to a progressive high school which taught us these rules, but did not limit us to them, allowing us freedom to arrange more creative pieces of writing, through assignments that were aimed toward various different audiences.  

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After reading John Warner’s article I learned that high school does not prepare students for college level writing. His argument is based on the idea that instructors teach writing with rules that limits their ability to become great writers. This includes prohibiting students from using certain words in their writing. Also teaches them vocabulary and expects them to use it in all the writing. Warner points out that although teaching vocabulary is good, there are times where it is not always needed to be used in every sentence. He mentions that instead of teaching students rules of how to write, they should teach when to use these strategies. In Rhetorical situations that has to do with the genre, purpose or audience. He largely blames higher education systems for not communicating with primary and secondary schools on what college level writing should look like. As of my perspective, I believe that my school did not fully prepare me for college level writing. I can agree with John Warner’s idea because in my English class, we focused a lot on how we should be writing and how it should always look like. But something that I didn’t learn was how to write when the situation is not the same. This is something that I am looking forward to learning in UWP 7.

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In John Warner's article titled "The High School/College Writing Classroom Disconnect", he explains that high school students are taught a set of rules in regards to their writing that is usually discouraged when they reach a form of higher education. One example of the rules high school teachers enforce is banning the usage of certain words in their students' essays such as "you, I and me". He states that these restrictions make it harder for recent high school graduates to excel in their writing classes as it limits their creativity and makes essays seem like ways for students to show off their vocabulary rather than make a distinctive and memorable work. "The Transition from High School to University" also illustrates this point by showing how the rules taught in high school direct oppose the expectations of university professors.

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In Warner’s article, he mentions how high school students are taught to follow strict rules when it comes to their writing, and, while he understands their intention, he fundamentally disagrees with their enforcement because they limit students and make writing in college more difficult. He notes how teachers often have lists of words that students will lose points for using. While I never experienced anything like this in high school, I distinctly remember my frustration with such a list in middle school. My high school was relatively good about preparing us for college-level writing: junior year we focused on different literary techniques and writing lenses and my senior year our teacher told us how much she hated the idea of using a conclusion to repeat what you have already written.
I also really appreciated the former UWP 7 students’ advice, such as using my resources, not being afraid to reach out for help when I need it, and getting to know my classmates well. These are all things I’ve been trying to work on and do throughout my academic and writing career, but I’m looking forward to applying them in this particular class.

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The two pieces I had read, "The High School/College Writing Disconnect" and "The Transition from High School to University," both share the same concept: "writing rules" formed by high school teachers no longer apply to college level composition. In Warner's article, "The High School...Classroom Disconnect", he informs his audience that the restrictions made high school teachers in order to improve the writing of their students does more harm than good once they transition into college or university. He provides examples such as the stigma of using "dead" words such as "said" or "is" for instance. Warner asserts that students are being made to omit certain words without considering the demographic they're writing to. He ultimately blames colleges and universities for not communicating their practices to high school teachers. On the other hand, "The Transition from High School to University" chart just compares the characteristics of high school composition with college level composition. What ultimately differentiates the two is that high school composition has a preference for more formulaic "one size fits all" type of essays while the other stresses the need for evaluating how to approach an essay depending on the topic or demographic at hand. I relate to the concepts being discussed in the reading because I had to deal with the rigidness of high school composition. I once had a teacher who would make us follow a worksheet for writing an essay, which was extremely tedious. I've always felt that the writing process in high school has always felt industrial to a degree due to the fact that they wanted us to be prepared for standardized testing. I always loathed the artificial process of composition and I hope to develop more organic writing.

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In the article "The High School/College Writing Classroom Disconnect" author John Warner expresses the idea that high school wrongfully prepares students for college by giving them a set of rules to follow. These rules in the instructors perspective are going to make students great writers and they learn to avoid using certain words such as "I, you, and me" students may use. However Warner argues that these rules take away from the writers vision and own way of writing as they are so worried about how their piece sounds and using extensive vocabulary rather than targeting their audience and purpose. In Warner's opinion students should be able to express themselves through their writing. Personally, I have avoided using personal pronouns in a lot of my writings as long as it's necessary because of past teachers that would see that type of writing as unprofessional and "not what college professors would want you to write" falling into the rules Warner described.

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In the Warner’s article “The High School/College Writing Classroom Disconnect”, he shows his concerns on the rules of writing which the high school teachers usually use to teach their students. They prohibit students to use the word such as “I”, “you”, or “we” and ask their students to write their essay based on the essay format provided. He then uses a typical example of the disconnection - the “said is dead” movement in his article which I am really, really familiar with. I totally met 4 English teachers in my high school and each of them had sent me a piece of sheet, writing “said is dead” at the head of the page at the beginning of the semester and showing a bunch of vocabulary that could substitute “said”. In the chart, it shows that there is no certain essay format and students need to write essay much longer. In high school situation, the audience is our teachers who marking essays and our purpose is to attract their attention and don’t let them be bored when reading my essay. Very often, I ignore whether my statements and reasonings are persuasive enough. It is what I need to adjust during the college study.

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In John Warner's article on the Transition from High School to College Writing, Warner talks about how High Schools try and teach students how to write by applying "rules" that do not allow the students to write freely by restricting the use of certain words such as "said", "I" , and "you". Students were taught that if they ever used those words in their essays it would be weak because they should be using words like "howled" instead of "said" to make them look smarter. This relates to my writing in High School because from the first day of my High School classes, I was told to never use "I" and especially "you" in my essays.

Reading the advice from last years UWP 7 students, I took away that I should be always engaging with my classmates to get the most out of the class (especially because the class is relatively small) and that I should use all of the resources given to me in this class.

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According to Warner, there is a “disconnect” in writing between highschool and college education. Basically, whatever that has been taught in high school is not necessarily true in college. High school teachers give their students ideas or “rules” that they cannot use words like “said,” “I,” “you,” or “we,” by using these their essay would be deemed weak or not strong enough. Though these “rules”  were set in the beginning it does not mean writing is limited to those options. What higher education fails to teach lower division of teaching is that writing is supposed to be a canvas of the writer's thoughts, feelings, message, and perspective. There is not system of rules to follow to “perfectly” shape your essay, there are, however, guides which one can use  to revise their essays.
When I was a young warthog, I could not write an essay if there were no clear instructions for me to begin with or a system that I needed to work with. I would have these moments where I would just give up and eventually figure out a way to write my essay. After looking at these new perspectives, there is no system to begin with. I was made to believe in these delusions of rules, now, things need to change. As I read the tips and tricks by the alumni, asking for help is easy that it should be done to how much one needs. As one of the GSP coordinators said “UC Davis does not work until you work UC Davis.”

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Warner introduced a perspective that not many notice. He emphasizes that due to all the writing techniques taught in high school, students have been taken away the right to write freely. They have learned to follow a specific structure with do's and don’ts. This article shows that high school has made me think I need all those fancy words but all of that was just to impress teachers and “win their approval”. I remember searching synonyms for the “boring” words just to make myself sound smarter. Former UWP 7 students also shared their perspective about the transition from high school to college which advised freshmen to not be afraid to ask for help. Going to office hours, participating in workshops, or going to the Academic Assistance will help freshmen be prepared for the class. I relate with some of the former UWP students. Starting this class, I was also doubting myself, but now I know that I will be a work in progress. I will slowly grow and improve as a writer. 

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Warner introduced a perspective that not many notice. He emphasizes that due to all the writing techniques taught in high school, students have been taken away the right to write freely. They have learned to follow a specific structure with do's and don’ts. This article shows that high school has made me think I need all those fancy words but all of that was just to impress teachers and “win their approval”. I remember searching synonyms for the “boring” words just to make myself sound smarter. Former UWP 7 students also shared their perspective about the transition from high school to college which advised freshmen to not be afraid to ask for help. Going to office hours, participating in workshops, or going to the Academic Assistance will help freshmen be prepared for the class. I relate with some of the former UWP students. Starting this class, I was also doubting myself, but now I know that I will be a work in progress. I will slowly grow and improve as a writer. 

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In John Warner’s article on the transition from High School to College writing, Warner alludes to the many writing rules and requirements that were taught to do in high school that do not completely correlate with the writing that you will have to do in college. I agree immensely with Warner’s argument that students should feel able to express themselves freely through their writing without any “or else” limitations, because that is what GREAT writing is. I find that it takes me longer and is much harder to write an essay knowing that I have to follow all the rules and requirements, rather than when I can creatively write without those rules. I also understand that not all those requirements taught by High School English teachers are bad and sometimes they are meant to be used based on the occasion. I like that Warner is able to convey that there is middle ground between structured writing and unstructured writing. And that more Colleges and High School Teachers are able to communicate that with their students so that College writing doesn’t seem so intimidating.

Furthermore, reading the advice from last year UWP 7 students gave me a better understanding on what’s to come. Just like reading and annotating Warner’s article gives me a better perspective on what to expect from college writing classes.

With Warner’s High School to College Writing article and the advice from former UWP 7 students, I am more excited than ever to be enrolled in a college writing class.

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The two articles focus on how primary and secondary schools do not properly prepare students for their college courses and how colleges are partly to blame for this issue. For instance, in Warner’s article he argues that primary and secondary schools only look at the specific words students use and not the messages they are trying to convey which puts pressure on students to sound intelligent in their essays. While reading the entries of former UWP students, I also learned that communication and collaboration with your peers are essential for college writing courses. While reading Warner’s argument, I could relate a lot to the text because in my high school english classes all of my teachers would make me follow a specific format which really restricted me to write freely. Additionally, my honors english teacher from sophomore year gave the whole class a dead word list and if anyone used those words she would take points out of our essays which really stressed all of us out because we could not fully express ourselves.

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In the article by John Warner, the differences between what is taught about writing in high school and college are emphasized. He states that there is a disconnection between the expectations for writing in high school and college. In high school, there are set “rules” where a structure as to be followed by students who are expected by teachers. However, in college, professors have to “deprogram” what students have been taught. I never realized this until I read and annotated Warner's article that my writing style was just me trying to satisfy my teachers' requirements and following this template.

Based on what I learned in high school, I can agree that my writing skills were limited to following the requirements given by teachers. I was overwhelmed by the fact that we have to write numerous essays in college and that my writing would not be up to par with what I have learned. After reading what previous UWP students have to say, I learned that I do not have to nervous, I just have to put the effort in to unlearn what was taught in high school and that I should make the effort to connect with my peers and professors because they are the people who will help me grow as a writer.

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The article The High school/ College writing demonstrated how high school students have less freedom in writing than in college. High school had “rules” which prevented many students from growing as writers. Throughout the students' high school experience in writing many followed formats but in college students are able to make their own decisions and think about when they should include words that make their writing better. This relates to my writing because I was told from the moment I started writing not to use “I”, “me” or “we” because it was essays to persuade the audience using words that are general. At first the format was useful because I knew where to start and how to organize myself but it prevented me from learning other ways to write as the years continued. As I read the Alum responses I felt I could go ask for help and not be afraid to ask questions because I want to do my best to succeed.

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Warner's article was almost refreshing because it covered a topic I have never seen discussed or even acknowledged by anyone. He introduced an entirely new perspective that I was not even aware I was allowed to have. At first I was shocked by his direct criticism to the traditional writing rules I have been taught my entire life but I then I was immediately persuaded by his arguments. I have personally felt conformed to one writing style throughout high school and it truly is very limiting for creative writing. The "said is dead" movement Warner mentioned is not something I have heard of in the media but can relate to the exact problem of my past teachers banning certain words in my formal essays or creative writing. In retrospect, the numerous restrictions we have faced all of our writing careers seem like a quite toxic learning environment. The pressure of a constant standard of formality makes young writers feel nervous when trying to express their thoughts and feelings into words and preventing any sense of freedom.

The contrast in writing "rules" now available in college compared to high school allows me to truly think of myself as a valid writer and even have more confidence in the writing I can produce. I feel as though I don't have to only write for my teacher's approval but address a wider audience with my writing. I have never been allowed to write an argumentative essay including my own experiences or personal opinions and I think that that kind of opportunity in college writing opens up a whole new door for myself in developing my own writing style.

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Warner rightfully explains the contrast between early education versus college expectations regarding writing. In reading and annotating his piece, I realize how many of these limiting instructions have become a part of a way I approach writing; the way I started this response is just one of many practices I have adopted to satisfy my teacher’s requirements. However, I have learned that it is worth detaching from these rules, as college professors do not need you to write in a neat little template. 

Upon reading the padlets of former UWP7 students, I took away that we should not be intimidated by the course (as we might feel due to the new college environment), and that we should actively engage in discourse among one another in order to make the most out of the class. Participation is extremely important if we want to start writing like college students. 

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Warner’s article on the transition from high school writing to college writing presents key differences between essay structure and expectations. Many times, high school writing adheres to structure and uniformity throughout, but college writing gives more leniency when it comes to essays. There is also an action of “deprogramming” incoming college students that have been taught habits such as, never using first person, sticking to only five to seven sentences per paragraph, and most importantly having a thesis with one main point and three talking points.

Warner’s article put into perspective how trained I was in essay writing and structure. College writing is going to be a difficult switch from five structured paragraph essays to writing what feels right. The past UWP 7 students help ease this nervousness by diving into their own experience as a UWP student. The students emphasized connections with peers, the teachers, and AATC. They provide solutions to feelings of doubt and intimidation, and this helps me because it shows that students have been in the same place. For now, I have to work on “deprogramming” my old high school habits, especially thesis structure. UWP 7 will definitely aid in the rough transition from high school writing to college writing, and it will help me form future and necessary bonds with the people around me.

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The high school to college article talked a lot about how many of the writing methods and techniques we have learned throughout high school do not align with the writing methods that colleges use. The article states that teachers tell their students that there are some words that should be considered “dead” such as “said” when in reality these words can be an important part of a writing piece. Likewise, a key characteristic in the transition from high school to college is the structure of the papers overall. The article states that in college there is a lot less of the typical 5 paragraph essay that everyone is accustomed to and instead students in college have free will with their writing pieces and they have the option to structure them as they please. The article also mentioned that a big part of this loss of communication, between what colleges like to see in their writing compared to what high schools are teaching, is the colleges fault for not informing and providing the lower education levels a proper example of how they should be teaching the writing tactics. The previous UWP padlet entries talked about how it is important to make connections with your classmates and learn how the class functions. Likewise they mentioned that attending discussion sessions and actively engaging yourself will allow you to grow the most as a writer. Compared to my own experience, I can relate to the HS to college article because most of my high school experience I had to write structured essays and I was discouraged from using specific words. I think that the best way to improve my college writing experience would be to attend class and actively listen and participate in class.

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In Warner’s article, he emphasizes the differences between high school and college writing. High school supposedly prepares students for college; however, there are rules that are boring and basic. Although the stereotyped high school writing rules are fundamental in college writing, there are still many varieties of complexities in college essays that high school does not teach. The chart from a university in Canada displays how high school essays have a strong thesis, five paragraphs, and essay formulas while college writing doesn’t necessarily have any of those. Warner also gave an example where middle and high school teachers taught students to use a variety of vocabulary using words like “flesh” instead of “skin,” or any other word that is similar to “said.” This creates more creative motives for writing; however, is not used in college as it lacks professionalism. The barrier between high school writing and college writing creates a nervous stigma around students as they have a set mind to the formula of writing essays.

Personally, I have always dreaded writing as it was difficult to find different vocabulary words in the tone of my essays. I don’t know how much adapting I am capable of from high school writing to college writing, when writing papers and articles. However, after reading the responses of former UWP 007 students, I know I’m not the only student who feels this way. I will come across difficulties, but the resources and help from the University will pave my success into a better writer.

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Reading through Warner’s article, I feel related as I was taught in high school for some “rules” that I must follow in order to get “teacher’s approval”, and  “good, bad,etc” are considered “dead words” from the teacher so I always had to look up for thesaurus in order for my teacher to see the complexity/ profession in my essay. Although, I totally understand the reason behind for my high school teacher to do that, as it could possibly give me a basic foundation/ understanding that helps me gain an overview of what to expect for a particular essay, I agree with Warmer’s article that freedom should be given to student in order to push my creativity further, rather than wasting my time on counting the paragraph sentences, and cramming for thesaurus.

The former UWP7 students point out the useful resources that encourage me to take advantage of which I really appreciate. I know remote learning is challenging to connect with my peers, but learning from each other is the best way to better myself so I am looking forward to improving my writing skills, and helping my peers improve theirs as well!

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Warner's article highlights the significant differences in college level writing expectations and high school level writing expectations. As I read through the article I found myself as a victim to the many dogmas and bad habits that are built in the primary and secondary education. In high school and middle school, I used to rush to the thesaurus to find big words hoping to impress my teachers, and I was adamant about not using "boring" words. The article exploited the ineffective "rules" that schools tend to impose on students. Writing only X amount of paragraphs, restriction on words, following only one format, and more. I learned that writing is not a formulaic task intended to be done a single way but instead it is a process of picking the appropriate choice for the appropriate audience. Additionally, the feedback from past students also reflect the ideas stated in the article. The students emphasized the importance of collaboration, and peer review, which contrasts the one sided approach taken in high school and middle school.
I am really looking forward to utilizing what I have learned from the article and the student feedback to improve my own writing. College is a good transitions to shed some of the bad habits and build good new ones.

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Both of the article is try to leave out the information that one of the biggest difference between high school writing and university expectations is that high school teachers want a standardized essay, but the university professors want a good essay.

In John Warner’s work we get to know that the standard of a good essay are: Words are using not because they were “right”, but were “appropriate”; transition sentences are not use because they are taught so, but because of coherence; Facts are not use because the essay needs evidence, but because it is the right thing to reinforce the statement…… There is no doubt that those “rules” from high school are able to make student’s work like an “essay”, “misleading” the students that they are finally able to write a so-called essay. However, that is not what an essay is looking for. The chart is much more visual. Like what it was said in the very beginning: the only thing that those rules from high school do is to limit your freedom rather than building a complex argument and an appropriate style.

As an international student, I took TOEFL and ACT test as prerequisite to enter college. I think the different writing requirement for the two tests are so much alike the different expectations from high school teachers and university professors. We took TOEFL writing to show that we can write something by using a second language correctly, like the high school teachers are looking for a standardized essay; But we took the ACT writing test to show our thoughts, like the university professor are seeking for critical thinking.

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The article written by John Warner was mainly about the teachings between high school and college writing.  He used a example by James R. Haggerty’s idea, “said is dead”, to point out the different understanding in writing. I really like his idea on “right word” and “almost right word”, he used two clear examples to help audiences get a better understanding. And  the other article, “The transition from High School to University” is more helpful for me at some point. It listed all the differences between high school writing and college writing. High school only contains three main points, but colleges have no predetermined number. When I was in high school, teacher really likes to tell us follow the writing rule, and that would help me getting a good grade.
These rules that are listed really help the newcomers, and give us a clear view about college essays.  Also, it included many useful ideas about UCdavis, by using many bar or pie charts to show the data information. I can see that what college really does, and what can I do to improve myself.

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In John Warner’s article, he expresses his opinion towards the transition of essay writing between high school and college. The writing expectations set in high school causes a major “disconnection” from transitioning to college because it opposes independence writing where students have more freedom with building structure and choosing proper diction depending on their audience or purpose. Choosing the “right words” to appeal to a higher professional in writing will not always fit the description for the audience students may be writing to and that’s what high school has been teaching by giving students sets of “professional” words to substitute the more simple diction.

I just started realizing now that independence in writing is encouraged in college so that students can enhance their critical thinking which is something that was limited in high school rules using templates and word limits to make it “professional”. I would think that college writing would be more intense with stricter rules and limitations to remember for essay writing. Thanks to the advice from the UWP7 alumni students, I take their advice to practice revisions, peer reviews, and more ways of asking for help because I struggled in AP Lang and AP Lit wasting my time making the “perfect” rough draft rather than to ask for help with revisions to improve my writing. I'm glad college will begin helping me improve this habit and hopefully enhance my critical thinking.

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John Warner's article points out what he believes to be the flaws of the curriculum taught to high school students that does not prepare them for the writing level in college. Students are put in a box and given one very structured way that they must write all of their papers, when in the college world that is not how writing is done. Students are also banned from using words such as "said" "I" and "you". These words should be used if that is what the paper calls for. The advice from previous students all had very similar messages. The workload tends to be a lot heavier so it is essential to stay on top of all of the assignments, not to procrastinate. Students must also become very resourceful to be successful in college, but that is relatively easy since there is an abundance of resources available to students all to help them succeed. In high school I was always forced to write essays in the basic five paragraph format and using the word you in an essay was prohibited. I know it will be an adjustment to get myself to stop writing that way because it was the only way I was taught. I also agree that the workload is an adjustment from high school. At the moment I am slightly overwhelmed with everything from all of my courses, but I know that I will get used to it.

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The article written by John Warner points out major writing flaws taught to students before entering college that actually limits students' writing skills and capabilities. He highlighted the word “deprogramming” of some writing beliefs and habits that students learned before entering college to emphasize the uselessness of those strict and enforced high school writing rules. Warner talks about guidelines and goals that helps direct students in their writing, and suggests that the writing rules are rewritten to help students effectively convey their interpretations and arguments.

Many of the advice given by former uwp 7 students was to utilize various resources, engage in the class, and interact with other students. Most advice centered around being resourceful, which illustrates how students are essentially on their own when it comes to writing their papers. Students have the ability to seek multiple resources like considering peer’s feedback and suggestions that would essentially improve their paper.

I can definitely relate to both of these texts. In my experience, I find that college writing is a lot more flexible than high school writing. I took AP english classes that basically had a set essay template. The grading rubric in high school is often categorized based on what the paragraph should have, so I would get points off if I don’t meet those requirements. I also enrolled in community college during high school, oftentimes, my professors would give the paper prompt or topic along with the format that they prefer. However, when it comes to the actual writing itself, they never set a rule or template for students to follow. Majority of my grade depends on if I answered the prompt and followed the format like MLA or APA.

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Each of the responses from the former UWP 7 students related to the idea of becoming resourceful during their time taking this course. One of the students explained how they sought out tutoring.In Warner's article he talked about how certain seemingly harmless tips and tricks learned in high school can actually become damaging to writing at the college level. I took this as though when a high school student becomes a college student they almost have to unlearn the things they were taught to apply to high school studies to be able to relearn tactics needed for college. Former UWP 7 students also spoke about the importance of forming a connection with your peers even if it is awkward or remotely. That ultimately it will help you socially and also academically through peer review. In the article, the author stressed that no blame was to be put on high school teachers yet on the lack of connection to college writing and false perceptions of what it means to be ready at the college level. We are all going through this same transformation and can lean on each other and the resources around us to help us through this experience and hopefully contribute towards the vast possibilities of writing in the college classroom.

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In the first text, John Warner thinks that the wring technique is depending on: who's the audience, what's the occasion, and what emotion you want your audiences feel. For the second chart, the Canadian university compares two writing requirements  in high school and college in the U.S.A, which shows different expectation of writing.

I can relate to both of the texts. Since in my high school, we got a Writing TA who was aiming to teach our writing, spelling, organizing, and grammar. Once I was writing a essay, and she came-by; she looked at my essay and told me to change the transition word(firstly, secondly, in conclusion) into some more advanced and professional words, such as in a nutshell. I followed her instruction and submitted my work on Canvas. The day after, my AP Lang teacher told me that the transition words I using was amazing. Even though I got appreciation from my teacher, I still though this is an unnecessary revision for my essay.

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In the article written by Warner, the author illustrates the disconnects between high school and college, and points out why disconnects exist. He also appeals to college pay efforts to make up the gap between high school and college writing.
The advice given by former students tells me a fact that writing class in University is a resources for you to improve your skills, and it is not a restrict to you. Professor won't give you too much rules about writing, but they will help you solve questions and provide you with resources that you need to take in  by yourself.
Both of these two texts tell me the same perspectives that writing courses in University give students freedom to explore their best way on writing.
I really love this kind of teaching concept. Because too much rules were around me when I did my homework during high school. I always felt that students wrote the same thing in high school. Essays have the same structure, similar advanced vocabulary, and similar idea. That's boring. I think teaching concept in college is more suitable for me. I'm not that person who like to follow the main stream, and want to do everything in my own style. I'm excited to learn writing in college.

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Both of these articles of text have a similar perspective. In the way that they want us as students to succeed in our reading and writing courses. The High School to College Writing Classroom Disconnect article primarily states that all the rules and habits we learned as high school students are not at all that college professors are looking for. They are looking for original ideas and a writer who can make a choice when it is needed. College students are given more freedom to write, revise, and mature their diction because professors are not asking students to check a rubric box. Just because we are given freedom doesn’t mean that we won’t receive help. And the advice given by former UWP7 students is extremely helpful to first-year students. Resources like the AATC are very supportive and engaging when you are having trouble expressing yourself. I always felt that if I was struggling with writer’s block I could not go to my high school teacher to fix it, because they gave me an outline to follow. So having a friendly face that could review your material is one of the best ways to revise and mature as a writer.

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Former UWP 07 students advised students to not let their doubts get in the way of them seeking help. They also made it clear that other students would be feeling similarly, but that everyone in UWP 07 is there to improve their writing, so students must take advantage of their resources. After reading the article I realized that throughout high school my teachers taught writing essays the same way as the teachers in the article. I was taught about the "dead" words that negatively affected my writing, and given a formula that limited my thought process. For four years I wrote essays with three points in my thesis and had to limit the points into a sentence, and then in the conclusion state the main arguments again so that the reader "did not forget the argument," which felt repetitive, but it is what needed to be done to receive a passing grade. When I entered my freshman year of college professors would ask essays be written in a different matter where there would be no introduction, which made me struggle because I did not know where to include my thesis statement, for I was never taught to write college essays. Taking this class this quarter I hope to listen to the advice given by former UWP 07 students, and break the essay formula that has been embedded into my brain.

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The former UWP 007 students mostly provided advice and resources like AATC. They advised to pay attention and try to interact as much as possible to built a relationship with our professor as well as other students in the class. After reading these two articles, my eyes have been opened to the drastic gap that lies between high school level courses and college level writing classes. Learning these things was a huge relief, knowing that there are no words that are "100%" never okay to use. That whole idea never sat well with me, thinking that there are rules and restrictions to what I can and can't write. I view writing as one of my most effective and useful ways of expressing myself and my views. Realizing that college writing class are much less restricting is like a weight off my shoulders that I didn't even realize was there, simply because that weight has been pushed on me and everyone growing up learning these taboos of writing. I absolutely love creative writing, but in my high school I never even had the chance because we always had to write standardized, five-paragraph formal essays. I didn't even realize until late in my high school career that not all essays have to be formal, but I have absolutely no experience writing and essay in a non-formal format.

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High school and college writing (Celeste)

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High school and college writing (Celeste)

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The perspectives of those two articles were mostly similar. They both said that high school students are taught to follow a set of rigged and unbendable rules. But that those rules are not actually rigged and are in actuality just guidelines which in many cases should  be disregarded.  I mostly agreed with the articles. In my experience writing in high school and on my own ( I like to write fiction on my own and I obviously break all the high school rules) is that those "rules " often compromise the quality of my writing and forces me to resort to repetition. In other words rules often make one's writing boring.  Those rules also make one less excited about writing and sharing your ideas which is detrimental to a student's education. Because at least in my case as someone who usually loves writing ( as I said I wright for fun) I found writing assignments to be really annoying because I would have to concentrate so hard on keeping with the rules.
The former students stressed the importance of paying attention, keeping up with work and getting help which is important since I sometimes have trouble with that.

Responses:   Sophia and Julia both spoke of a topic which seems to be a trend in this class, that they are going to have to "unlearn" the rules they had to abide by in high school. I too am going to have to "unlearn" those rules.

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UWP7 alums emphasized using all of the resources available, such as the AATC, workshops, the professor and classmates. They also explained how important it is to not procrastinate and to pay attention to Canvas. The articles demonstrate how different the expectations of writing are to high school teachers and college professors. The authors emphasize the amount of freedom students are allowed in college compared to in high school. In high school, teachers ingrained the idea of a strict format for essays into our heads. However, in college that method is discouraged in that we have the freedom to structure our essays in whatever way we can to get our point across. Another idea they expressed is the fact that redundancy is not appreciated by professors. Redundancy happens when we think we have to follow a certain structure which is what we followed in high school. This applies directly to me because it was one of the big critiques many of my teachers gave me. I would repeat ideas and explanations because of the requirements given by my teachers, such as the amount of pages, words and sentences. The texts also discouraged using thesaurus when writing essays, which is a habit I should get rid of. I often think that I have to include sophisticated vocabulary in order to explain my ideas or avoid using the same words. Hopefully, I learn other methods in this course to avoid those habits and explore the freedom given in college writing.

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Previous UWP 7 students urged freshmen to get all the help they could get and don’t be afraid to ask. Some suggestions include going to the Academic Assistance and Tutoring Center, participating in workshops, or going to office hours. Another piece of advice bestowed upon us was to not fall behind schedule. Always check Canvas for upcoming work that is due and do not procrastinate. I, personally, feel like I don’t put enough effort in writing. I always do the bare minimum, but I know I can do more. I want to be better in writing essays and write more drafts and have more revisions. In high school I always had so many hard classes with so little time since I had a packed schedule. I always procrastinate since I dread the unending amount of work. Strangely enough, now that I am in college I feel that I don’t have the desire to procrastinate. I don’t think all my classes are hard and my schedule feels cleared up. I am motivated to keep up with the workload.

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Former UWP 007 students gave recommendations about doing to receive help or advice from resources such as the AATC. Other recommendations included advice in reaching out to peers, even though Covid makes that harder. Compared to high school our only resources were our parents, the teacher and mandatory peer review. I personally enjoyed peer review, it helped me see new ideas for my paper, expand on my topic and see if students can  understand the point I am trying to make. Both the UWP students and Warner show that you should grow in your writing creatively and outgrow that “mold” that is expected in high school writing. The side-by-side comparison and differences in high school versus college writing was extremely useful to get an idea of what is expected from my writing this quarter. Warner points out that high school writing allows for creativity from inside the mold, but university writing calls for personal freedom and expression of your ideas.

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The former UWP students stress the importance of using all of the resources available to you in order to grow and do the best work possible. They also have a strong sense of creativity, especially through working with other classmates. Personally, I find that collaborating with others helps me improve on things that I wouldn’t have otherwise noticed as well as trying out new strategies or writing styles outside of my usual comfort level. This idea goes along with what Warner conveys in their article, that you should try new things and not fit all of your writing into one mold.  Many of the students also touch on the goal of growing, whatever that may be for each of us. For some of us, that may be unlearning some of the rules we learned previously in order to grow as writers and make our own logical structures depending on the assignment.

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WRITE ~150 word entry in this padlet that: 1) describes the perspectives about the transition from high school to college presented in two of these texts, 2) comments on how their perspectives about high school and college writing relate to your own experiences of academic writing.

RESPOND  to the post of at least two others who don’t have responses yet, looking for TRENDS: Identify the shared experiences/feelings/practices noticed by other people. Identify the different kinds of experiences/feelings/perspectives. Add a comment about what that trend might reveal.