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In both readings, there is a theme of unwritten rules that seems to impact the mentality of the students. In lower grades, this may have felt like an ultimatum. “Write 5 paragraphs or you’ll get points marked off your essay.” This conditions students to expect worse of college. I mean if high school English felt this strict, wouldn’t you dread the next level of academic difficulty? As a freshmen undergraduate myself, I do empathize with them. It’s daunting enough to have to go from a small classroom to a massive auditorium, as well as having to deal with tons of new responsibilities. But looking at the advice from the alumni, it seems that isn’t the case with this class at least. Nearly every post shows that these students grew much more accustomed, and I believe the key contributor to this transition is how small UWP 7Y is compared to most other college classes. The condensed size allows more flexibility for collaboration, and makes it much easier to contact the instructor for clarification. College isn’t meant to be high school hardmode, it's meant to help you explore and hone your skills, to experiment without being constrained by unnecessary guidelines. Fortunately I was able to get a taste of this experience in my later years of high school, and I’m hopeful that this class will do the same.

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One's transition from high school to college seems to be very interesting, at least in my case. If I were, to sum up, "The High School/College Writing Classroom Disconnect", I would say something along the lines of schools taking away the student's ability to use certain words since they may come across as unprofessional or like James R. Haggerty said, "dead" (pg.2) rather than teaching us when and when not to use "I" or "said".  One important thing that both the article and UWP Alumni taught me is to connect with what is being displayed. That is because if I'm able to connect with what I'm writing, then I'll be able to better understand the overall purpose of my piece, which can help dictate what words I choose to include. During past years this is something that I heavily struggled with in prior English especially when it came to building a sense of connection and/or understanding with what I was doing since English is my second language.

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The style of college writing may appear strange and foreign to those who have only ever experienced high school-level writing. However, the freedom given to students as writers are beneficial. Allowing more emotive descriptions, for example, gets the students more engaged and motivated to write. I agree heavily with this sentiment and I am getting a little bit excited to see how the class will be conducted differently from all my previous high school classes. I usually dislike English classes so hopefully this will be a welcome change. Another important aspect of college writing class in engagement with the class as well as keeping in touch with the teacher. The previous students seem to all unanimously agree that this is true and very important. It not only helps you keep up with the class and feel more comfortable amongst peers, it also allows you to learn more at the same time.

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The Differences Found When Transitioning From High School to College Writing

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The Differences Found When Transitioning From High School to College Writing

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From the readings, it appears that the transition from high school to college level writing can be a hard path to follow and adjust to. Where most high schools supplied a strict outline for students to follow, dictating word choice, essay structure, paragraph lengths, and other factors, college level writing provides a more free and unstructured path for students to use. Writing taught in colleges seem to be more nuanced while following less guidelines as well, focusing more on the clarity of a piece rather than an extensive vocabulary. While reading, I realized that a lot of the guidelines outlined for writing essays overlapped with a lot of things I was taught in middle and elementary school (though less of high school) and made me wonder how the structure came to be. A lot of the former UWP7 students had a similar mindset that I have right now, as I never really excelled in writing, I can find writing classes to be scary sometimes. However, a lot of the former students have outlined how they have grown from this mindset and become more accustomed to writing and peer collaboration which reassures me.

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Similarities and differences of high school and university writing

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Similarities and differences of high school and university writing

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Most, if not all, of the advice given by the former UWP7 students described an experience in this class that is comparable to my experiences from high school. Typically, asking for help from the instructor and working with peers was the best way to learn and grow, as well as doing work early so you can stay on top of your workload. The ideas from the article struck a resemblance to what one of my high school English teachers taught. Both the article and my English teacher said to avoid using words that didn't carry much weight or meaning to the sentence but should still be used if absolutely necessary, as well as avoiding using the thesaurus to try and sound smart because of the different connotations that words had. It was also interesting to see the article mention the impact of how the reader perceived the text based on the connotation of a single word, another concept that my English teacher taught me. In the second document, the high school column summed up most of the unwritten rules that I had to follow in high school, but it is interesting to see that university writing essentially frees you from being restricted to those rules.

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Charlotte King:
College professors have different expectations from teachers in high school and elementary school course levels. High school educators have instilled sets of rules for students to follow that are not flexible, including banning certain words and setting up formulas for how to format one’s essay. Although these can sometimes be helpful, it prevents the student from thinking critically about their essay and who their target audience is. While taking high school English classes I often experienced teachers having strict rules about how to structure essays and it would make it difficult to focus on improving the topic and information. I struggled mainly with my academic language and would have to research words as replacements, however I do think this did provide some benefits because I was able to get rid of unnecessary areas. Although, I wish I could have spent more time learning the best ways to get my overall message established throughout the paper. I also felt that I needed more experience on editing my paper and adapting it to fit the main point. Josh Warner’s articles explain that once students reach college they are expected to follow a standard focused on their detail and research rather than how they formatted their essay, an issue that is the fault of head faculty members. Students often try to write papers only to sound intelligent and meet the teacher’s goals when learning should include ways to prepare kids to make choices on their writing depending on the subject. College professors now want to communicate what they expect in their classrooms and help prepare students.

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The rules of high school writing "deprogram" in college

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The rules of high school writing "deprogram" in college

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The first reading mainly expressed an idea of "deprogramming" of the way students write. The rules, requirements, and writing habits that the students have believed would be questioned and reconstructed in college. Rules that high school teachers told may not be really restricted in college writing. The examples of abandoning the word "said" and DO NOT USE 100% were also what my high school teacher told me, and I did thought it "warm" my writing path. What I did not notice is every essay and every person could have its own style. The word choice and the structure of the paragraph or the whole passage depend on what I would like to show to the audience, not only the teacher. College writing is complicated, so the rules of writing from high school become flexible. Besides, the advice of former UWP7 students is really helpful. I think interactions are important for writing class. I used to write a group essay, which needed exchanging ideas and throwing out questions to be efficient, so interacting with students in UWP class would help me understand courses better.

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Usually, in high school English classes, I would expect to learn how to improve my writing skills in a way where I could express my ideas/thoughts in a form easier to understand by a reader. For this specific course, I also would like to learn a new way of writing different from my high school classes. One of the assignments we had before coming to class, it explained how our teachers in high school would show us ways of writing that were very strict on its satisfaction, causing the writer to lose their creativity along the way. I can say I’m excited yet nervous about this writing style change. A big trend you will see with me is my goal of improvement involving my penmanship. I have never been the best at English and writing; when I was younger, I had to take classes to understand different sounds/words when speaking and writing. It will be fun to see how this class will show me a new way of learning.

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The transition from high school to college seemed to be a little bit scary for some of the former students. It was often mentioned how they were once nervous to start the course and interact with others, but as time went on, they realized that they would be just fine and engaged with their peers. The perspectives of the former UWP7 students, especially in their early stages of when they were intimidated by the course, align with how I currently feel about it right now. Their ideas on taking advantage of resources and not being afraid to ask for help from other students and the teachers relate to my own experience of academic writing in the way that I didn't take those kind of actions back in high school, which ultimately led me to feel like I was struggling with writing. Hearing their stories and experiences gives me a lot of hope and excitement to see how much I will grow throughout the course.

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My Takeaways From Transitioning From High School to College

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My Takeaways From Transitioning From High School to College

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All of the advice given from the UWP 7Y alums all felt a little intimidated and anxious about getting into a writing class, as do I. I always feel nervous entering a new class, especially when I'm put into the new environment of college. The alumni told me to get to know my classmates well to help and learn from each other to grow as writers; talking to others and critiquing others is hard for me, because I. never know what to say regarding writing, because I cannot tell whether one thing is wrong or not. Another piece of advice is not to procrastinate on work, check canvas and just get it done with. I usually don't procrastinate unless I have something more important to do, so I shouldn't have a problem with that. Lastly, the final piece of advice is to get comfortable with the technology, such as canvas, google drive and zoom. Getting used to google drive is no problem, but canvas has so many tabs it's annoying to find things, especially how some professors don't organize the tabs.

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The Transition from High School Writing to College Writing 

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The Transition from High School Writing to College Writing 

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The perspective about transitioning from high school to college from the readings is to forget about the rules that you were taught in high school. In college you have more freedom when it comes to writing. In high school you normally follow a structure which is an introduction paragraph with a thesis, three paragraphs that support your thesis and a conclusion paragraph. In college you can write as many paragraphs as you need so that you have a strong argument that supports your thesis. The perspectives of the former UWP 7 students and ideas presented in the articles relate to my own experiences of academic writing because I am use that high school structure where you normally write five paragraphs. They also have rules where you do not use certain words such as "I" or "you." There were also some perspectives of former UWP7 students that I could relate to from my own experiences of academic writing is not asking for help which is something I am going to work on so that I can improve my writings.

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Structure in High School Writing vs Freedom in College Writing

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Structure in High School Writing vs Freedom in College Writing

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After going through both the readings in the PDF, I realize that there are many differences in writing between high school and college, such as the amount of freedom you have in structuring your essay and the ability to think more critically in college essays. Additionally, the big difference that I noticed between high school writing and college writing is that the former creates a set of rules that you must follow while the latter is trying to destroy that set of rules and encourages freedom in your writing. Now, after reading the former UWP7 students and comparing them to the ideas that were presented in the articles, I realize that this is scarily on set similar to my own academic writing because my middle school and high school teachers has always taught me to follow a certain structure when writing an essay. Not only that, I also realize that my middle school and high school teachers would try to encourage us to repeat our main points throughout the essay a lot.

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Transitioning from high school to college English and writing is actually a lot more different than I had thought. Though some ideas are similar such as writing our papers in a plain format with no drastic change to the font or titles (Rebecca V.), there are still more differences. From my own experiences like stated in the articles, we were taught to follow a guide/rubric where our essay will have certain points made up or what information it should hold. College wants us to write as much as we can (more freedom) and to whatever extent we want, but in high school we were more limited to what we can write and what we should have in our essay. The former UWP7 students also suggest talking to classmates more and downloading apps which will help us during our writing times and assignments. However in high school, from my experience, the teachers wanted us to pay attention more to the material they're teaching and we'd only really talk to classmates if we were peer reviewing.

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Response to High School/College Essay document 

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Response to High School/College Essay document 

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The main idea that is shared between the two documents is that the writing style taught to high school students in preparation for high school is severely restrictive with regards to what a student can and can’t do with an essay (as exemplified by the numerous “banned” words brought up in The High School/College Writing Classroom Disconnect), as opposed to the “style” (or lack thereof) taught in college in which students can write an essay however they so choose, as long as they think it will benefit their unique essay. Though I cannot yet speak on the style of college essays, I can certainly attest to the more restrictive style of writing used in high school. While the repetitive use of that style in high school provides an easy to follow guide for almost exactly how to write an essay and often leads to success within high school classrooms, it is true that that type of essay is not the only one that exists, nor will it be the only one that students ever have to write—especially in college. On that topic, the simultaneous usage of that type of essay inevitably leads to all students seeming the same with regards to their essays; everyone follows the same structure, the same framing, the same number of paragraphs, and, in the end, no student is allowed to write exactly how he/she wants to write. However, to the credit of high school essays, the reason it has been so commonly used is that, in my opinion, that formula leads to a well laid out and (often) easy to follow essay, albeit a bit of a basic one. It could be argued that that high school structuring could be a building block for students to slowly craft their own style, but high schools would have to implement some sort of training for that, too—not just the one style.

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Becoming a Better Writer: From Rules to No Rules

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Becoming a Better Writer: From Rules to No Rules

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The readings claim that high school students learn to write by closely adhering to a set of rules and guidelines. High schoolers were taught to write in a way to please or satisfy their teachers. This, however, prevented them from being able to articulate their ideas clearly as they were so focused on using vocabulary to make them sound “smart” (Warner). On the other hand, college students are encouraged to step away from these rules and formulas in order to enhance their writing and create better arguments and ideas. I definitely found that the main purpose in my writing in high school was to write in a way that would impress and please my teacher. I do believe that this did play a factor in my struggle to get my ideas out clearly because I was so focused on finding different words and synonyms to use through Theaurus.com. As for the perspectives of former UWP7 students, it made me feel a little less nervous for the class. I will say this often, but English is my weakest subject. Reading their perspectives helped me see that there were and will be people on the same boat as me. I will walk into the class anxious at first, but I will see that its purpose is to help me become a better writer, and Dr. Trish Serviss is a great instructor who is there to help.

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Perspectives Presented On The Readings and Connection To The UWP7Y Alumni 

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Perspectives Presented On The Readings and Connection To The UWP7Y Alumni 

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The perspectives presented in the readings all correlated with one conclusion: Primary and secondary writing skills that are taught by teachers to students prevent them from reaching their full potential in writing. There are certain rules in these skills that have to be unlearned in order to reach a much mature style of writing in college composition. The readings emphasized how students tend to overdo the "choice of words" because they try to impress the audience with their intelligence. The downside to this is that word usage won't get a student an "A" because what matters most is that they follow the criteria and requirements. College composition offers a much flexible form of writing when it comes to writing a paper where students can add more of themselves in it whereas primary and secondary schools tend to program students to think they can't use certain terms and skills whatsoever. I used to focus so much on the word usage on my papers that it blind me from everything else. The articles reminded me that following the criteria is what's most important, not the words I use to sound more intelligent. I was also accustomed to a certain writing style from high school that made it difficult for me to apply on my college papers but as I gained more experience, I realized that I am more free on doing my paper how I like as long as I obtain the information needed on my paper. Therefore, I agree with the perspectives on the articles, primary and secondary writing requirements tend to trap a student in thinking there is one certain way of writing a paper but the reality is that the style of writing will always depend on the occasion and the audience. Learning new college composition writing skills are important to achieve writing in a much mature way than keeping old skills that prevents one from achieving their full writing potential. I also felt connected to the former UWP7 students when they exclaimed that interacting with my peers and instructor were essential for success in the class. Feedback from others have helped me throughout my courses in college to improve my writing so much, allowing me to get an "A" on the class.  I also took in their tip on asking questions when needed because I tend to get nervous especially with a small group of people. I understand that not asking a question when I need help can affect my grade though therefore it motivated me to pull myself together and ask for assistance because in reality, nobody is perfect and everyone will need help once in a while!

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Share the response you wrote in preparation for class today in response to the readings about the transition between high school and college writing in a post here. You need to: 1) log into your padlet account so your name is listed as the author, 2) create a new post that includes three things: the response you already wrote, a title for your post that reflects the content of your response, and a visual text that compliments your response.

You will read all the padlet posts of your peers and comment on at least TWO of your peers' posts to highlight connections across the texts and our responses to those texts before 11:59PM on Sunday.