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The collection of pieces we've read so far in class have been centered around improving students' and the general public's writing skills by making structural changes to our culture and common views of it as a natural gift and not a skill that can be learned, as well as adjusting curriculums of education centers. Yancey's piece covers this well, discussing how instruction in academia isn’t effectively keeping up with these changes. It is the responsibility of instructors, administration, educators, and whoever holds weight in the drafting of composition curriculum to recognize and adapt to this transition. Bunn discusses how if university students want to become better writers, they need to Read Like a Writer, noting how the author’s choices and style elicit a certain response from readers with different perspectives. He suggests to consider context, purpose, audience, genre, publishing details, and how author’s choices are effective and appropriate to their goal.

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The problem with reading and addressing articles  is the fact that educators focus too much on the details, rather than simply telling the author (student) that they are creative. Another problem is that educators make students responsible for the quality of their writing. Students must follow the rules for writing, which removes fun and creativity from writing and makes writing seem like a daunting task. In one of Fraherty's readings, Dan Melzer states that "writing an assignment reveals the deliverables of the classroom." Writing assignments is an important record  to see how much the writer is improving, but it is one of  the exams because there is no pre-preparation phase for students to express  their ideas in a  timely manner and brainstorm. Writing as a department denies improvement. Not all the contributions  the author is trying to make are perfect. There are always misspellings. Professors and students need to understand that they are equal. The professor is under pressure on  the  quality of his writing tasks and the students are under pressure to show off their writing skills.

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The main issue that these sources are addressing is that the educators are not doing enough to help improve their writing techniques to a higher degree. In the writing piece by murray, he is critical of the fact that some students will jump write in to writing typing away at essay without actually providing the sufficient preparation to write a well developed piece. Yancey goes through an overview of the way educators and new writers have approached writing. She offers the criticism that the way that writing is being taught is outdated and not effective to foster young writing minds. Some sources suggest that writing should be allowed more creative freedom so the writer and be exposed a a wider range of writing in order to promote a healthier environment for writing to develop. Yancey's entire writing piece is a call to action for a better system of teaching writing to future generations.

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The sources we read pinpoint some neglected aspects of writing in both teaching strategies and writing process that need educators to reflect on, including prewriting, reading before writing, reading like a writer, writing key points(audience, word usage...). For example, Ellen C. Carillo and Mike Bunn share the same value that reading and writing interact and contribute to each other, so it is important to prioritize reading as much as writing to be efficient and effective in teaching English writing courses and writing process in general. Also, some sources show that writing is a skill that can be learned and the successful writer comes from the combination of the interaction of genes(more sensitive to words), and environment(practicing of writing). Such as Shenk and Parrott’s articles, highlighting the point to the writing course teachers that it is not a good way to contribute the students’ performance in writing to IQ or some genetic theory, since writing is not an inherent gift(gene), it takes practice and time afterward (environment).

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The problem that all sources address is the difference between past and future reading/writing. Past educators teach students in an old-fashioned way with a bunch of “writing rules” that would supposedly help guide us and expect us to be able to read and write about any topics. Many students either choose to write but it’s all poor context and hopes it passes or don’t write at all. With the exposure to college writing, students often struggle with learning more about writing and taking risks. Students have been growing up with the ideas of writing that were ideal in high school so much that they keep using this “ideal” writing because it feels safe for them. When students remain conservative, it’s hard for them to learn and relearn what they’ve thought was wrong the whole time. The writers are trying to convince students to open up to different strategies and forget all the things that were considered wrong, because there is no right or wrong in writing but rather ways to improve. They also try to tell you the actual writing process and how it works. There’s always room to grow and many ways to think. Prewriting, drafting, reading, writing, annotating, reflecting, editing, giving feedback are all part of the process to help everyone grow as readers and writers. Educators need to change their curriculum to be more like college writing because the old curriculum isn’t benefiting students, but rather making detrimental changes for students.

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The sources are addressing the underlying problem that lies not within the students that are struggling in writing but the teachers and the educational system that have not adequately taught students important things that can help improve their writing. Some of those important aids detailed in the sources are Murray’s process of prewriting, Bunn’s idea to read like a writer, and Lamott’s encouragement of writing terrible first drafts. Other sources criticize the authority that dictate good writing based on factors other than analyzing the reading and question long held beliefs that good writers are born with their talents.The writers of these sources are trying to get the educational system and the authority figure that have a direct effect on students who are struggling to write to recognize that there are ways to help students improve their writing. They believe that there is more to writing than giving out prompts that do not inspire students but aim to cater to their grading preferences.

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One of the common topics that these sources all talk about is that the gap between high school writing education and university level writing education. Another thing that these sources all talk about is the the problem the current writing teaching system has. Because the requirement between high school and college are big, it is not easy for students to adjust, plus some college teachers are not arranging the class in the way that can help students develop students’ writing skills, as a result, student does not learn useful strategies of reading and writing, instead only thinking about how can they satisfied the teachers. Many writers also argue that there should be changes on how to teach reading of writing considering the quick development in technology that can affect students’ writing and reading skills, which is something that many teachers and educators haven’t noticed about. So there are many things in the current writing education system that are waited to be fixed. The writers mostly done research by collecting samples and data themselves, or import the data from other researchers, or use their own personal example, showing what they mention is a general phenomenon, and they try to make contributions by attracting more people’s attention to make progress on developing a better writing and reading teaching system.

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All sources we have looked at have a common goal to help students and writers improve their writing. The problem starts in high school. High school writing and college writing are very different and most of our bad writing comes from habits that were created in high school. Majority of the articles we look at give us ways to help improve or re-learn how to write. Not only does it teach us to write but it teaches us how to re-examine the text in order to get a better idea of what we are writing. From there we learn to write drafts, look at key points, and ask questions. Some articles also talk about not only what writers need to improve but also teachers and professors as well. The different assignments are what helps students improve their writing and ignite their creativity. No one is ever born an excellent writer, there is always room for improvement.

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The problem that the articles is addressing is the lack of adequate writing training, and all the students still follow the writing methods learned from high school. Students know how to write in a specific structure, and with a given guidelines, they can write a "good essay". However, the writing focuses between high schools and colleges are completely different, so many essays that used to be categorized as "good essays" are not considered as good essays anymore at the college level. The writers are trying to demonstrate what kinds of writing process we should follow and how we should write an essay that really analyzes and interprets an article. Besides, the writers are emphasizing the importance of teaching writing since even though students can improve their writing skills by reading and practicing more, it is much more necessary that the instructors can teach and train students' thinking process, allowing students to develop independent thinking and critical thinking skills.

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The sources address the concern that students of writing, especially those in college, would benefit from a revision in the way writing is taught because the writing curriculum is inadequate and needs to be improved. What we understand about the writing process has changed over time and the writing curriculum needs to reflect those changes in order to best support college students. The writers are trying to close this gap by providing an awareness for the shortcomings of the way writing is taught and utilized throughout school. The writers are adding to the conversation about writing by illustrating areas of the writing curriculum that are not emphasized or explored for their full potential, such as its connection to reading, the importance of varied writing opportunities as related to student success, the full process and benefit of prewriting skills, and writing tactics that could be added to the curriculum such as reading like a writer, and letting go of the idea that writing cannot be taught to those who are not naturally gifted.

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The common issue that the sources are addressing regards how instructors are teaching reading and writing. There has been a focus on writing specifically, so teachers haven’t been teaching students how to effectively read and analyze texts. This has led to students having a lack of comprehension skills and an inability to interpret the text and translate that into their writing. Carillo suggests that reading and writing be taught simultaneously, and Bunn recommends a reading method that gets students to recognize the choices the author made in their writing and adopt those techniques into their own writing. On the other side, the restriction of the choices that students were allowed to make in primary and secondary school limited their writing capabilities, as they had to follow a set of rules and were bound to one audience, their instructor. A new curriculum should be created that incorporates diverse writing assignments, allows students to focus on the process of writing, and enables self-reflection and revision for improvement.

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The problems that the reading articles are addressing is the fact that educators are too focused on small details, rather than just telling the writers (students) to be creative. Another problem is that educators are blaming students' for their quality of writing. Students have to follow rules for writing, and that takes away the fun and creativity part of writing, making writing seem like hard work. One of the readings by Flaherty mentioned that Dan Melzer said, "Writing assignments are revealing classroom artifacts". Writing assignments are an important record for writer's to track down how much they improve, but writing as part of your examinations takes away the improvement because there isn't a prewriting phase, where students could express and brainstorm their ideas in a more timely manner. The contributions that the writers are trying to make is not everybody will have perfection. There will always be flaws in writing. Professors and students need to understand that they're on equal grounds; the professor gets pressure form their quality of writing assignments, whereas students gets pressure from demonstrating their writing skills.

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The articles are trying to address the fact that many writers are taught to write while abiding by certain "writing rules" when there shouldn't really be any rules to be followed in the first place. Students are taught to write in a way that caters to their teachers as the examiner in order to get a good grade. This takes away from their writing freedom because they do not want to sacrifice their grade by taking a risk. Since students are taught the rules throughout school, once they get to their higher education college writing courses they struggle to write against their rules. The writers are trying to convey the message that writing is for anyone and shouldn't be something that people think has to be done in a certain way to be good. Writing is a daily activity that can be done by anyone, so even if the very first draft isn't the best it's okay to try again as long as they are writing catered to the intended audience.

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The problem that these readings address is the way in which educators are teaching students how to write. It's not to say that the way its taught currently is bad, but many students don't feel confident in their writing and lose the interest to write. Much of the writing done in high school is preparation for tests, and students have been trained to write with an audience of one: the teacher. In doing so it doesn't allow for students to have creative freedom in their writing and coming into college they have a very structured approach to how they think they should write instead of allowing themselves to be free. The writers are trying to offer a different approach to writing through way of prewriting and reflection. How do we see our progress if we don't look back on what we've created? They mention key steps in prewriting and in reading efficiently.

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All the sources we read in this class all relate to each other in some type of way with ideas like how to write as a writer/reader, process of producing a piece of writing and where writing even comes from. The readings address these problems of how students are taught in school and that writing is more focused on the developing process of writing rather than the result. These sources are also targeting students who are in the beginning levels of writing so that they can learn about the meanings of this subject. The writers are trying to say that writing is not really as easy as it seems, that there is so much more to it and are showing us ways of how to become a better writer through the process of writing. This way, writers like us will continue to transform how writing is perceived by people.

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The recurring problem that most of the sources are addressing is the education system for English/Literature. According to Warner, at the beginning of high school, the teachers stick to a specific template and their students adapt to that method, so when they enter college, they are not used to the freedom that their professors give them. Instead, high school teachers should prepare their students better by following similar writing styles as colleges do. Also, prepping the students by using helpful techniques like teaching reading and writing at the same time, which is suggested by Carillo. Bunn suggests that building the foundation of reading like a writer will drastically improve their writing. Another problem arises according to Yancey, which is how college professors are sticking with old teaching methods, when the literature is evolving throughout the years. Flaherty is suggesting to professors that they should assign less papers about the lectures and research papers, instead incorporate more creative writing like poetry.

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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?