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The common theme between the pieces we have read is that k-12 English education in America lacks the proper teachings for their students to be prepared for college-level writing. In high school, students are taught rules and guidelines that hurt their creativity and their expression of thought through writing (Flaherty 2014). Reading is seen as a less serious task than reading and is less practiced than writing. Therefore the reading skills of many students are underdeveloped. (Carillo 2017.) Writing in the 21st century has significant differences from writing in the past. With so many advancements in technology, the current curriculum must change with these advancements. (Yancey 2009.)

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A common theme in most of the articles is addressing different problems in the English curriculum and proposing a better curriculum instead. For instance, they advocate for the WAC program (Writing Across the Curriculum) because it demonstrates more powerful writing ability in students. They also explain how the writing assignment itself is an important factor that leads to better work from students and how feedback is crucial to success. It mainly focuses on college-level writing or transitioning to college-level writing. For example, they discuss different techniques that can improve their writing and break free of less effective writing habits. In particular, LaMott iterates how writing multiple drafts pave the way for a successful final draft because it gets fine-tuned and molded over the course of it. Many of them try to show their credibility and relatability to the students by including their own experiences with writing. They provide tips that they learned in those experiences, such as Strong’s emphasis on ideas coming to her faster from the physical act of writing. All in all, writing can be viewed as less of a miserable task when there are multitudes of strategies to ease our way through it.

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A common theme presented in the writings involves past teachings of writing that need to be corrected or pre mature writing skills that have room for development. High School teachings that focus on perfect structure and filters on the mind, all enforced with repetitive assignments that do not strengthen college level writing. This type of learning only restricts the mind not allowing anymore growth to develop ones writing skills. This system of learning also comes with the belief that reading and writing are two separate things when really they are both closely intertwined. Reading can help improve vocabulary which is necessary for writing. The readings offer immersive methods of improving ones writing while reversing any damage that has been done. Methods such as writing freely with no filters, coming up with your own process, and to put yourself in the shoes of a writer to be able to read like one.

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All the sources we read shared a common purpose or suggestions on how we should view and improve our writings as college students. Most of them are suggesting that tertiary literacies are different from secondary ones or even some professors failed to address the meaning of writing. "Professors are also obsessed with grammatical correctness, even when they claim to evaluate critical thinking." (Flaherty 2014) However, the goal of writing beyond "duty and assignments" is that "writing is thinking" (Strong 2003). Writing helps students to explore what they have never thought about before. Usually the writer feels an increasing concern for the subject. The more a writer knows about a subject, the more a writer feels about the subject. (Murray, 1978). And thus thinking and writing format cycle that reinforces each other. As thinking evolves or acts as the result of o "read like a writer" (Bunn 2011). In which Bunn suggests that analyzing the way writers perform their works may help to improve our writings.

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A common problem we see throughout the readings relates to the under prepared student transitioning to college level writing. Many of the readings try to address this problem by speaking to students to encourage them to relearn what it means to read and write, or calling for teachers to reevaluate how they should prepare students for higher education writing. Mike Bunn's "How to read like a writer" presents students with skill of reading like a writer that is expected of student by college professors, yet educators focus more on writing rather than reading. Patty Strong in "How do I write a Text for College" encourages students to relearn what it means to write as she finds that many instructors do not assign good writing assignments that help students develop their writing. Many of our assigned reading also provide educators with ideas for improving the teaching of reading and writing. The 'Implications for Teaching' subsection in Murray's "Write before Writing" argues for teachers to familiarize students with the process of pre-writing to help the struggling student. These authors discuss the issue of under prepared college students, and their writings contribute to fixing this problem by providing resources for teachers, to improve reading and writing education, and for students, to become better college writers.

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The greatest assets to the quality of a writer's work are underdeveloped in pre-college writing students. The early stages of a student's relationship obsess over rules and formulas that hurt one's ability to write compellingly. There is a disconnect between the writing that is required of students in high school and the writing that is required of students in college, making it difficult for students to assimilate to a different, more mature style (Flaherty 2014). Furthering this gap is the fact that critical thought is undervalued in high schools, and "perfect" tidy writing is highly overvalued (Strong 2003). Even as early as kindergarten, kids are taught that reading is a simple task that must far precede a student's beginnings to writing. There is no early association between reading and writing (Carillo 2017). The way in which students are forced to focus on the lesser aspects of writing is exemplified in the testing systems that AP exams and SATs have created, which only succeed in showing that a student can do well in that particular test, rather than ability to write (Yancey 2009).

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The common problem that is being addressed among the sources is the need for students to understand the process of writing and ways to improve. Multiple sources emphasize the importance of instructors being the ones to help students become better writers. However, there is a gap in the expectations and instructions given between high school and college level writing. Students in high school believe they are writing to prove their knowledge on a certain topic, while professors in college expect their students to show more thinking in their writing (Strong 2003). In addition, reading is not seen as important compared to writing, and is less focused on as students transition higher in their education. It is a practice that has become largely underdeveloped, since colleges and universities have prioritized writing (Carillo 2017). There's changes to be made to close this gap and better prepare students, but the sources are also reaching out directly to students to take responsibility. Strong argues that college students are responsible for their education and success. They must be willing to take risks and learn how to improve. This includes being aware of the steps and process (Murray 1978), writing freely when starting a task (Lamott 1994), and practicing how to read like a writer (Bunn 2011).

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In all the examples we have been reading in this class, the different authors are all addressing issues in the ways that both students and teachers expect writing to work. Often people forget that writing is a process that doesn't come naturally, that mistakes are expected before a final product can start taking form. Regardless of age or experience, writing is a skill that can be hones through practice and through trial and error. Throughout high school, student have been convinced to view writing in a way that only concentrates on the end goal and they focused heavily on structures and conventions to follow in order to earn a grade. The authors we read about work to emphasize the much more subjective and creative journey needed in writing, especially now that writing is used so widely amongst everyone. The overarching theme here is that, as writers across all disciplines, we need to work on reframing our perspective on what it means to write. Writing should be treated more as an art and less as a whats right vs. what's wrong stress test.

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A recurring theme we have been reading about revolves heavily on the education system that involves a struggle with how students are taught in school regarding reading and writing. There is a huge gap between high school education levels and college. Students are not receiving adequate learning regarding the topics of reading and writing. Whether the problem lies on the high expectations of students to focus on grammatical errors and insignificant factors that do not contribute to their academic success or failing to provide a reading and writing environment simultaneously. An issue that Is talked about regularly, is the disconnect between high school teaching methods and college. Students follow misleading guidelines that do not help with their progress in writing or reading. Some of the authors have provided solutions for this specific conflict, whether it is prewriting tasks, a new educational model, or encouragement during the writing process. A lot of the readings also highlighted the importance of writing in a stress-free manner, where you should not be hesitant to write.

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A common theme in all the sources what we all have read up till now is about writing and how to improve writing at different stages and at different platforms. The sources tell us that the writers are constantly explaining the mistakes that every writer is committing. They are eagerly telling about ways to improve and what is leading to being not a better writer. They also tell us about the students in high school and when they come in college. It's different in high school when the students there are told to do something and they are bound to follow it, however, after coming to a college students have to make their own choices and have to think by themselves. An example of this is that Patty Strong in "How do I write a text for College" states that "successful college students accept responsibility for their problems". Furthermore they tell us that thinking is writing. Reading and writing when taught separately can help improve our thinking and expand our mind to generate new ideas and greater knowledge. It is also stated in these sources that teachers need to change their styles of teaching too in order to improve students' writing. Skills should be improved so that they can become better writers.

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A common theme these authors have discussed is the importance of writing and how to improve your writing. The importance of writing is greatly emphasized in the reading. A problem they all seem to address is the gap between high school writing transitioning into college writing. Bunn discusses the importance of reading like a writer and how it will greatly improve writing skills.  The authors are trying to contribute by encouraging anyone can improve their writing such as the reading shitty first draft that gets into detail about how there is no perfect start to writing and everyone starts somewhere. As well as other authors who discuss secondary schools not preparing students for college-level writing. The authors are writing to assist college students and many other audiences and prove there is constant room for improvement when it comes to writing. There can be ways to improve your weaknesses by working on it. Writers additionally supplied readers with abilities that helped them write, as an instance the manner of writing constantly starts with a plan and a draft.  As emphasized by LaMott's in Shitty First Drafts.

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A common theme in the sources we have read so far is what makes a strong writer. The writers  all  talk about the fact that there are some people that are born better writers than others, but that doesn’t mean writer’s that aren’t “good”  will stay that way–there are no bad writers. The writers also call to attention the repetitive type of writing assignments assigned to high school students that do not mirror the type of writing that is done in college. The writers are trying to help students see that there is always room for improvement in writing. Authors use personal experiences and research studies to prove to their audience that although writing is difficult, as long as writers work on their weaknesses  they can improve. Writers also provided readers with skills that helped them write, for example the process of writing always starts with a plan and a draft.  As emphasized by LaMott's "Shitty First Drafts", "writing is not rapturous".

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The common theme with all of the sources have been about college writing. The sources also explain how professors are not preparing college students for writing success. They have developed this learning that doesn't allow them to think on a higher, more educated level. The sources are addressing this problem and how the need of the students is greater then what they are receiving. They also go in to depth on how in highschool we had been taught reading and writing way different then that of a university. An example of this is that college professors have not emphasized reading when reading is one of the main things that can increase someones writing skills. Also, a lot of students don't have very effective reading strategies. If more advanced reading strategies were taught, students would be able to gain more knowledge from the reading therefore leading to better, more advanced writing. Also, feedback on existing writing from professors is based on stuff that isn't as important as the content. They focus on mistakes with structure which shouldn't be the main focus when giving feedback to a writer about a source.

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The problem that most of the sources address revolves around college writing. The writers are trying to make contributions to better the education system that has many flaws. For example, it is crucial for professors to allow for more content instead of focusing on if they are right or not. (Strong 2003) In high school you write a lot for something, a book or response to a question, but in college there's more freedom for you to write your thoughts instead of a certain predetermined answer. To change the perspective of writing for a grade to writing to express thought is the difference in college. Also, a good point is how reading and writing are always stuck together. (Carillo 2017) They are taught that they always go together. You read a certain book/article, and have a writing assignment based off of it. Most articles try to point out the different perspective that is about how reading is just as important as writing, and they need to be taught separately. We face a lot of issues with teaching styles currently and the education system needs to change and drastically improve in order for students’ writing to improve as well. (Yancey 2009)

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Out of the many articles assigned they all have a common relation: the curriculum designed for students, and how the educators are teaching does not allow for critical thinking and develops a barrier for students' learning. Strong explains that students are taught “rules” in highschool, and when those students arrive at college their conceptual thinking skills are not up to par. Additionally, writing skills are more focused on than reading skills, disallowing students' vocabulary to expand and thus their writing to suffer. If teachers were to teach their students to “read like a writer,” then students would discover the author's purpose and who the intended audience is for. (Bunn 2011). Another issue involves how reading and writing are not taught simultaneously. In order for students to improve their writing skill, reading must be taught as well to expand their vocabulary and identify the main ideas of texts. If students do not understand how to recognize the main ideas of an article, then they will have trouble writing a clear and conceptual paper. (Carrillo 2017) Teachers methods of educating students prohibits their critical and creative thinking capability. Therefore, the writing curriculum must improve in order for the students to be able to recognize the author's main ideas and thus improve their writing skills in general .

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College students have experienced a lack of preparation in tertiary literacies because of the disconnect in education from secondary schools. There has been a disconnect between secondary and tertiary literacies because secondary schools teachings do not align with the expectations of college communities (Strong 2003). Additionally, writing is prioritized more in college while reading skills are not as active and developed. Reading and writing are skills that should be taught simultaneously to improve literacy especially for college students. Since reading strategies are not usually taught, instructors need to implement them so students can form stronger arguments and produce better writing choices (Carillo 2017). Institutions and educators need to be more aware about this disconnect and how students can become better writers if there is a bigger focus on reading with a purpose. Even though writing is viewed as a method of grading, instructors become infatuated with smaller details like grammar mistakes and perfect structure rather than the usage of critical thinking (Flaherty 2014). Both reading and writing skills need to be addressed more in college and how writing should be viewed as an activity of expressing an individual's thinking. Therefore, institutions need to recognize the disconnect between secondary and tertiary schoolings because reading and writing skills can be better communicated to prepare students for college.

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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?