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After reading and annotating the Academic Writing in College PDF compilation, write a paragraph-length response addressing the questions below and post to this Padlet.  Your paragraph should be no less than 200 words and should include a multimedia component (a gif, song, image, etc.).

Describe the perspectives about the transition from high school to college presented in the readings and respond to the readings with these questions in mind:

How do the four texts approach academic or college writing?

How might you explain the perspectives of those texts in relationship to one another?

How do the ideas presented in the articles relate to your own experiences of academic writing?

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The four texts all mention common ideas such as: having to "deprogram" what was taught in high school writing compared to college writing, and the freedom that comes with college writing. All four texts approach academic writing as something that is up to how the student wants to write it. High school writing involves structured formulas whereas college writing allows more flexibility and freedom. The perspective of these texts have a similar relation with one another because they all come to the conclusion that high school writing gives students a working structure, but it is really in college that students can go beyond what it means to write because the structured rules don't apply. The texts agree and support each other's idea in that there is a type of disconnect with the transition from high school to college. The disconnect is shown in not just how a student will approach writing when they write and think about its purpose, but also between professors and students. In the last text, the author believes that its not about AI that is the problem, but how professors create their environment. With writing, these texts suggest that it's not what writing is but what writing can do for a student: think. The ideas presented in these articles relate to my own experiences in that I am used to the structured formatting of essay writing, but I believe that with this new perspective I should be having towards writing will allow me to be a better writer. I had never noticed it, but I tend to write better when I don't have to follow a traditional essay format. Not only does my writing feel more genuine, but it allows me to enjoy writing.

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I noticed that the four texts approach academic writing from high school to college as a large gap of difference. Many students aren’t prepared for college due to unpreparedness from their secondary schools. When the second document compares the high school and college writing rules, you can observe how much more expectation is demanded from college students. College professors seek more evidence and analysis supporting the thesis statement. They’re also expecting paragraphs to be one-third and two-thirds of a page. While high school essays are expected to have 5 paragraphs in one page. The perspectives of the texts about one another are that teachers/professors aren’t providing engaging content to students which leads them to either produce poorly work or use the tool of AI. With many undergraduate students not knowing how to write at the college level, tools like AI are easy to reach. Many teachers/ professors are not so happy with the rise of AI as it can replace the learning of the students. Instead of faculty members being unhappy with AI, they should include this tool in their teaching and teach digital literacy. The ideas presented in this article relate to my experience of academic writing since I now have to unlearn things I learned in high school that no longer apply here in college. I also would like to learn more about the usage of AI since I think it’s a useful resource to have in learning.

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The four texts approach college writing as a tool to broaden your knowledge and explore new ideas and concepts. A common theme was "writing as an opportunity to think." In high school/secondary school, students are taught to use their writing to answer a single question or showcase their expertise with their predisposed knowledge. In college, it is more about exploring a question, the subject matter has more freedom, and students are encouraged to be abstract and rethink ideas. A central concept in all the texts was to deprogram undergraduates so they stop thinking of writing as a product or a way to get a good grade and impress their teachers and to think of it as a learning opportunity, something they should be invested in and passionate about. The articles also covered the structure of college writing vs high school writing. They emphasized how students should organize their writing to cater to their audience, goals, and purpose. Secondary schools had many rules, banned words, and created a ready-made structure that limited freedom and instilled the idea of writing to fulfill a preset standard. Professors are trying to reteach what writing should be so students are less inclined to use new technology like AI to do their work. Engaging students has its handful of challenges because of the pure amount of students, time, and resources colleges provide. The transition from high school writing to college writing is extensive and complex; it requires effort and dedication from both students and professors. I relate to all of these articles, in high school, the goal of most of my writing was to get a good grade. I always had word counts, rough drafts, example essays, and banned words! Most of the time, my teachers were pinning for one answer and wanted to test my knowledge. I am excited to start writing in a new way, to relearn and relearn again. Because I want to grow as a writer, be flexible, mature, and be creative!!

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The four texts approach academic writing with the idea that writing is the opportunity to think. Academic writing is the willingness to unlearn the old and relearn the new. It is the newfound freedom in writing that uncovers new ideas, new ways to think, challenges the old. Academic writing is a search, it involves doing more research. It is not just about answering a question that you already know the answer to but instead searching for the answer to a new question and supporting your answer the entire way through your writing. It is also about breaking the rules that have been made for us before. It is breaking free from the formula to let our creativity shine through.

The texts support each other’s ideas and highlight the disconnect between college and high school writing. They show how teachers and educators can play a big role in how students are prepared for writing at this level. There needs to be a path and instill this idea of writing is thinking into students at an earlier age. High school is very formulaic, as is its writing, while college is pretty much complete freedom, as it is in its writing. It comes down to the environments that students are in, and like it said in the article on AI in undergraduate writing, if professors are given enough time to create work that is meaningful to students.

Obviously not every student is the same, and some may not take to it, but I’m sure there are many that will enjoy it much more. I hope I can be one of those students where writing becomes more fun and exciting for me.

In my own experiences in academic writing, I can see how high school writing was very formulaic for me and it wasn’t very engaging. I’m excited to see what academic writing in college has in store for me.

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The four texts all approach academic writing as a type of thinking or freedom. Rather then being constrained by rules or outlines, like in high school, college encourages their students to freely and creatively approach the topics given. Each article talks about how there is no certain way anymore to write a paragraph or even an essay. There is no need to write "in conclusion", or a thesis that is summed up in one sentence, or even a 5-7 sentenced paragraph. The rules one has learned in high school will have to be unlearned and retaught on what writing is really about and what it means. The perspective of each text agrees in the fact that secondary education writing differs greatly compared the higher education's. All the articles relate in trying to get across to the reader that in college it is important to be able to simply just think. As college students we are expected to analyze and retain information, to learn, not just remember. These articles' topics range from unbanned words to use of AI, and how to implement each into a student's relearning. For example, the use of words like I or you are not completely off limits or informal, as high school has taught many of its students; yet it can actually prove to be useful by being able to reach one's audience. Each article agrees that there is a great disconnect between secondary education's and higher education's writing. Writing should not just be for a grade but an opportunity to explore one's own ideas about a topic, to open their mind to questions, and to reveal insights they may have; there is no single right answer. A perspective I found interesting was how Professors or Teachers should rather incorporate AI in the class room as a tool rather then see it as a nuisance. That one should rather fall back from traditional standings and take use of the future technology at hand. This leads back to the relationship between secondary education and higher education, how they can communicate and inch away from old traditions, and the rifts/disconnects between them. The ideas presented in the articles relate to my own experiences of being unaware of a freedom that writing has, and being revealed to that I do not have a to follow a guideline but can rather think for myself. As even now I am restrained from my true creativity by habit of following the rules and trying to find the right answer. I now hope that after seeing this new perspective I can find my old known self, so I can be more open and inventive as I once was. I struggle to put aside my pride to learn new things I have always known, but now I shall. These articles have opened my own personal mindset.

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These four articles are about the difference between writing in high school and college. In the first article, the author argues that high school writing is framed. Therefore, writing in high school cannot be connected with thinking. But in college, professors encourage students to write as a way to provoke thought, rather than as a proof of knowledge as in high school. In the second article, the author uses a comparative approach to write out the differences between high school writing and college writing in more detail, which I think is more like an extension of the first point of view. In the last article, the author argues that due to the rigid teaching method, students will use tools like chatGTP to help them complete their homework. Therefore, the authors suggest that professors may need to use more flexible teaching methods, so that some students with poor English do not need to use tools.

From my experience, my writing in high school was basically based on a fixed framework. Only with a fixed framework could I write articles with good scores in a short period of time, and many teachers graded them according to the framework. Therefore, I am still relatively strange and curious about completely free writing.

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Each of the four texts approach both academic and college writing as two completely separate entities, where academic writing is a formulaic structure that remains unchanged when being used and is intended to be exclusively used to meet academic standards. Whereas college writing is quite literally to write down your own thoughts and to get your own point down regardless of your method of doing so, so long as it's understandable. Because of this difference, the texts all go on about how vastly different these writings are, and academic writing severely underprepares students for college writing. The perspectives of these texts all relate to a common theme: that writing tactics taught during school mostly do not apply into college writing, which unfortunately leads to future college students to possibly struggle when in college. The ideas shared from the articles end up causing me to relate to my own experiences by clearly stating the "norm" of writing etiquette that I had to learn is practically useless in higher education. As such, I am not very thrilled to learn of this, since I have spent my time at high school attempting to refine my ability to follow these rules laid out to me, only to now learn that I will not be able to apply what I've learned to this level of education I am currently in.

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Within these four articles, it's apparent that there are distinct differences between high school writing compared to what's expected at the college level. The first article explicitly states that writing is thinking and it shouldn't be discouraged. Being open to change is extremely important especially regarding writing and the freedom that comes with it. The second article provides concrete evidence as to how vastly different the transition from high school to college writing is. It breaks down the expectations of essay structures and what is received well in college. In high school, students are taught a specific way to format an essay which ultimately boxes them in, whereas college allows one's creativity to be reflected in their writing. The third article showcases the disconnect between writing in high school and typically how those practices won't be received well in college. Naturally, this is due to an error in the education system, and it's apparent that reform is needed. In high school, it's instilled in students that a nuanced vocabulary is needed, which ultimately causes students stress as they're not focused on creating something full of depth. Inevitably, technology is advancing at a rapid rate which has raised some concerns in the education system as mentioned in the fourth article. Multiple factors contribute to the usage of AI and ChatGPT, but one way to alleviate it is by assigning work that students will actively engage in. The ideas presented in the articles deeply resonate with me as in high school I was taught a particular way to structure essays, and there was no working around it. Now being in college, I feel as though I have more creative freedom regarding writing and it's so freeing. I've always been someone that loves to write, but I felt held back in high school for numerous reasons. As I pursue a higher education, I look forward to growing as a writer.

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The four texts approach academic writing or college writing because they discuss the apparent distinction when it comes to college writing and high school writing. The first article talks about how in high school writing has steps/frames and in college professors want the students to write as it comes. The perspective of these texts in relationship to one another are because they claim to see a disconnection when it comes to students writing. This is due to teachers not having engaging work for the students which makes them produce bad work. Some students tend to reach for AI tools and software that they can use, although some professors are highly against it, the articles argue that teachers should be embracing this and taking it as a way to teach us the different ways of writing. This relates to my own personal experiences because growing up, school always taught a specific way on how these essays should be written and most of the time it was confusing. It felt like I didn't have the creative freedom to write. I often struggled on how i should start essays or paragraphs because i was so scared of not following the "frames" or "rules" and this would definitely set me back as a writer.

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The four texts approached college writing as a way to think freely. One of the articles was talking about how most students view writing as an obligation or a duty. In reality, it is a way to think and express yourself. In high school, writing has many rules. For example, some teacher have a list of forbidden words that students can't use like "said." When it comes to writing essays, there is a certain structure and organization you have to follow. When it comes to college writing, there aren't as many rules that you have to take into consideration. An arguement that was made was that colleges should do a better job communicating how college writing really is. High school writing is really different from college writing. This huge shift might be difficult for certian students. There was an article that stated that these rules have had helped some students in high school improve their writing. The last article focused more on AI. They were stating how AI can actually be used as a tool to help students and professors. They also added on and claimed that it would be less likley that students use AI if they had more interactive assignments or learned about things that actually interested them. I can relate to multiple things stated in these articles. When I wrote essays, I would follow a certain structure that my teacher provided for me. She also had a list of words that we couldn't use. I also had a hard time writing essays and saw them as a duty. I did not look foward to writing those five paragraphs.

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The four texts approach academic writing as a difference from high school to college and the knowledge expected for a college student. Reading through each of the four texts, a common similarity was "writing is to learn". In high school students are expected to answer a prompt and answer truly based on their opinion. However, in college, there is a big gap when discussing the steps a college student needs to take in order to succeed and meet the professors needs. Further reading, all texts discuss about the concepts of the different types of discussing and reading that takes place when students are in class. The big key takeaway is that throughout most of the texts it states the disconnection students are having in classes. There is an issue needed to be handled and as a result, many suggest to relearn what they were taught when younger. The perspectives of each texts it to inform and show how disengaged students are and how professors and teachers are dealing with this concept. In the institutions, students are having to deal with learning and adapting to what the expectations of their writing is. In high school students are taught to write in brief and only complete the standard needs. Now, when those same students enter college, they are faced with challenges with adapting and meeting the standards, because as some texts would say, what they learned was incorrect. Reflecting now after reading the texts, I can say in many of my English classes in high school, I was expected to write journals, essays, and peer reviews. I can say that I have learned the basics of writing in high school, but reflecting now, I know I can advance in my writing. This is why I am in college. Not only to major in something I am passionate about, but also develop skills and advance in what I know and further my learning to better my life and circumstance around me.

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The four texts maintain the concept that writing in high school is vastly different from writing in college by highlighting the "preparedness" in a student through the transition between the two. To clarify, some students coming out of the 4 years of high school English learning develop a type of stigma directed to the class; viewing it as a type of chore rather than "The opportunity to think"(Patty Strong). This is due to the lackluster and bland assignments that are given in classes which don't allow it's students to critically think on their own terms and form independent thoughts.

The first text is in the perspective of an English teacher who sets the ground rules of what approaching college may require a student to do, such as re-learning rules that high school has constantly taught. In the second text, the expectations from college writing is directly compared to the expectations for high school writing. In the third quarter of the pdf, the pinnacle of issues about high school writing is brought up; talking about various teachers who implement the rule of banning certain words that were considered "boring" or "unfit" in context of their assigned writing. In the last pdf the topic of AI comes up, with the discussion about the positive and negative impacts it may have on students in college and how their experiences of writing may impact their use of the AI.

The perspectives of these texts in relationship to one another view the education of English learning in high school below par in comparison to in college learning. In high school, the goal in writing would be to simply complete the assignment while checking the boxes from the paper your teacher would give you as a layout of how they expect your final draft to look like. While in college, they encourage their students to break out of the shell previous experiences of writing courses have limited them to. The goal college has for students is to "unlearn the rules in high school, and relearn them in college." The experience of high school learning then encourages students to seek out the support of AI in their work forming a habit that they may carry with them to college. This limits personal growth in students, and it doesn't help that some teacher and professors lack the vigor to provide interesting and engaging lectures.

The ideas presented in the articles relate strongly to my own experiences of academic writing as I do feel unprepared in terms of writing coming out of high school. The distinct and commonly mentioned fact that high schools implement certain formats of writing are definitely limiting to the work I produce. I am glad that the subject of unlearning then relearning topics was brought up a few times in the article as the goals of writing in high school made writing feel like a burden and something I would never look forward to. However I am open and excited that college will introduce me to new ways of writing where I won't be restricted to formats that make English learning a chore.

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The four texts approached college writing as a way for students to express what they want without as many restraints or strict structures. It provides more freedom and creative thinking since most text you will write are not limited to one sentence length thesis's. Instead, it lets you use as many as needed to explain your point. These text also mentions how lower level educations, elementary to high school, teaches in a way that limits the thinking of their students. The strictly reenforced structure that is needed demotivates some students to even useAI to escape having to write. The perspective of all text brings up the idea of high school writing rules, either to criticize the rules or talks about students losing interest in writing. They also bring up how college writing is a lot more free because of the rules easing up since high school rules are not the standard in college. Some of my experiences true relates to the writing rules in high school since those were the standards I used in every single piece of writing in all four years. I never enjoyed writing and only ever wrote for the grade, but never resorted to AI as a way to avoid writing. I have noticed that when venting out feeling or events on paper, I tent to almost never stop since there was no rules I had to follow and it was just for me. It is one way to make writing more enjoyable since you write about what interests you.

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In the four texts there are many similarities when it came to the perspectives as many believed that when you start college, the professors tell students that writing is more than just copying down a format and repeating the reading and words back to them. Its about thinking, making decisions on how your going to write the essay, what details, wording ,evidence etc is going to be included. Theres a lot of "deprograming" old habits taught in high school and relearning different techniques and growing yourself as a writer. There are also a lot of students who are not prepared for writing in college or come to college with the mindset that there are a bunch of "rules" they need to follow when writing something and many students dread and will even go to something like AI to avoid writing on their own and "cheat" or find away around the work from their experiences of writing in highschool. When the texts are compared you can see how they had similar ideas as well as how different college and highschool is. As highschool is structured, machine like teching, having a bunch of rules .. etc. On the other hand college is more flexible, there aren't a bunch or "rules " or "formats " followed and allows students to think more critically , freely and learn to not only write better without all these restrictions but also even relearn to enjoy writing.

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All four of the documents have the similar idea that you need to reprogram your mind from what was taught to you in high school in transition to college. Speaking about the lack of creativity in writing learned by students as well as being open to learning new things while leaving behind what was ingrained into your mind. As mentioned in one of the articles they suggested that instead of prohibiting the use of AI it should be included in the curriculum and showing students how to benefit from the uses of these apps can contribute to a rewarding learning experience. Another point made in the articles was that there isn't a specific format to writing college essays or specific words that are "banned " from use. The essay should be a way for you to learn about your topic and not just regurgitate information you've been told.

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The four texts approach academic writing as a very limited sense of writing that can cause more damage to a student/writer than benefit them. College writing on the other hand is a more free sense of writing that can even motivate a student to write more. With college level writing there are guidelines to follow, but they do not restrict you the same ways the different strategies taught in high school do. College writing almost frowns upon high school writing strategies. They discourage the use of these limiting ways and encourage their own sense of academic freedom. High school writing is not the worst, but having to unlearn these harsh regulations and learning a new strategy can be difficult for students. I always felt very limited with not being able to include "I" into my sentences, and struggled on getting my message across more smoothly. I also related heavily on the dead words not being incorporated into essays. My prior teacher used to make us check our writing in this "word graveyard" they had which included dead words that we should not use in our writing. It was a very limiting list and often discouraged us (students) to write. Having to unlearn these strategies, even though it is going to be beneficial to me, is a bit difficult. I know that learning these new strategies will help me become a better writer due to how there are less limitations and more encouragement to simply write your thoughts down.

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Some similarities that I have seen between the 4 text is the idea that some things must be relearned and unlearned. We as fresh high school graduates have our own array of beliefs in which we write essays whether it be rhetorical, argumentative, synthesis, or other type of essays. The first text really displayed how we as incoming freshmen have even more autonomy with a mix of responsibilities in college. We also should be writing for our own good, intrinsic motivation at its finest. Additionally, with the second text it included ideas that did surprise me especially with the idea that not all essays need a thesis statement. This just being the second text and also relating to the first text about the topic of unlearning and learning already set a pattern for me that I would have to look out for especially when it comes to writing in high school versus college. Furthermore, the third text introduced the topic once again of unlearning with a different word, that being deprogramming but still the same topic. Along with a somewhat new topic of the ''said is dead'' movement. I can connect to this topic because I remember one of my English teachers back in high school didn't like that we used the word said. They said it was uncreative or should I say. They vocalized their deep hatred for the word said. I remember back in my 12th grade year my English teacher despised the word ''ponder''. Each teacher did come with their own opinionated rule book when it came to writing.

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The four texts approach academic or college writing as an opportunity to think, learn, and introduce new ideas, rather than a formulaic academic tool or task. In high school, students learn the standard structure for an essay: one introduction paragraph stating your thesis, three body paragraphs stating your three main points that support your thesis, and one conclusion paragraph restating your thesis and main three points, and finalizing your piece with a call for action. Essays should be 2-3 pages in length, should never include “I,” “you,” or “we,” and should always include a hook, transition phrases, and an “In conclusion” at the very end. The purpose of writing such essays is to demonstrate a proficient understanding of a topic or concept. Consequently, high school graduates arrive at college with a strict list of do’s and don’t’s when it comes to writing. The first three texts explain how college writing challenges these rules that have been instilled in students as the “correct” way to approach writing. Instead, college approaches writing as a form of creative expression, free of strict rules that might limit the imagination and authenticity of the writer. While there are still guidelines and goals that should be followed, college writing encourages students to consider the purpose, audience, and genre of their piece in order to make specific choices. These choices ultimately allow students to determine how they want to structure their own writing and what effect they want to have on the audience, without the constraints of a formula. Along with this new mindset comes a need for “deprogramming,” or in other words, unlearning old habits, rules, and structures surrounding primary and secondary education writing. However, this is not to say that primary and secondary curriculums bear the blame for this educational disconnect or lack of academic writing preparation. In fact, in the third text, the author argues it is universities who deserve the blame for not communicating the shift in writing classes from primary and secondary school to college.

While new college students are adapting to a new way of approaching writing, a new tool that both educators and students alike have had to accommodate to recently has been AI, specifically ChatGPT. The fourth text proposes that instead of rejecting AI, educators could use it as an aid in their teaching. In a world where technological usage for academic purposes can be difficult to monitor, the best solution might be to incorporate AI into learning and/or allowing professors the time to create meaningful assignments that engage student interest. AI tools, such as calculators, spell check, and now ChatGPT, are a part of our everyday lives. We may not be able to always control how they may be used, but perhaps we can reorient the way we think about AI by exploring its function in an academic setting. In addition, we can redefine what academic writing is by allowing students to incorporate their creativity into their writing, thus, eliminating strict rules and possibly minimizing the need for AI. Therefore, I believe the perspectives of these four texts in relation to one another is that the way teachers educate and students learn can and should evolve.

As a first-year college student, I can relate to the difficulties of having to follow a set writing formula in primary and secondary school. In past experiences, these rules have limited my creativity by forcing me to dismiss ideas that clashed with the standard essay structure, and placed pressure on “sounding smart.” For these reasons, I’m looking forward to shifting my mindset when it comes to writing, ridding of unproductive writing rules that I have been conditioned to follow, and getting the opportunity to write more freely and creatively in this class.

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When I read all four articles, I found out that the main differences between high school nad college writing has to do with the writer itself and the thinking process. It highlights how college allows for openness and creative structures for writers to expand their discussion. I also annotated that high schools are mainly focused on complex vocabulary that adds stress to the writer. And lastly, for the fourth article, it opens the discussion about the impact of AI and technology taking over minds that lack creativity and need the extra reassurance. I think that high school writing had me in a conformed state where as college offers more freedom to write more creatively and express my views more openly.

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The four texts all have the same fundamental theme behind them: Challenging the writing, and learning curriculum that we were conditioned into following throughout high school. They all discuss certain aspects of high school academic writing, such as the way essays have become almost like a formula you just have to follow in order to impress your teacher. Additionally, they go even more into depth about the perspective behind the average student trying to shortcut their way through the work, going into depth about why a high school student would consider using AI or cheating their way through the assignment , and underscoring the importance of learning based on genuine interest and the unconditional desire to earn more and write legitimate, high quality work that had humility and passion behind it. Lastly, it tackles the implications of AI in a learning environment like academic writing in college, highlighting both the benefits and the downfalls of using it as a professor, and a student, ultimately shedding light on the importance of changing up the way professors and students must approach academic writing in college together, shifting away from the conventional formulaic assignments for a grade, and going more towards furthering a genuine desire to learn and write good work. As mentioned previously, the texts all connect these ideas and you see traces of all the themes in every text, emphasizing a necessity to start from scratch, and learn processes different than the supposed lessons that high school taught us before. The ideas presented in the articles remind me of how my writing is at my best when I stay true to myself, and when it is written with true passion and a desire to express my value, insight, and experiences, without being constrained to a formula or limits on how I should write. Ultimately, staying true to myself is one of my core values, and when I write, that is what matters to me most. Does this mean my writing is going to be the next coming of Dostoevsky? Absolutely not, because I'm not trying to make it be that way, as long as there is a passion behind it and it is something that I truly enjoy writing and learning about, it is the true extra-credit-worthy A+ project for me.