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Describe the perspectives about the transition from high school to college presented in the three different texts combined in the PDF "Academic Writing in College." How do the ideas presented in the articles relate to your own experiences of academic writing?

Write your paragraph-length response and post it here, along with some kind of selfie or image that represents you.

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In all three of the texts, there seems to be a stark contrast between high school and college writing. It is described that the transition comes with the increased freedom. Students coming from high school had to work with a set of accepted norms and rules that they followed. Certain words and phrases were frowned upon and heavily discouraged from being in their written work. In contrast, college writing does not carry with it the previously accepted norms. Students are given the option to have control over how much they can write and what they can write. Due to this, it allows students to write more in depth and express complex ideas that of which would have been heavily limited from the high school "rules". The ideas presented in the articles relate to my own experience as in my freshman year of high school, my English teacher had a set of rules that were called "D-Triggers". If she saw that any of those rules were broken within our writing such as having the words "I" and "You", it would result in an automatic assignment score of D. In a way, transitioning to college writing opens up the student to have more creative reign over their work.

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The perspectives about transitions from high school to college and represented as converting from being limited to liberating in one's writing. In high school, it is said that the teachers would enforce certain rules that students would have to follow to pass their class. And students would now have a choice since it would take account into their overall grade. Although high school was the foundation of writing and learning vocabulary along with certain skills, college averts all of it. In university, writing was not simply an assignment, but a way to express oneself and be more expressive on paper or a google document. High school taught students how to write in a set manner to a set prompt, but in university, it's up to the writer's choice to choose their audience, their idea and their purpose. In my personal experience, during my English class, my teacher would always highlight how important it was to have at least 6-7 sentences in a paragraph. Now that I'm in college, I can freely write different amount of sentences that follow my circumstances in my writings.

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In all three perspectives of the texts there was the same trend in how high school did not prepare you well or didn't explain well how a college level course looked like. In a high school English class you have to follow the same outline of a five paragraph essay that requires a thesis. Compared with a college course is more of the writers choice to decide how many paragraphs, or if the want a thesis or not, and no one restricting your choice of vocabulary. I did relate to some of the ideas presented in the articles, especially when it talked about the students just trying to please my teacher. I felt that when I was writing it was just to meet the standards my teacher liked and it didn't feel like my work. I wasn't expressing my ideas as I would've liked and that always made me feel like I was on the weaker side. But reading the difference between both it made me realize that you have so much more freedom in college courses and actually can express your thoughts they way you want. I always changed my vocabulary in my essays and always searched a better option of the word that came into my mind and that honestly put a lot of stress onto me.

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How college writing different from high school writing

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How college writing different from high school writing

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Comparing the three contents, they all present different perspectives toward writing. Although they haves different notions on how university students should act and perform on writing, they all aim to let students show how they think and possess their own writing style.

The first text reveals the problem about how students have misunderstanding on the writing. The students follows too much on the rules, rather than thinking about what they truely want to write. The rules of the writing in high school has restricted the students, causing that the students can’t acclimate to the college writing. The second text uses a chart to show the different between the university writing and high school writing. The chart mainly promote students to be more free on writing things. It’s not so important to follow the “dead” rule, but to write in a more open or on-limits ways. The third text mainly tells us the importance of thinking and self-control on writing. Writing is not a work or assignment, it’s the way we think and understand the knowledge and changing us from the past.

The most related point to me is “writing is thinking”. I was taking ib courses in my high school, and I should write my extended essay, which is call EE. My teacher, also called my supervisor, always emphasize the importance of thinking what I am writing. She often told me that I should read what I’ve written and ask me if I am thinking during writing. After finishing my extended essay, the most impressive thing is not understanding more on writing an academic essay, but the importance of thinking and making my mind participating more and more in writing.

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Difference between High School and College writing

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Difference between High School and College writing

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In the three texts, there was the main point of the transition from High School to College. Students go into College with sets of "rules" or "demands" to be followed when it comes to writing. However, in College, it is described as coming in with an open mind and more freedom. College writing differs a good amount from High School writing as it is being able to express yourself more with no set of "rules." You can use as many paragraphs as you want and there are no certain words that one can be restricted to use. The articles relate to my own experiences of academic writing as I had to follow certain "rules" in my writing. I felt like I was mainly doing it just to get it done and make the teacher proud by following those rules instead of being myself and being able to express myself freely.

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Highschool V.S. College Writing- Jasmine Alspaugh

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Highschool V.S. College Writing- Jasmine Alspaugh

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“Writing is thinking.” “Writing is thinking”, while only explicitly said, in the third text, is actually an ongoing theme in all three of these pieces. The key difference between high school and college writing, is the amount of “thinking” you do while stirring up an essay or report. Colleges encourage you to pursue your own innovative ideas in order to fulfill the purpose of the prompt. However, high school students come to college with an idea that writing is all about outlines, structure, and fancy vocabulary while entirely disregarding the intention behind what they are writing. As primarily described in the blog piece, high school focuses on improving technical ability that can be easily measured. While it may be easier for high school teachers to track student learning this way, it ends up being harmful because students tailor their writing to the teacher rather than the prompt. John Warner describes it perfectly when he explains the “audience“ to most students is the teacher, who, is naturally looking for those clear signs of progression like strong vocabulary and solid, well-formatted essays. The claim of contradictory grading styles is further enforced by the second piece. In this, there is a list of “High School Rules” and “University Expectations“. Even in the name of both of these categories, you can see there are graded “rules” in Highschool, while Universities grade on “expectations” or abilities. When looking through these lists, I can see where I’ve built my high school essays to meet the requirements of high school teachers. I can also see where I may struggle to unlearn that every introduction must have a thesis. I’ve also never written a conclusion that does more than repeat the points I’ve already made so in a lot of ways, I do relate to the Highschool version of essay writing and not so much college. The last piece of writing by Patty Strong is what summed up college writing for me personally. Not only did this text strengthen the idea that Highschool teachers grade with rules to help them understand where you are in your learning, but it also goes into way more detail about how thinking is writing. When the author was going into how you must take risks in order to be a successful writer, I understood the intention behind college writing grading. By taking risks and utilizing common techniques to build new writing styles specifically chosen to appeal to your audience, makes you more of a diverse and conviction author through trial and error. While I am significantly unfamiliar with the style of writing, I look forward to using high school rules as more of guidelines to enhance my writing and capabilities.

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Difference between high school and college writing

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Difference between high school and college writing

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All three texts, despite being written differently, mention one thing; there is a big contrast between how students are taught to write in high school versus college. In all three texts, they mention how in high school there is a set of rules to follow to have a "well-written" essay. For example, how each paragraph should have an "x" amount of sentences to be considered a paragraph or how certain words, such as "said" or "I", should not be used in an essay. However, in college, students are given the freedom to choose how and what they want their essays to look and sound like. When I read all three texts mentioning how there are no rules on how to write essays in college, I was surprised because I remember being taught in high school that certain words shouldn't be used in an essay because it will make it "boring" or "unprofessional" or how many sentences each paragraph should have for it be considered a paragraph. I remember hating writing essays during high school because I always had to follow those set of rules and never had the freedom to choose how or what I wanted my essay to be like. I am glad to know that in college, students like me are able to write however they want and that there are no certain rules to follow.

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Code-Switching In College Writing???         Kaylee Phommasakha 

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Code-Switching In College Writing???         Kaylee Phommasakha 

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In all three works the constant idea was that High School writing techniques and teachings will limit your ability to grow in a college atmosphere. I would say The High School/College Writing Classroom Disconnect and The Transition From High School To University are very similar as they both present the different writing rules of High School and University. Although the last article How Do I Write a Text For College? Making The Transition From High School Writing was a bit different from the rest because it is told from the perspective of a former High School teacher. The main difference of this article is that it mostly talks about the difference in mentalities between High school and University students and not really about the techniques of writing. Although I have yet to experience university writing, I did come to UC Davis thinking I would have to "code switch" with every piece of writing I do here. Of course, code-switching is necessary in some situations but it's good to hear using words from a thesaurus isn't always needed in university writing. Academic writing in high school always felt like there was barely any freedom of thought in my words. I was afraid of not sounding smart enough at Davis because my high school teachers forced very advanced writing on me and told me it was in preparation for college. So I came here expecting a lot. But after reading those texts, it convinced me to take everything my high school teachers said with a grain of salt.

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Never Gonna Give You Up Official Music Video

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Throughout all of the three texts, there seems to be multiple connections being made. The texts go over the transitions high school students make as they go into college. College students seem to have more open opportunities to express themselves in their essays, yet they seem to be more precise compared to a high school piece of writing. As I read, I noticed the line "writing is thinking" and I connected this to myself and my experiences within academic writing. Writing allows students like myself to be open minded about what they desire to write. High school students are described in all three texts and they seem to be following a set of rules or orders to make an essay or piece of academic writing. I learned that various amounts of students walk into college with these specific high school taught rules, yet in college they are able to freely express themselves. As I read the three different texts, I connected them to my personal experiences. I have realized how limited I was to express myself in a high school essay. In high school I followed outlines and rules or even grading rubrics that teachers gave me. I look forward to finding different writing strategies and comparing my work to my high school essays.

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The first perspective mainly covered the idea that no words are banned from writing. High school teachers often promote the exclusion of specific words and this is a habit that should be unlearned while going into a college writing class. The second perspective highlighted some similar ideas to the first perspective. It definitely focused more on the differences between essay and paragraph structures while transitioning to university. Lastly, the third perspective acknowledged that high school writing is merely a test of what you know. The author made a point to teach the reader that writing is a fantastic way to learn. In college good writers realize the impact it will have on their future; whereas, in high school writers are attempting to prove something. All the passages work together toward making it apparent that there are quite a few differences between the two types of academic writing. In high school my teachers told me to avoid words like "I", "you", and "we". Another thing I was taught was to avoid asking the reader questions. That was something not mentioned in the reading. The structure of essays and paragraphs in high school was indeed formulaic like the reading said.

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In the first reading I noticed that the author tends to focus on the teaching styles, methods, rules and regulations when students write papers or essays in high school. The author critiques rather than criticizing the writing "requirements" teacher look for in students writing.
In the the second reading I noticed that the author focuses on listing the differences between high school and college writing formats, rules and ideas. The list written by the author is basically a guideline of how a high school teacher vs a college professor would grade your work.
The third reading emphasizes the transition from writing essays in high school to writing papers in college. The author writes in the perspective of a students and the obstacles a student may encounter while making that transition from high school to college writing.

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Transitioning from High School to College

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Transitioning from High School to College

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The three different texts had the same ballpark of information of transitioning from high school level writing to college level writing which is that it is the exact opposite. The first text talks about the banning of words and how it can affect a student's psyche on their ability to become a good writer. The second was a table outlining the differences between high school essays and college essays. The third text was from the point of view of a former high school teacher of the differences that writing has in the two settings. In high school, there are rules you had to follow, to even be considered a semi-good writer which is what I have experienced. Now as a college student, hearing that I have to relearn my way of writing to be a good writer in day-to-day life is what is challenging me. I now have to trust myself with my writing, my thoughts, and how I think it should be structured, more than I have ever before.

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The three texts highlight and compare various factors of high school "rules" and college expectations. However, they all cover the common fact of high school writing and teaching being much more strict with rules and boundaries. This prevents high school students to have less of an opportunity to write advanced writing which is "thinking" in their writing. Moreover, college composition has less rules in order for students to create their own structure. This allows students to critically think and analyze what best writing decisions influence their writing assignments. To add on, all three perspectives argue that high school writing should not "fool" or "trick" students to have an unrealistic expectation for college composition which is to have a strict criteria with regulations, because it will actually be a bit of the opposite. It was stated that college composition is actually where the students choices are what create the type of writing that will be submitted for the professor. These ideas relate to my own experiences of academic writing because I was always taught that there are many strict rules that will not be left behind in English composition. As well as a rubric that must be strictly followed in order to receive a good score on the submission.

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All three texts about contrasting high school and college writing experiences tie back to the same theme, which is that high school writing is centered all around limits and rules to follow whereas college writing is centered around having more freedom and diversity in what we create. High school teachers establish a structured set of norms about pieces like essays that students normally don’t think twice about and strictly adhere to. But once college roles around, it becomes more than just an assignment to mark as done after covering all needed material. Writing becomes more about expanding deeper into issues with a critical perspective as opposed to worrying about how big certain sections of a paper need to be or what specific sentences need to be present in a specific order. From the viewpoints in these texts, all that fancy vocabulary and phrasing we worried would be the key to setting us apart in from one another becomes almost irrelevant in higher level writing. These texts without a doubt reflect my high school English experience. I remember like it was yesterday sitting in 9th grade English class when we were given at least three whole sets of tools of how we’re graded on a complicated rubric based off of number of body paragraphs, what to add in body paragraphs, and how the mechanics of a thesis should be constructed. The topics were also limited to the same thing the whole semester such as comparing characters in a book or relating the fictional setting to real life. The flexibility and opportunity for more creativity in college writing described in these readings give me so much hope for what will come ahead in new writing pieces.

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Transitioning form High school to College 

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Transitioning form High school to College 

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The three text summarized how to properly transition from high level writing to college level writing. The first text talks about how repetition of words is a common trait all high schools have when it comes to writing an essay. The second text is an outline of the different exceptions of a high school essay and a college and the major differences between both. The third text was a form point of view form a high school teacher on the different exceptions and rules for a high school essay and a college essay. In high school essays are based off of pre written outlines Rather in college they give you less restrictions and give you the freedom a writer need. Form experience I am used the outlines that are provided but hope to trust the process and hope it shapes me into becoming a better writer.

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Writing in High School vs. Writing in College

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Writing in High School vs. Writing in College

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Across all 3 texts, there seems to be a cohesive theme that high school writing and college writing contrast in more ways than one. The first text describes the disconnect between high school and college writing. It outlines that writing in high school must adhere to a strict set of rules; the length, structure, organization, and so forth. College writing is stripped of such rules and allows the student to have full creative liberty over their work. The second text outlines the clear differences between high school and college writing in a more visual context. Divided into distinct categories, a table shows the various processes in writing an essay in high school versus in college. The third text talks about how writing should be less of an assignment and more of a reflection on ourselves and our though processes.

All throughout high school, I feel as though my teachers have prepared me well for college-level writing. Especially in my senior year, the themes of all 3 of these texts have been drilled into my memory: 'you're on your own in college, the professors won't go out of their way like we do, etc." I hope that college writing is indeed more laid back than high school was, but that is yet to be determined.

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Academic Writing in College Transition (updated)

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Academic Writing in College Transition (updated)

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The three texts highlight and compare various factors of high school "rules" and college expectations. However, they all cover the common fact of high school writing and teaching being much more strict with rules and boundaries. This prevents high school students to have less of an opportunity to write advanced writing which is "thinking" in their writing. Moreover, college composition has less rules in order for students to create their own structure. This allows students to critically think and analyze what best writing decisions influence their writing assignments. To add on, all three perspectives argue that high school writing should not "fool" or "trick" students to have an unrealistic expectation for college composition which is to have a strict criteria with regulations, because it will actually be a bit of the opposite. It was stated that college composition is actually where the students choices are what create the type of writing that will be submitted for the professor. These ideas relate to my own experiences of academic writing because I was always taught that there are many strict rules that will not be left behind in English composition. As well as a rubric that must be strictly followed in order to receive a good score on the submission.

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Transitioning from High School to College Writing

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Transitioning from High School to College Writing

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In the three texts, perspectives show a large contrast between high school and college writing. They arrived to the same consensus that high school is very limiting on what a student could write, while college provided rich and liberating guidelines for writing. High school provides a strict set of rules that students follow to get a good grade. These rules drastically limit what a student could write and make it seem like more of a duty or obligation. College provides guidelines that are liberating and encouraging. You can come to college with an open mind when it comes to writing. These texts illustrate how writing in college allows students to express themselves and discover new avenues to pursue. I related heavily to the ideas in the texts. In, "The Transition from High School to University" text, they compare and contrast high school and university writing rules. I definitely used the 5 paragraph structure for almost all of my writing assignments. I also consistently used that model for all my other courses. The banned word list very much resonates with me as well. Some of my teachers hated when we used words such as "but" or "like." I definitely only wrote to get the assignment done instead of feeling like I could fully express myself. I'm very excited to be able to write freely now in college. I look forward finding new interests and discover more about myself.

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Transitioning from High School to College Writing   [Updated]                         (wasn't signed in earlier) 

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Transitioning from High School to College Writing   [Updated]                         (wasn't signed in earlier) 

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In the three texts, perspectives show a large contrast between high school and college writing. They arrived to the same consensus that high school is very limiting on what a student could write, while college provided rich and liberating guidelines for writing. High school provides a strict set of rules that students follow to get a good grade. These rules drastically limit what a student could write and make it seem like more of a duty or obligation. College provides guidelines that are liberating and encouraging. You can come to college with an open mind when it comes to writing. These texts illustrate how writing in college allows students to express themselves and discover new avenues to pursue. I related heavily to the ideas in the texts. In, "The Transition from High School to University" text, they compare and contrast high school and university writing rules. I definitely used the 5 paragraph structure for almost all of my writing assignments. I also consistently used that model for all my other courses. The banned word list very much resonates with me as well. Some of my teachers hated when we used words such as "but" or "like." I definitely only wrote to get the assignment done instead of feeling like I could fully express myself. I'm very excited to be able to write freely now in college. I look forward finding new interests and discover more about myself.

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The difference between High School writing and College Writing

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The difference between High School writing and College Writing

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After reading the three articles, there is a noticeable contrast in high school writing and college writing. During high school and education before that, we are taught to follow a strict set of rules. Rules that are designed to "help" us write better. For reference, we are taught to write 5 paragraphs for one essay. We are also told to somehow relate all of our paragraphs to the thesis statement made at the beginning. However, in college your thesis doesn't need to be three specific points. The introductory paragraph is concise and direct instead of being extremely broad. This leads me to believe that the articles had a point. Writing courses in college are about exploring what your writing style is. There isn't a requirement to adhere to a certain structure. Personally, I have despised the writing structure posed in high school. The structure given in high school restricted my ability to write what I was passionate about.