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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 carry the same idea that writing in college is more free form and isn't as strict as writing in high school. In high school, there were many rules to follow such as essay must be five paragraphs long, never use "I", "we", there should be three main points talked about in the paper, and more. However, with college academic writing, most of those rules don't apply. In fact, essays can have as many paragraphs as needed in order to deliver a point, not every essay needs a thesis statement, and you are often able to structure your paper in a way that makes sense to you. While all the texts talk about the same general idea, each one has their own focus. The first article has an emphasis on exploring more about the topic as you write as well as thinking critically. The second article provides a clear visual of the differences between academic writing in high school versus college. The last text serves to showcase the use of AI in a classroom, exploring its benefits and drawbacks and what teachers can do to make the assignments for inviting to students so that it steers them away from using AI as a form of cheating. The ideas presented in the second article were the most relatable to my writing career so far. I could relate to all the text boxes about what high schools want students to incorporate or not incorporate in their writing. I think this is because I have been taught to write an essay a very particular way and have been practicing it that way ever since.

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The transition from high school to college is often marked by major changes in academic expectations and writing styles. Throughout the four texts in the "Academic Writing in College" compilation each addresses this change in a different way. The first article I read was "The World Is a Text Writing", emphasizes how writing is thinking. The author patty argues how high school students often avoid seeing writing as a chance to think. While the other article, "The High School/College Writing Classroom Disconnect", focuses on how high school teachers are given wrong information about writing skills. For example, the texts states how, "Essays are five paragraph's long, and should never contain "I," "you," or "we." Which here in college it is allowed since it helps give aid in writing structure. In the article, "AI and the Future of Undergraduate Writing", explains how AI can be used in a successful way or in an ineffective way, and the fourth text shows all the different transitions. The perspective of these texts can provide a complete way of what is expected throughout college. Returning to my experiences, I find how college writing provides higher level of writing. The writing needs to be critical and include all necessary references.

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In college, it seems that students don't just write because they have too, something that was common in high school, where many just wrote about something so that they can get a grade. In college, it follows a concept where you do more thinking, writing leads to thinking and thinking leads to more writing. You don't have to worry about what to write because there is over 1 million things to write about so figuring out what to write should not be a problem. It's more open minded in college, as in high school you had to follow a certain formula and were confined to certain documents or limited words, in college you have the luxury to right as many paragraphs you need and don't require a argumentative claim or thesis. The first article mainly focuses on the idea as to why we write, which is followed by the more writing you do the more you are able to think, allowing you to think critically and uncover pathways to knowledge and understanding. In the second article its highlights the difference between high school and college writing, and how in high you were confined to the idea that a paragraph needs to be 5 sentences, followed by a thesis and etc. Lastly, the third article brings light into the ongoing issues with A.I and how it can have its pros and cons in regards to learning, which can make the professors job a little annoying they may not know if someone is actually engaging in the work and in their place is A.I doing the work for them. In the past, Iv'e dealt with being confined in terms of my writing, for years we were taught to write a certain way with this many sentences and at some points it become repetitive because it was the same old concept, just a new prompt followed by evidence you had to incorporate, so reading these articles allowed me to reflect on those times and connect with them even more.

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The four texts approach academic and college writing as a very major switch from writing in high school to writing in college because students in high school usually wrote for a grade and didn't put much thinking into their writing as they were not required to, however the switch to college writing is a major difference because in college it allows students to be more free and be able to write however much and allows them to go away from the set of "rules" that they learned about their whole life when it comes to writing. The first article talks about how writing is thinking and how we can implement that to our college writing as we were not able to do that in high school because of the rules and barriers that were set by the teachers that we could not break. The second article talks about the differences of writing for high school and college, it also explains how in high school there was always limits and rules set on your writing such as the 5 paragraph structure and how you always needed a thesis in your writing. The third article on the other hand talked about how AI can affect writing in the present which can make a whole essay in a couple of seconds for a student, however this is bad for the students because their writing can be flagged for AI even though they wrote it themselves and can also make it hard fro professors because they have to spend more time trying to see of students are using AI or if they are using their own writing. These articles have impacted my own personal experiences of writing because in high school like the articles said I had rules that I shouldn't cross and was limited to the point where I wasn't able to be able to write and think properly on what I was going to write.

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The four texts approach college writing with a similar message. The chart that compares high school guidelines and college guidelines in writing convey how much more freedom there is in college writing. I liked the article that talked about how writing is thinking, though it was confusing. It was nice to get a new perspective, but I don’t think I fully agree with that idea. The articles did stress the idea of writing being more than a demand; writing is described as a way to be able to express freely. Those texts have a clear correlation with one another because they show a deeper perspective of what is expected from college writing. One article talks about how dangerous AI is in college, but could also be incorporated as a tool in classrooms. Another text explains how high school fails to prepare us for college writing, and how we have to unlearn old habits. Unlearning old habits and learning new ones is hard for everyone, so I can see how reading the article about AI is relevant right after. It is a lot easier to cheat than unlearn and relearn. The ideas in the articles directly relate to my experiences of academic writing, simply because I was also systematically taught to follow the rules like avoiding the “dead words,” 5 paragraphs in an essay, the thesis being one sentence (and not multiple, like in college), and many others. The articles gave me a vague image of what I will have to do in my future academic writing.

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The transition from high school to college is that there will be drastic changes once you step foot into college, most notably in writing classes. The four texts that I read talks about how college writing is all about thinking and how it gives students the freedom that they probably never had in highschool in terms of writing. An example would be that students in high school would need to write their essays in five paragraphs, restricted from using a specific word, the lengths of the paragraphs, and so on. Comparing that to what is seen in college is that there is no limit to the number of paragraphs a student can write, we can use any words we like, the paragraphs can be as long as we want to, etc. The texts emphasize that high school teachers implement rules that restrict the students, causing students to see writing assignments as annoying tasks that they need to finish, rather than a way to express their thoughts. Because many students see writing as something unpleasant to do, they resort to the use of AI tools like Chatgbt, causing many teachers to look for alternatives to prevent students from using AI. However, some teachers believe that AI can be a useful tool for students as it can help on their thinking. I related to a lot of perspectives that were being said in the texts, such as the use of AI. I use AI to help me generate ideas and to combine those ideas I find interesting with my ideas. Another one that I can recall is the rules in writing when I was in high school. I would always write essays using the five-paragraph format and having the topic sentence at the beginning of each paragraph. This was a great way for me to stay "organized" but it restricted my thought process when trying to write.

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The first three texts all make the same argument that writing in high school is nothing like writing in college, as the amount of freedom you have as a writer drastically changes. The fourth text also discusses undergraduate writing, but it goes in-depth about how AI has affected writing so far, how some predict AI will affect writing in the future, and what steps instructors should take to ensure AI is only a tool. The perspectives of these texts are similar to one another in the sense that they are written from the perspective of instructors and professors, meaning they have witnessed their claims firsthand through their own experiences. Because of this, I believe their claims that college writing is massively different from high school writing, and I'm looking forward to seeing those differences myself in the weeks to come. The ideas presented in the articles relate to my own experiences of academic writing because most of the points they made were things I've seen in my English classes in the past, like the idea that some words are banned forever. As a student, I've never really enjoyed writing and I have seen English class as nothing more than a chore, and these texts have made me realize that it might be because of how strict certain rules of writing can be before college. Now, I will keep an open mind to the freedom of writing as I start my journey as a college student.

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The four text approach writing with writing being a way to think not just thinking to write. They all describe college writing as a free and creative way to share ideas, arguments, and/or opinions. Rather than following a formula, how writing happens in college is different every assignment based on what the goal, genre, or who the audience is. All of these articles relate to one another in the way they agree that high school literary practices do not prepare students to perform well. Another relationship is the current change in writing. From colleges changing how they teach to combat the use of AI and high schools changing how they teach to better prepare the students for college writing. I can relate with the classic high school formula-based writing and was never fond of this sort of assignment. However, I did have an opportunity to write about a subject I was passionate about and just like mentioned in one of the texts it made writing and engaging with the assignment more exciting for me.

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The four texts approach academic or college based on the pros and cons of the amount of advanced technology that has developed in our society. Claiming that the old ways of writing are better than now or counter-claiming that statement due to students not having the motivation to think outside the box or more over brainstorming and generally improvising in their work. Instead of having an AI easily write notes, poems, or paragraphs for them to simply receive credit for an assignment or assessment. The tests go back to each other towards how they are related by having examples of different professors and support of their own experiences with AI and how each would claim the difficulty in advising their students to create their writing as well as stating that certain AI tools are beneficial to a certain extent. I can relate to the articles from my own experiences as a student whose second language was English; it was easier at first to use different tools to get around my work. It wasn't my strong suit; however, that was one of the difficulties that I had to face was not officially learning, when doing tasks in school, it was obvious that the work wasn't mine. It then was a longer process while I was behind in school. Overall, the benefits of AI don't change the fact that students use it for good or bad terms of it, it's on them it's their choice to be open about their writing in a more advanced course comparing high school and college writing/learning.

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The four texts approach academic or college based on the pros and cons of the amount of advanced technology that has developed in our society. Claiming that the old ways of writing are better than now or counter-claiming that statement due to students not having the motivation to think outside the box or more over brainstorming and generally improvising in their work. Instead of having an AI easily write notes, poems, or paragraphs for them to simply receive credit for an assignment or assessment. The tests go back to each other towards how they are related by having examples of different professors and support of their own experiences with AI and how each would claim the difficulty in advising their students to create their writing as well as stating that certain AI tools are beneficial to a certain extent. I can relate to the articles from my own experiences as a student whose second language was English; it was easier at first to use different tools to get around my work. It wasn't my strong suit; however, that was one of the difficulties that I had to face was not officially learning, when doing tasks in school, it was obvious that the work wasn't mine. It then was a longer process while I was behind in school. Overall, the benefits of AI don't change the fact that students use it for good or bad terms of it, it's on them it's their choice to be open about their writing in a more advanced course comparing high school and college writing/learning.

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Each text that we have read gave a perspective on the transition from high school writing to college writing. The perspectives ranged from how we think of writing, the differences of writing, the use of AI and words we should and shouldn't use. In the texts; “The World Is a Text Writing”, “The Transition from HighSchool to University” and “The HighSchool/College Writing Classroom Disconnect” all mention the difference between the high school level writing to the college level. In “The World Is a Text Writing”, Strong lets us know that her perspective is mainly trying to prove that we have to be capable of writing to further our education in order to expand our writing skills. I agree that we shouldn't just write to gain the grade and move on, but more importantly to gain knowledge. In both, “The Transition from HighSchool to University” and “The HighSchool/College Writing Classroom Disconnect” mention the many rules that high school teachers implement on their students that need to be followed to make a “great” essay. From words they can't use to a specific structure, the rules have limited the possibility of creativity for newly entering college students. These two texts have a relationship with one another since they talk about the rules that students must follow. In the last text, “The HighSchool/College Writing Classroom Disconnect”, starts to get into the new debate of the use of AI in an educational setting. I agree with the many scholars that it should be taught how to use AI as a helpful tool rather than a way to complete an assignment quickly. I have a personal experience with what is said in the text “The Transition from HighSchool to University” because i've always followed the five paragraph rule and to always have a thesis statement in the very beginning of our essays. I feel as my knowledge of how to form an essay has definitely limited my possibilities coming into college level writing.

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The four texts combine the principles of writing into multiple categories addressing multiple issues and topics within the subject area. The texts approach writing in both academic and college writing by addressing the issues before the possible solutions. For example, the last article spoke about using AI in academics and how that could really hurt the student and studies as a whole but it also talks about how it can help and gives possible solutions like how Professors and teachers would need to control it so it can benefit everyone and eventually be a great tool in studies. I would personally explain the perspectives of these texts with what I said earlier about how they mostly focus on the bad of some things rather than the good initially. I believe everyone's perspective is that there needs to be, will be, change through writing systems. I noticed some variable differences between college and high school reading such as not needing a thesis while in high school you do. This is weird because a lot of restrictions have been removed and while that is good, students will have to work harder to create better writing. Whenever I wrote an essay it had to be met with specific requirements, or the grade would be lowered. During some essay write ups, we were allowed freedom and that allowed me to create a piece of article that was very meaningful and true instead of your old robotic essay.

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The first three texts all approached college writing as there's a lot of freedom to write what you want. There's no rule, or structure through the whole writing process. You are more open to many more things and ways you can write than in highschool. In highschool, we had to follow a specific rubric in order to get the right grade. We had a limit to what structure, how many pages we had to write and how many paragraphs we should have written. It felt like there wasn’t really any freedom when we were writing for an assignment. It felt like we had to write in a specific way so we could get the grade we wanted, it seemed like we were just writing to get the assignment done and not actually thinking about what we were writing. I had always started doing my writing assignments last minute because I didn’t like the thought of having to write a whole essay. I didn’t like writing for school work in general. Coming from all three articles, there seems to be a big difference from what we did in high school than what it is like college.The fourth text is about AI and something a lot of students would run to no matter in highschool or college. Running to AI is a lot easier than thinking about what to write and AI is a lot faster for people to just get their work done with.

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The transition from high school to college presented in the readings describes a drastic change. The first text explained how college writing includes more than just writing. It requires you to think outside the box and expand on what you already know. The second text visualized how different high school and college writing are. I noticed it related to the first text because there aren’t many requirements in the college column compared to the high school one. For example, there’s no predetermined number of points, no thesis requirement, etc. This leaves a lot of room for deeper understanding and expanding thoughts. Adding on to that, the third article explains that in college, you can break “rules” in writing such as, essays should be five paragraphs, you can’t use words like “you”, “we”, “I”, etc. This means that there isn’t really an outline for college essays while in high school, we always had a specific layout for how the essay should be written. The last text discussed the use of AI but I found that the reason behind students using AI to finish their assignments is more interesting. The text writes that a good atmosphere can lead students to be invested in learning, which reduces the want of cutting corners. This relates to my own experiences because English class has always been tedious to me, but all my teachers created really good environments for me to learn, so I hope to continue learning in a good atmosphere while I adjust to the new changes that come with college writing.

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After reading the four texts, I found that high school writing had a more set, or strict "rules" about what we needed to write, or how we had to write. While reading these articles I found it interesting that many of us are stuck writing the way we use to in high school, and how in college it will be a learning curve and that we have to break the "rules" to better understand why college writing really wants us to write about the unknown. Furthermore, it's very interesting about the ai and chatgpt article talking about how the blame for students using ai as a workaround instead of an aid fall both on the student and teacher. The article really hones in that in order for students to see ai as aid the teacher has to make the learning more meaningful and really intuitive. Which basically means more peer discussions and a lot of feedback will help the student feel more comfortable and confident in their writing. Also, in connection with the ai and chatgpt the blame falls both on student and teacher as stated above, but for the teacher setting strict "rules" on the students make them feel more pressure to sound smart, which can lead o the use of chatgpt. In one of the articles it talks about how some teachers ban certain words because they are dead. No word is ever truly dead, boring possibly, but all words are meant to convey a story and tone in the writing, so in the article the writer states that no words should be banned because all words are trying to convey a tone and story to a reader and that's what really matters.

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These four texts approach college writing in a very similar sense in that it is more loose than high school writing. Specifically, this means that in high school, students wrote for the sake of just finishing their assignments to improve their grade. These texts echoed that high school writing involved more rules and less natural flow than college writing which discourages formulas and strict outlines of writing. The college form of writing is more free-flowed and encourages critical thinking. The article called, “The World Is a Text Writing” relayed the idea that writing is thinking and that high school writing isn’t as authentic as college writing due to the rules and restrictions taught. “The Transition from High School to University” adds in a similar perspective as it talks about how repetition is encouraged in high school writing but discouraged in college. This article provides clear differences between high school and college writing. The next text talks about the uses of AI in the classroom in both levels of education. Personally, even though it has only been the first week in college, I feel as if there are more opportunities to write freely than in high school. In addition to this, high school also provided a strict and compact method in which we had to write. College has allowed for me to enjoy writing more thus far as I am not forced to be concerned about rules like I did in high school.

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Throughout the "Academic Writing in College" texts, I was brought back strong memories of Elementary, Middle, and High school English classes that have laid the foundation of my writing journey. The first text by Patty Strong emphasizes the distinct difference between the structure of High School and College writing. Many students do not take writing as an opportunity to express themselves as we have only been pressured to use it for academic means. The criteria and rubric laid out to support the "Five Paragraph Essay" structure dictate our grades and limit our ability to explore multiple thesis' and conclusions. In High school, the argumentative and five paragraph essay format imposed by the teachers resulted in my writing being cut short and diluted to fit a certain formula. John Warner expands on this idea of abstract rules that exist as guidelines to find our limit. I was in Elementary school when the "Said is dead" lesson was drilled into our heads. Though it was frustrating, it also pushed us to be creative and explore synonyms while expanding our vocabulary. Unfortunately, this lesson was taught at an early age, thus cementing itself as a fears for writers. While writing, I catch myself avoiding certain words and replacing them with anything else to sound "smarter". As a consequence, my writing is long, inconsistent, and struggles to communicate a point efficiently. This is where AI comes in, as Beth McMurtie introduces the fears and potential lessons we can gain from Artificial Intelligence. In my High school, students received failing grades and public humiliation when caught using AI to complete writing assignments, and even finals. At the time, I had little experience using AI as I hated the thought of it leeching off artists and writers. It was only recently that I used ChatGPT to shorten some text I had written that I realized the potential benefits it has when it comes to revising work for extremely important projects or emails. Of course, this is where media literacy is crucial and needs to be taught in schools. In the fourth text, Professor Anna Mills from the College of Marin is highlighted as a teacher incorporating AI into her courses. She sees them as tools to use, available to everyone, but she recognizes that media literacy is necessary to teach when it comes to AI tools. Writing will forever be different with the introduction of AI, and when paired with the US writing curriculums pre-college, students are in a stressful position where writing is simply a chore, rather than a creative outlet.

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The four texts approach academic writing as a major transition from high school to college. In the first article it mentions how writing is thinking. Almost all high school students do not think this way. They feel like writing is something they have to do just so that they can get a grade to pass a class. When in reality, writing gives people the opportunity to actually think and discover new things. In addition, in the article, “The Transition from High School to University,” there is a major difference between writing in college and writing in high school. High school students have to write in a certain format and have many rules that they have to follow. Whereas in college, there is a lot more freedom in how students can write and how they can format their writing. College writing is a lot more flexible and gives students the freedom to write as much as they want. Furthermore, the third article shows how students are so drilled into thinking they have to follow certain rules such as not using the words, “I,” “we,” or “you” which in reality you can use when writing in college. Writing has no rules. Lastly, the last article shows how AI can have its pros and cons in the classroom. The cons are students using AI to cheat, while the pros include AI actually benefiting students to help them write. It also mentions solutions for teachers to lessen the use of AI tools, so that students will stop cheating. The ideas in the second article where it shows the differences between high school and college writing relates to my own experiences in writing because I’ve been taught my whole life to write a certain way and follow rules and now I have to unlearn all of that when writing in college.

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These texts seem to all convey a similar message towards their audience. The comparison of writing in high school is significantly different when we approach college and above. Before we reach college, the main points of most of the essays are bound to rules and constraints of writing structures that are ingrained into us since we arrived in school and writing towards the prompt that is assigned to us by the teacher. But once we get to college, the texts seem to emphasize a sense of freedom and imagination that we are allowed to have, that is of course also responding towards the topic and keeping a clear message to their reader, but it is not as restrictive as when we had to write essays during high school. Most of the texts have a specific topic that they address that relates towards high school and college level writing. “The World is a Text” addresses the issue of the students' thinking and mentality towards writing. “The Transition from High School to University” addresses direct comparisons between high school and college and their differences of their rules and expectations in writing. “The High School/College Writing Classroom Disconnect” focuses on the processes we go through when writing and their rules and explains to the reader how students only know they have to write to impress their teacher. “AI and the Future of Undergraduate Writing” focuses on AI and technology taking over the writing scene just as calculators will be essential to math. These texts have really shown me that the rules in college writing are not so strict and maybe I need to take a new approach in writing in college to become a better writer.

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These four texts carry the same goal in mind, to expand on the idea that writing throughout the year, high school, middle school , and even in primary school, have caused for a change in writing approaches. Especially because when taking a new course in college, most of what is learned has to be scrapped. It's stated in the first two excerpts/articles that it has to be thrown away and relearned. College writing is also stated to be more broad and less constricted, as teachers tell how to do it to their standards, and professors reteach a professional way. I also found it interesting how the last article expanded on the use of AI, and how it can be avoided by creating a good learning atmosphere that would discourage students from using it by making it exciting. Making work and class feel like real effort should be put in, rather than have some robot create a false narrative or writing for them. In relation to one another, each text builds upon another, where as stated before, they have the same goal in mind, which is to show the mess that out of college English courses make. " it's instead built around rules that are followed to win teachers approval " ( Insider Higher Ed pg3), which is showing that each class was made differently and doesn't conform to a nice line. But beyond this, I will mention in my annotations, I related back to my writing journal, and surveys that confidence is something so prevalent when it comes to writing. So, when a teacher recreates/reteaches the same thing but says another thing is wrong, it messes with the confidence of the student that just learned and practiced the "wrong" thing to better their grade. It's what really knocked me upside down through the years, and hope college is where I finally am able to grow without having to conform to something new every quarter.

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The first three texts approached academic or college writing as something that would be completely different from high school work. They all mention how college writing will require more critical thinking with less formated writing. The first article “The World Is a Text Writing” goes in depth about how high school writing doesn’t prepare students for college. The second article “The Transition from High School to University” compares the differences between high school and college writing. It talks about how different the formats are between the two. The fourth text “AI and the Future of Undergrad Writing” discusses the use of AI in academic writing. The text goes in-depth about ways that AI can be used to be successful with writing. The perspectives of all the articles relate to each other in the sense that thinking outside the box will be required in order to succeed with college writing, college writing will allow more thinking and freedom. I can relate to a lot of the ideas mentioned in the articles, for example, in high school, my mindset for writing was to just follow the rubric as best I could in order to get the best grade. I would always follow a formula like the five-paragraph rule and always end the introduction with my thesis statement. The articles have opened my eyes to what I should expect throughout college and how to be successful.

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I found that all four texts touched on how at a college level writing environment, its much more complicated then high school. For example, the 1st, 2nd, and 3rd texts touched on the freedom that college writing allows for in comparison. Moreover, the 4th text talked about how since classes are staffed differently, adapting to the AI writing age is hard as ideally it would be a multimedia response, but that is hard due to class sizing and grading. I think that the 1st through 3rd texts all related quite clearly to each other. Such as how the first text talked about writing as an opportunity to think, the second gave in detail differences in the rules and goals, and the third text made the argument for taking down the aforementioned rules from high school era. I think the fourth text stood out as it was more specifically about how to change academics with AI writing such as the GPT series. I found the fourth interesting as while I have seen many around me start using AI, I have been starkly against its use as I see it as more of just a roundabout way to find a starting point in learning, if not just cheating. Many a time I saw what people learned from ChatGPT, especially people I know who started learning math or electronics, would take away completely wrong information. I understand that with the acceleration of AI though that this will soon change, and I liked how the text addressed that. For example, the suggestion of using more topics that students were passionate about, and assigning learning in different forms then learning, seemed like a great solution to me. I personally find that being passionate about a subject makes me significantly more motivated. Furthermore, in regards to multimedia learning, as someone who comes from a project based school, its likely harder to try and use AI then it is to use your own creative mind and skills.

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The transition from high school to college is that there will be drastic changes once you step foot into college, most notably in writing classes. The four texts that I read talks about how college writing is all about thinking and how it gives students the freedom that they probably never had in highschool in terms of writing. An example would be that students in high school would need to write their essays in five paragraphs, restricted from using a specific word, the lengths of the paragraphs, and so on. Comparing that to what is seen in college is that there is no limit to the number of paragraphs a student can write, we can use any words we like, the paragraphs can be as long as we want to, etc. The texts emphasize that high school teachers implement rules that restrict the students, causing students to see writing assignments as annoying tasks that they need to finish, rather than a way to express their thoughts. Because many students see writing as something unpleasant to do, they resort to the use of AI tools like Chatgbt, causing many teachers to look for alternatives to prevent students from using AI. However, some teachers believe that AI can be a useful tool for students as it can help on their thinking. I related to a lot of perspectives that were being said in the texts, such as the use of AI. I use AI to help me generate ideas and to combine those ideas I find interesting with my ideas. Another one that I can recall is the rules in writing when I was in high school. I would always write essays using the five-paragraph format and having the topic sentence at the beginning of each paragraph. This was a great way for me to stay "organized" but it restricted my thought process when trying to write.