Scribd Logo
Upload

Welcome to Scribd!

  • 215 views

    Name: Section:: What Were Your Misconceptions About The Topic Before Taking Up This Lesson?

    Uploaded by

    Albert Sacramed
    The document discusses the misconceptions students have about writing and the writing process. Many students believe excellent writing is a simple linear process, but it actually requires iteration and revision. Students also underestimate how much time is needed for quality writing. The document then outlines what was learned - that academic writing aims for clarity and backs up claims with evidence, and follows a logical structure of outlining the topic, making a point, and summarizing what was discussed.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Name: Section:: What Were Your Misconceptions About The Topic Before Taking Up This Lesson?

    Uploaded by

    Albert Sacramed
    215 views1 page
    The document discusses the misconceptions students have about writing and the writing process. Many students believe excellent writing is a simple linear process, but it actually requires iteration and revision. Students also underestimate how much time is needed for quality writing. The document then outlines what was learned - that academic writing aims for clarity and backs up claims with evidence, and follows a logical structure of outlining the topic, making a point, and summarizing what was discussed.

    Original Description:

    EAPP

    Original Title

    EAPPilt1(Final)

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses the misconceptions students have about writing and the writing process. Many students believe excellent writing is a simple linear process, but it actually requires iteration and revision. Students also underestimate how much time is needed for quality writing. The document then outlines what was learned - that academic writing aims for clarity and backs up claims with evidence, and follows a logical structure of outlining the topic, making a point, and summarizing what was discussed.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    215 views1 page

    Name: Section:: What Were Your Misconceptions About The Topic Before Taking Up This Lesson?

    Uploaded by

    Albert Sacramed
    The document discusses the misconceptions students have about writing and the writing process. Many students believe excellent writing is a simple linear process, but it actually requires iteration and revision. Students also underestimate how much time is needed for quality writing. The document then outlines what was learned - that academic writing aims for clarity and backs up claims with evidence, and follows a logical structure of outlining the topic, making a point, and summarizing what was discussed.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 1

    Name: Albert Silvino B.

    Sacramed Section: STEM-11-Romans

    1. What were your misconceptions about the topic before taking up this lesson?
    - Few people can produce high-quality writing in their first drafts. Most people find that
    successful writing necessitates rereading, rethinking, and, in some cases, substantial
    revision. Many students, on the other hand, misunderstand and undervalue what excellent
    writing entails, believing it to be a simple linear process when it is, in fact, a complex and
    iterative process. Many students put off writing projects until the last minute, assuming that
    they will be able to sit down and produce a good paper quickly. As a result, they may not
    allow enough time to re-examine premises, alter organizational schemas, develop arguments,
    and so on.
    - Even if students give themselves enough time, they can only make adjustments at the
    sentence level or lower. In other words, they might wonder if there are any typos, spelling
    errors, or grammatical errors. Is my argument, however, clear? Isn't it intriguing? Does each
    supporting paragraph contribute to the development of the primary argument? Is it supported
    by sufficient evidence? Do I know how to respond to counter-arguments? Is each paragraph
    logically connected to the one before it? Are the transitions easy to follow? Is my conclusion
    both a summary of the remainder of the paper and a new viewpoint on it? Faculty may
    unintentionally reinforce student misconceptions about the writing process by instructing
    students to "think their argument through" before starting to write as if thinking and writing
    were two separate, sequential steps.

    2. What new or additional learning have you had after taking up this lesson in terms
    of skills, content, and attitude.  

    - Academic writing has a history of being precise, cautious, long, and even pedantic. The
    pendulum is currently swinging back in favor of a shorter, more "simple English" approach.
    This is especially true as the number of people who use English as a second language
    grows. As a result, clarity is critical. Evidence and, if appropriate, references are frequently
    used to back up key claims. This is a technique of guaranteeing that, regardless of length, the
    writer is stating exactly what they mean. This style can be tiresome to read, but it ensures
    that the text's most important elements are correctly translated. Academic materials are
    typically written in a logical and unambiguous manner.

    - They frequently begin by outlining what the author will say, then clarify their point, and then
    describe what has been said. As a result, the style is comparable to that of a student essay.
    This demonstrates that the author is speaking from a position of strength and has considered,
    or at the very least read, what others have investigated and debated. It's important to note,
    though, that academic authors may be picky about what they read and convey. They naturally
    wish to demonstrate that their point of view is shared by others.

    You might also like