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This is the second required general core course in college­level writing. Observing the conventions of

Communication in writing skills for the past six weeks were standards information on different sorts of sources for rapidly flowing needs of today’s writers. This form of writing shows the role of strategies in writing on subjects. It demonstrated contracts between oral communication and written communication. The main ideas in this course discovery, objectives, critical thinking, and tension, valuing course resources time management, and cooperating with others (Giordano 2012). However, the skills for effective writing produce volumes of master’s level for the required resources in this way.

In their book They Say I Say, Gerald Graff, Cathy Birkenstein, and Russel Durst outline strategies writers can use to avoid common mistakes often seen in academic writing. The book thoroughly outlines the different components that make up academic writing, such as initially summarizing what others have said before, responding with original ideas, proving a purpose to the writing, and connecting the writing in a logical and eloquent manner.

The 1920s was known for its prosperous and flamboyant lifestyle. The GDP during that time had risen by 30 percent and unemployment was as at an all-time low of 3 percent. This was not meant to last forever. In fact, it was nearly impossible for this to last any longer than it did due to an imbalance that society was unaware of including that not every citizen was experiencing this uncommon wealth. There were still 3 percent unemployed and even some of the employed members of society did not make enough to support a family and were considered homeless. It was in October of 1929 when this so-called luxurious lifestyle vanished as the stock market crashed at a time when the stock market seemed it would never stop increasing. This caused an economic, downhill, rolling ball effect. Those who took out loans to invest in stocks could not afford to repay the banks causing the banks to fail and close down. When the banks closed down, the depositors of that bank lost their life savings causing them to go broke and some company owners to close their doors. This led to a loss of jobs by the employers of those companies. This time period was known as the Great Depression and rightfully so. It is the most significant setback in the American Economy to date. The Herbert Hoover administration was in effect at this time giving the society an easy target to blame. Come time for the next election in 1932, Americans were ready for a change in authority to bring them out of this seemingly black

With all the deep differences between undergraduates in Shirley’s college years and our current undergraduates in mind, it is easy to arrive to the conclusion that Shirley’s writing experience bears little resemblance to ours. To start off, it is almost impossible for me to compare my own writing experience to Shirley’s, from the very fact that this paper is written in a

Although some people believe that the templates may take away their freedom to express themselves as well as their originality and creativity, Graff and Birkenstein insist that the templates in their book aid the writer, to become more creative and original, not lessen, hinder or take away from the writing.

The author Calkins explained about Donald Murray’s process which consists on rehearsal, drafting, revision and editing. According to Calkins, most of the writers follow this cycle. Calkins interviewed many writers and each of them explained that none of them sit and immediately start writing. The stage of rehearsal is a state of readiness out which one writes Calkins explains. As teachers, it is important we write often to pass this habit to our students. Writing can be done in a personal notebook, often called journals. Calkins explains that teaching students to write often in a journal is important because it is a place of rehearsal and these ideas are seeds of great writing. Sadly, many students are not encouraged to write, therefore, they do not have the eye of a writer. An important goal for teachers is to “fill their students with a sense of so much to say and life of full possible stories.” For example, Calkins wrote about a teacher who had a ritual in her class. This ritual consisted of writing in their own personalized notebooks. By doing this, students were encouraged to write whatever they thought was important for

Drugs. They have entered our communities, our schools, our neighborhoods, our homes. For generations now they have been affecting our society; influencing politics, laws, wars, science, and the overall structure of society. Russia and Mexico have had some of the highest involvement in drugs, and the fight against them. In Russia almost 6 percent of the total population, which is about 8.5 million people are drug addicts, or regular users. Russia has also become increasingly involved in the trafficking of drugs. In comparison Mexico has been one of the largest marketplaces for drugs, and has been a major producer and exporter of marijuana and heroine. In order to further better their countries, Russia and Mexico have implemented certain policies to restrict, outlaw, or limit drugs and the trafficking of them. This paper is going to compare Russia’s and Mexico’s policies on drugs, it will explore the history and background of both countries policies, the effectiveness of each of the countries policies, and will compare the two countries policies. In this comparison we will discover which country if any has had a more effective policy on drugs.

Writing properly can be very challenging for a new student embarking on being a scholarly, professional writer. Before starting assignments, it is important to read very broadly about the main topics of the assignment, and also read the specific chapters listed in the assignment, because they will guide a student’s thoughts in developing a paper.

The following memo will give an overview of two different research projects. This memo presents the executive summary of Mary Greeley Medical Center and Lennox company; each document will be analyzed based on their main audience, its purpose, as well as its contextual variables. In addition to that, I will be outlining the function of writing within the scope of academic writing in English academia, as it appears in the profession of university level education.

This class was demanding, but one of the most fulfilling academic sessions I have been a part of since enrolling at Argosy University. I believe the one reason it was so demanding is our professor would not accept no-less-than the best as it relates to our assignments and postings; so, at this point I would like to say “thank you” to the professor of the W7000 Advanced Academic Study & Writing class.”

Many steps of the writing process came together when I had to write a blog entry for this class about my complicated history with composing first drafts. When I first attempted to start the assignment, I planned

Writing influences the way humans communicate. Good writing skills are essential in the working world and it’s important for our own self. The love for writing creative stories that engage the reader personally feels like an impossible task. After thirteen years of English I’ve realized that English does not come easy to me. It’s important to note that my writing skills have improved over the years. Going into my first year of college, I was nervous. I knew that my writing needed improvement. During my first semester of college, I was able to take the WAC 101 class. This class not only improved my writing, but it also encouraged me to start reading again. I look at reading as a task instead of a hobby, but I know that it can progress toward something that I like to do on my free time. WAC 101 is a class that helps develop a student’s writing skills. To measure the progress, outcomes in different areas of writing are reflected upon.

Throughout the semester, I have gained skills necessary for understanding and utilizing logic while writing. I am now aware that for any writing to be scholarly, it must possess an introductory section, a body and a conclusion section. Further, I am now able to understand as well as utilize most of the basic techniques useful in pre-writing, revision and editing. Through writing the “downloading from torrents” paper, I acquired skills in word processing, sentence elements, and punctuation. Further, I developed some special skills in writing a website analysis which is a critical aspect in contemporary learning as argued by Flateby (p 182). As the semester folds, I believe that I have gained the prerequisite skills in writing and critical thinking. However, I need to improve much on some of the common problems in writing that seems to disturb me especially grammar.

Over the course of this past semester, my ability to write has improved tremendously. Prior to undertaking this course, my expertise in writing was not as fine-tuned as it should have been. I had never previously been enrolled in a class specifically tailored to writing-- which was quite clear. Upon reading my past works, it becomes apparent that my writing style consisted of fluff, small words, and inconsistently structured sentences. These problems have, for the most part, been remedied with the coursework I have tackled in College Writing. Rather than long, drawn out papers that take an eternity to reach the primary point, my recent work is much nicer in terms of composition and grammar. I credit these improvements to the three primary