What Is "College-Level" Writing?

What Is "College-Level" Writing?

Language: English

Pages: 418

ISBN: 0814156746

Format: PDF / Kindle (mobi) / ePub


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A Writer's Reference

Le Livre de l'oubli

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I cringed. I am convinced that my students learn to be better writers, readers, and thinkers through their high school English experi­ ences. My colleagues and I take our jobs seriously, and we are consistently pushing ourselves to stay current with the best prac­ tices in the field. We diligently work with our students on their writing. Outside of the classroom, students work with peers and adults in the writing center to get even more feedback. Our stu­ dents regularly score at the top on state

real identities again, and that is what I am working on instead of doing my homework. This way is hard and long but worth it. This way is to do the real homework. It is your home­ work, my homework, everybody's homework. This homework includes solving the hard problems like world hunger and homelessness. This is the world that I have come from, and this is the world that has masked my identity from me to such a point that I could say hi to my identity on the street and not recognize him. But for

learn to write logically for a universal audience (Minutes January 31; Minutes February 7). There was soon a widespread backlash against the theme model. The lack of a common curriculum became fodder for those wish­ ing to change the core requirements and snatch the universal first­ year courses from English. But the debate sketched above seems more than a mere power grab, as it touches on key conceptual differences that still fuel debates about a single standard of logi­ cal writing versus a

However, I did feel that there was one rather important part that was confusing. After presenting the bulk of their argument, the authors attempted to expand their idea in to a mathematical sense (refer to pages 15, 16 in Sober). I can see the appeal of conveying the idea in another manner such as this, however I felt the practicality of it was low. When I approached this portion of the paper I felt the tone of the issue switch to that of a very intricate calculus word problem. And I was not pre­

the fact, I'm almost moved to say, "Why bother?"; con­ versely I also understand that new discoveries in science can only come about through (philosophical) questioning even in a skep­ tical situation. - 181 ­

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