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Lara Caraballo Rivera

Professor Emmy Price

English W-131

29 January 2023

Consistency

It makes me nervous as a young student to know that my writing abilities are

evaluated depending on how I used my words and writing style. In this article, Elizabeth

Wardle thoughtfully elucidates the notion that teachers have long lamented the lack of

perseverance in student work and that this frustration is most likely to continue indefinitely.

This notion that these pupils must practice as much as possible in order to improve is

fundamentally flawed. She says something crucial that really interests me. She makes a vital

statement that piques my curiosity ."We all learn to write well by really doing it, just like we

learn to do anything well. Students should write and revise as much as they can for their

classes, internships, and extracurricular activities, but they won't overnight produce expert or

error-free writing’. Consistency is one of the best things one can do when writing and

improving one’s way of writing, as I have previously mentioned in my previous discussion

posts and other works of writing. But let's face it: most people, including myself, struggle

with procrastination. I put off writing because I dislike going back and reading what I've

already written; I strongly detest creating a first draft and then having to judge it for all of its

flaws. However, I've learned by putting off doing your work, you make sure that you won't

have time to read it over, avoiding that awkward situation.

As is generally accepted, the majority of academic writing highlights the knowledge

you learn in school and via study. This distinguishes such writing from your prior writing and
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may make it more difficult. Instructors could anticipate more research in your essays and

evidence of your ability to evaluate sources critically, but this also raises the bar for the level

of writing the professor expects from you. The lecturer anticipates that the writing will be

cohesive, with logical progression throughout, and coherent, with all of the composition's

components being clearly connected. To ensure that the final result is carefully structured,

with a clear emphasis and logical sequence of ideas, which we will all become at some point

in our academic careers, careful planning is vital before writing. Since I've written

innumerable essays during my academic career, I can state that one of my major concerns is

entertaining the reader. And because I write with the intention of educating, entertaining, and

inspiring readers, I've come to realize that no subject is uninteresting, and that each reader has

distinct tastes.

As a first-year student in college, I am aware that writing will become a daily activity.

However, after reading this article, You realized that students must write frequently to

readers who respond as real readers do I was anxious about my writing style as a freshman

who had just from high school the previous year. I-Triple-P-C essays with five paragraphs

and other little writing assignments were taught to me in high school. I have acknowledge in

a few of my classes that  this five-paragraph essay format is strongly discouraged in academic

writing; instead, students are encouraged to push through the constraints imposed by such a

strict format. I've learned that students can use as many paragraphs as necessary to express

their opinions and viewpoints because university writing typically deals with more complex

topics than high school essays. Five-paragraph essays typically don't work because they lack

flow, which is another reason why they don't usually work in university writing.Although,

I've noticed that during this semester, my professors are giving me fantastic feedback on my

writing by expressing interest in the ideas offered or perplexity over any areas of hazy logic.
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One of my New Year's aspirations is to be able to think and write like a writer, which, based

on the advice and encouragement I have received from my professor, I believe I will be able

to do by the end of this semester and this year.

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References

Wardle, Elizabeth. Student Writing. “What Critics of Student Writing get Wrong”, vol. 66,

no.1, 2019, pp.1- 3.