Throughout the course thus far, I have been trying to participate and include in my own writing the information the class discusses. The aim of my work is to stay away from the generic high school essays that students all over the country write every day. Similar to the example that we examined in class written by Jon Wu, the standard for writing essays is boring and often presents little insight into the main thesis or goal of the author. Ideas are left out or forgotten. My other goal for this course is to further my writing skills and form deeper understandings on the different methods of creating written communication.
The start of many ideas are drawn from other sources and those critical sources are due proper authorization and acknowledgment. This key of writing is often referred to as “forwarding” which means to join a conversation and present one’s own ideas. I used this key feature when discussing Heilker and his essay explaining how genres cause people to present themselves in new ways. This is a section from my own writing: “…the example Paul Heilker uses in his essay “On Genres as Ways of Being”, the typical school desk, “It makes a host of demands on its users, on how we need to be, on how we need to present in the world, in order to use it” (97).” His work was the basis for most of my writing and I included my thoughts and new ideas. I also formed ideas from the peer review notes that were completed throughout the course. For example, side-shadowing and notes on how they became confused or had creditably concerns helped me mature my writing.
My favorite key feature we learned about would be “exploding” because I’ve always had a problem expanding my ideas from one or two sentences into an entire paragraph. I’ve noticed that this key feature of writing has enabled me to fully complete my ideas and provide the reader with my understanding of the topic. Vertically developing my ideas has been useful within my paper written about the problems between the education process and the mentally varied students. The two bullet points below is an example of how I used “exploding” in my own writing. As you may notice, the length and depth of my ideas increased dramatically when I vertically developed my original writing idea.
-First Submission: Common teaching practices may not be productive with students within the autism spectrum, which is the medical model on the severity of autism.
-Current Draft: The current teaching methods have been used for a number of years and require an improvement on the format of educating the children diagnosed with autism and other mental limitations. Each child is different, which the child’s needs need to be addressed and attended too on a regular basis for optimum success. Especially when the symptoms of neurological conditions aren’t largely present till later in childhood. The effects of worsening symptoms — anger, lack of empathy, and severe lack of basic social skills — are the major cause of students not completing their education. Medical professionals have such determined that “a child with [autism] may appear to develop normally and then withdraw and become indifferent to social engagement” (NINDS). The teaching methods must have elasticity and be able to mold itself for the individual student. Issues of uncertainty in the mental state of their students is a recognizable concern, but the education system also must ready itself for an influx of students with forms of learning disabilities.
The third key feature that was highly utilized within my writing was the “citation package” which to be fair is actually a combination of smaller concepts. The main idea of a citation package is to cite and integrate others work into our own. The smaller components I used the most were the “lead-in” and “lead-out”. Those could also be called introduction and wrap-up, in my opinion. Another part of the citation package was the general “so-what” of the cited information. Why that section of writing is included in one’s own work is highly important. I’m still working on perfecting my formula for creating a citation package. In my first draft and in the essays I wrote in high school, I was guilty for not properly providing information about my quote and ending paragraphs without finishing the explanation on how the source connects to my own work.