Preparation Notes for Academic Writing Class

Introduction to Writing Arguments
  • The introduction aims to engage students by exploring the question: What does it mean to be a good writer?
  • The class encourages contemplation through global and local examples, prompting students to think about writing from various perspectives.
Examples and Contextualizing Writing
  • Wixie McCall is highlighted as a significant figure in Filipino history, illustrating how global examples can relate to students' personal experiences and histories.
  • Students in the class are divided into groups, adjusting their perspectives on writing based on peer evaluation, emphasizing localized influences in writing skills.
Identifying Elements of the Article
  • The article utilizes color-coded highlights:
    • Blue: Authors' specific arguments on academic writing.
    • Pink: Direct address to the audience (students).
    • Purple: Cited information not produced by the authors, primarily historical context.
  • Typically, academic papers lack direct addresses to students, which can create barriers due to jargon.
Sociological and Historical Context of English in the Philippines
  • The article discusses the dominance of English and separates the themes into two sections:
    1. English in the Philippines - Social and Historical View: Discusses the sociological background and historical context.
    2. Learning English vs. Learning to Write in English: Distinguishes between grammatical knowledge and effective communication.
  • Authors affirm no language is superior, advocating for the complexity of all languages.
Writing Processes and Student Experiences
  • A note is made addressing student anxieties about English proficiency; it emphasizes that perfection in grammar is not required to write effectively.
  • The writing process is depicted as iterative, involving multiple drafts and revisions to ease the pressure on language skills.
  • The structure of assignments includes staggered submissions over several weeks, allowing time for revision.
Insights from Filipino Student Reflective Writing
  • Insights derived from 11 Filipino student's reflections emphasize the importance of their experiences in shaping understanding of academic writing.
  • Methodology is implicit, as the article captures students' thoughts without explicitly labeling aspects of research.
Myths of Academic Writing
  • First Myth: The existence of a universal definition of good academic writing.
    • Students articulate that effective academic writing should incorporate multiple sources and perspectives, thus marking its completeness.
  • Second Myth: The belief that writing in perfect English is essential for academic work.
    • Emphasizes that language proficiency affects writing style and tone; the need for plain language is crucial for accessibility in different cultural contexts.
  • Third Myth: Academic writing seen merely as summarizing existing knowledge.
    • Acknowledges academic writing as a dialogue, where the writer contributes personal insights and engages with sources beyond mere summaries.
Final Thoughts and Class Discussions
  • The class encourages further discussion on how experiences shape writing perceptions and skills; emphasizes critical engagement with sources.
  • The assignment focuses on students' specific projects addressing campus issues, promoting an analytical approach to sources used.
  • Understanding that not all academic writing is perfect, students are encouraged to challenge prevailing academic norms, incorporating feedback into their writing process.
Conclusion
  • Overall, the session aims to enrich students' understanding of the complexities of academic writing, providing tools to navigate sources critically and construct their arguments effectively.