How does this differ from the writing typically taught at the secondary level

What does writing at the college level look like? How does this differ from the writing typically taught at the secondary level? (Rose and Sommers).2. What constitutes academic writing (Harris and RCWW 1-18) and how does this sort of writing relate to the dominant Discourse (Gee)?3.      What is the controversy around teaching students academic writing? Essentially, what’s at stake in doing so (Anzaldua and Jordan) and what’s the pay off (Gee and the dominant Discourse, Brandt and the privileged literacy, and Bartholomae and academic discourse)?*hint all of these scholars are all addressing the issue of privilege here 4.      What are at least 3 major differences that you’ve learned about writing/reading/interacting (one difference for each) at the college level 1.      What does writing at the college level look like? How does this differ from the writing typically taught at the secondary level? (Rose and Sommers). 2.      What constitutes academic writing (Harris and RCWW 1-18) and how does this sort of writing relate to the dominant Discourse (Gee)? 3.      What is the controversy around teaching students academic writing? Essentially, what’s at stake in doing so (Anzaldua and Jordan) and what’s the pay off (Gee and the dominant Discourse, Brandt and the privileged literacy, and Bartholomae and academic discourse)? *hint all of these scholars are all addressing the issue of privilege here 4.      What are at least 3 major differences that you’ve learned about writing/reading/interacting (one difference for each) at the college level Often reflection papers tend to be associated with a low-stakes writing assignment that isn’t really graded. It would be in your best interest to refrain from viewing this assignment through that lens. It’s worth 25 points, which is more than any of your papers up until this point, and is meant to be an indicator of whether or not you actually understood the readings and grasped the major concepts that were addressed this quarter. Meaning, if you did not, you will not do well. Final Notes Rose: Algorithm versus Heuristic writing rules High school often teaches students to write through algorithm writing rules (rigid rules). Such as: •    A good essay always grabs the reader’s attention immediately •    If sentences aren’t grammatically correct they aren’t useful •    You must always make 3+ points in an essay, if the essay has less, then it’s not strong; •    You need a perfect outline of remarkable complexity before you start your essay; •    All writing must be linear; once you make a plan you must stick to it. • In college students students are encouraged to use Heuristic rules when writing. Such as: •    Create a general outline rather detailed outline about its structure. •    Create a general plan to follow but be ready to conceptualize the assignment differently – if my original idea won’t work then I need to proceed differently. •    The plans that these non-blockers brought to the writing process were more functional, more flexible, and more open to information from the outside. Sommers: Revision strategies of experienced writers When revising experienced writers look at the content and ask how they can think about it in new ways. Their primary objective is to find the form/shape of their argument. They view revision as a continual process and not linear. They have different objectives/concerns for each revision. They write to figure out what they want to say. They understand that as they revise they are discovering meaning. They ask, what does my essay as a whole need? Harris: Academic writing Writing in a way that responds to the work of other scholars by questioning what has been said before and then rethinking and extending it. Essentially, it’s the way that those who are members of the academic Discourse community speak/write (the scholars who write the articles we read are prime examples of this). Gee: Discourse and dominant Discourse Discourses-Language is more than just what you say, it’s a saying (writing)-doing-being-valuing-believing combination. Discourses are ways of being in the world; forms of life which integrate words, acts, values, beliefs, attitudes, and social identities as well as gestures, glances, body positions, and clothes. Dominant Discourse: a Discourse that when acquired brings social “goods” (wealth, status, etc.). Privileged members of society are apart of this Discourse. There are constant tests of membership meant to exclude non-members and maintain their status (speaking Standard English--*which is often a requirement for academic writing). Brandt: Privileged literacy We live in a society that rewards a particular literacy (way of reading/writing/communicating). That literacy can be found among the privileged (wealth, status, etc.)  members of society. Bartholomae: There's a certain way of writing that leads to the power in society, which is academic writing. This is what our composition classes should teach students to do. It is the teacher's responsibility to demystify the rules and expectations of writing at the college level despite the consequence on their identity. Anzaldua: Know her main argument and why it is important to make She argues that by requiring students to only speak/write in the language of the dominant Discourse we are silencing certain identities. This is important to make because doing so perpetuates the belief that there is a dialect of English that is superior to others and limits the knowledge that can be created through language since we are limiting students to using one particular dialect to construct meaning. PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT :)