ACADEMIC WRITING

The previous meeting went through our previous writing, including book summaries. Some of us went over each phase of the writing process for the summary, the challenges encountered, and the last step before submitting the article. When reading books to summarize, we cannot use skimming and scanning tactics, according to the majority of my friends' reviews. To grasp the text in it, we must read it attentively and often. Before publishing the piece, a few of my friends who provided evaluations carried out the same action. They determine whether or not the website's grammar needs improvement. Also, I did that.  Some of my friends also ask other friends to proofread and edit their writing for them. This must be done in writing, and before posting it, we carefully review it. Also from my friends, I learned how challenging it was to write the summary. Because we have to read the book thoroughly before deciding which topics to include in the summary, I thought that I had the same trou

The topic of summarizing the book's substance was covered in the academic writing class yesterday. Although every one of my friends has their own summary, they all share a lot of the same ideas as mine. Additionally, students discuss how to read the book and what they can learn from the summary. What is academic writing, and how is it different from other readings that my friends and I have frequently read previously, were questions that received largely similar replies from my pals. The book then goes on to provide advice on how to comprehend academic writing. The advice is to read more slowly and frequently, or "repeat-read." We continued by talking about critical thinking in writing after hearing about my friends' reading experiences. Writing effectively requires us to apply critical thinking to everything we read, including where the information came from, if we can trust it, and whether what we are reading is accurate. To be critical thinkers, we need to constant

Structures Used in University Writing  The most important details in university writing are the ways of organizing material into different kinds of structures, such as structures, and how they are used to structure and understand the relationships between different ideas. Examples of these structures are provided, along with an illustration of how they might be used for one assignment. 1. Chronology          Most of us already know about this 'chronology' which is related to time in a text. These structures often exist in historical texts which always mention the time of the event. We might find this structure at the beginning of the assignment so that we can give the background to the rest of the text.  2. Description         This structure doesn't mean only found in the description text. It could be also found in the analytic text which attaches an analysis graph about a thing. It is named as 'description' as long as it adds supporting detail or linking informatio