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Why Write? A Guide for Students in Canada: 1.9 In Summary

Why Write? A Guide for Students in Canada
1.9 In Summary
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table of contents
  1. Cover
  2. Title Page
  3. Copyright
  4. Table Of Contents
  5. Land Acknowledgement
  6. Acknowledgements
  7. Writing Is a Process, Not a Product
    1. 1.1. Learning Goals
    2. 1.2 Holistic Academic Writing
    3. 1.3 Writing Processes
    4. 1.4 Getting Started
    5. 1.5 Reading to Write
    6. 1.6 Drafting
    7. 1.7 Feedback: No One Writes Alone
    8. 1.8 Your Own Process
    9. 1.9 In Summary
  8. Writing Projects
    1. 2.1 Learning Goals
    2. 2.2 Genres, Stories, and Academic Writing
    3. 2.3 Academic Writing as a Genre
    4. 2.4 How to Use Genre to Help You Write
    5. 2.5 Reading Academic Writing
    6. 2.6 Common Sub-Genres of Academic Writing or What You’ll Be Writing
    7. 2.7 The Essay
    8. 2.8 Other Common Academic Writing Sub-Genre You Will Encounter
    9. 2.9 Online Writing and Academic Writing
    10. 2.10 In Summary
  9. Why We Write
    1. 3.1 Learning Goals
    2. 3.2 Language as Equipment for Living
    3. 3.3 The Basics: The Rhetorical Triangle as Communication Formula
    4. 3.4 Knowing Your Audience: Values and Beliefs
    5. 3.5 Everything's Persuasion
    6. 3.6 In Summary
  10. The Wonderful World of Research
    1. 4.1 Learning Goals
    2. 4.2 Knowledges and Traditions
    3. 4.3 Why Do You Learn to Research?
    4. 4.4 Your Research Journey
    5. 4.5 Quick Guide to Undergraduate Research for an Assignment
    6. 4.6 Citational Practice: Writing from Sources
    7. 4.7 In Summary
  11. Grammar and Mechanics
    1. 5.1 Learning Goals
    2. 5.2 Grammar as a Situated Practice
    3. 5.3 What is Grammar?
    4. 5.4 The Rules for Academic Writing in English
    5. 5.5 Using Algorithms to Correct Your Writing
    6. 5.6 Inclusive Grammar "Rules"
    7. 5.7 Breaking Rules (With a Purpose)
    8. 5.8 Voice
    9. 5.9 Crafting Coherent Paragraphs
    10. 5.10 In Summary
  12. Resources

1.9 In Summary | Why Write? A Guide for Students in Canada | Open Scholarship

1.9 In Summary

Nancy Ami; Natalie Boldt; Sara Humphreys; and Erin Kelly

When we write, we are doing something very complicated, so it makes sense to think of writing as a process. You might think of the essay you hand in as a meal and the process of writing it as including steps such as picking out recipes, shopping for or gathering ingredients, cooking food, setting a table, etc. You know that it might be appropriate to prepare breakfast for yourself and a friend by cutting up some fruit and making toast, but that same meal wouldn’t seem as fitting for a big family feast celebrating a birthday or holiday — and the amount of planning and preparation that would go into both of these meals varies widely. Writing situations also vary, so it’s good for you to have a number of steps and processes you can use. After reading this chapter, we encourage you to experiment with your writing process, to try some steps you never used before. In doing so, you expand your writing abilities — and maybe you’ll find something you want to add to your regular rotation of ways into a writing assignment.

We included excerpts from some fantastic writing resources, which you can find in their entirety at the end of this book in a section aptly titled “Resources.”

HAPPY WRITING!

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Copyright © 2020 by Academic Writing Program, University of Victoria. Why Write? A Guide for Students in Canada by Academic Writing Program, University of Victoria is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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