As soon as some students discover they need to write an academic article, they get overwhelmed basically because they always think about the rules involved and besides, they believe writing is difficult because of the rules that can actually not be violated (Thaiss and Zawacki 12). Carroll argues that academic writing has been painted by our flawed education system as a monster to be feared. However, academic writing shows us what the writer believes and what proof has led to that thought (40). Writing is anability with which individuals are born, but most people believe they don’t have it (Irvin 5). Below are myths that align with my personal experience. Conversely, I chose these three myths because it will make me to write quick and effortless academic paper with a faultless logical flow that leads the reader without creating any doubt from the introduction to the very last line.
According to Irvin in myth number 2, writers begin writing only when they have it all worked out (4). He stated “Writing is not like sending a fax!” However, writers work out much of what they want to write as they write it. Instead of waiting, the writer can get some writing, even with break or one issue or the other on the paper. In order to correct this area of difficulty, the writer can always come back (Irvin 4). From my own point of view, I do plan everything before I start my writing. But, I believe in breaks in writing and unfinished ideas, and the reason is that I can always go back and perfect it whenever I finish. Conversely, I believe so much in this myth because it assists me a lot while writing. For me to write quickly and effectively, I do plan everything I want to write before I start writing. While writing, I do always have break, and unfinished ideas, but always make sure I come back to fill it.
Irvin believes that in myth number 3, we always want the first drafts to be perfect. However, we do place unreasonable expectations on them, either by concentrating too much on the impossible task of perfecting them or by making too little effort because we don’t care about their inevitable problems or know about them (4). Actually, I believe nobody writes perfect first drafts because it takes a lot of correction for an excellent writing. I always ensure my first draft to be as good as it can in order for me to only edit in revision. Nevertheless, whenever I write, I always expect the first draft to be rough, and definitively I will add and remove some text in later versions, because editing is more than to clean and perfect the text. Anytime I write, I always try to make my first draft perfect, but based on the fact that it is always hard to do that, I have to move quickly to other side instead of wasting my time on it.
According to Irvin’s article, myth number 4, some students believe they don’t have the talent while others have it. This is a genius fallacy because if you see your ability to write as something predetermined or out of your reach, then you won’t think that as a writer you can change and therefore won’t make any attempts in that direction (5). I always believe I can develop as a writer with effort and study. Additionally, I don’t believe that writing is a talent people are born with because everyone can learn how to write. The additionally way I normally go with writing is that I do find samples of the writing I want to write and then model them. I also believe writing is a skill that can be learned; gain knowledge about it. I ask for samples, model them, and practice.
To sum up, these myths about academic writing discourage students from appreciating and learning the art of academic writing because it is a well known fact that writer must perform certain steps in a particular order to write correctly. Conversely, academic writing, on the other hand, is something I have to practice so that I can partake in various disciplinary discussions that take place in my classes. While reading through these three myths I chose, I discovered some strategies that will make me to write quick and effortless academic paper with a faultless logical flow that leads the reader to a logical conclusion.