Assignment Help-Useful Tips for Useful Tips for Assignment Writing

The teaching and learning of academic assignment in the field of higher education are complex processes, but also challenging and motivating. Although the middle school incorporates more and more curricular instances (workshops, subjects, seminars, etc.) related to reading and writing in the academic field, the truth is that not all students entering the university have this previous knowledge. Therefore, the higher institution asks these students to acquire, in a very short time, a whole body of new theoretical, formal and methodological knowledge. To those students who already have a certain formation in the academic discursive genres, higher education considers that they should be able to integrate the new knowledge with the old ones, obtaining a greater systematization of the same and realizing a process of reflection.

At the same time, teachers often do not find the tools and teaching strategies adequate to transmit to the students the critical and methodological guidelines for understanding and producing oral and written texts. The rigidity of certain formal elements of academic communication may be detrimental to the motivational element necessary for meaningful and meaningful learning. In the following work we propose that the discursive genre of the assignment could be a valid tool for teaching and learning of academic writing, since it offers the student a wide freedom of approach without obviating argumentative and expository coherence. From the characterization of the essay carried out by different critical texts, we propose that these constitutive traits of the genre allow a didactic approach that would achieve a meaningful learning of the theoretical and methodological knowledge of the academic and institutional discursive genres.

The personal tone and biographical aspect of the essay

The essay admits the inclusion of personal opinions and value judgments without the need for proof; therefore, its style is different from the cold scientific language of other academic texts. This personal tone, constitutive of the genre, is more attractive than a neutral and supposedly objective tone. It has been proposed by a lot of researchers that among other rhetorical resources to make communication more understandable and interesting, personalization of scientific and academic texts: "With real characters, with personal pronouns, the text approaches the genres of Narrative and oral explanation, acquires concreteness, a more direct tone, and reading is more affordable. Assignment writing possesses the germ of these stylistic traits that is suggested for academic writing; the teacher, then, should enhance this characteristic of the genre. The possibility of writing with a more personal and informal nuance would motivate the student, since it would remove artificiality and abstraction to the discourse, endowing it with its own original features. The student would appropriate the text, make it his own and would be much more committed to its development. Many teachers, influenced by the tradition of neutral scientific discourse, censor personal marks in academic texts because they consider that the traces of the subject affect the quality of prose and violate the intended objectivity of Contents. The "objectivity" or clarity of the information does not depend on the absence or presence of personal marks, but depends on the coherence and cohesion of the text, the construction of precise and logical hypotheses, the critical use of different expository techniques and Argumentative, etc.

The personal tone of the essay, which would positively influence the learning process of academic writing, derives from the biographical aspect of the genre The educational researchers distinguishes two aspects of the essay, one objective and the other subjective, among which It would try to establish an indissoluble relationship. The assignment writing experts would make a painting of his self, construct a definition of his own personality, but he would do it indirectly. That is, when describing his judgments about the object of the essay, the essayist is described, he rehearses himself.

The biographical genre makes its mark in the assignment. The first person, evident or masked, establishes a criterion of authority over the text, even when it is not written in the first person." In assignment writing, there is no erasure of the author (which is a condition of fiction); "In the assignment the author does not die so that the first person is born, but subsists no matter how deceptive a simple coincidence."

Many students consider that the more structured academic genres restrict the possibility of expressing their own reasoning; Feel that they can only reproduce "what others say" about the subject under investigation and that they do not have a legitimate place to expose their reflections. The essay, while remaining an academic genre, could be presented as a possibility to develop a personalized writing, a framework where they could expose their own voice. The detractors of the genre, of personalizing the academic writing, could maintain that, if it impels the expression of personal judgments, the resulting texts would only be a mere exposition of opinions, purely subjective evaluations alien to scientific discourse. However, in the essay, the exercise of internal reflection is inseparable from the inspection of external reality, which entails a reflexive, systematic and critical process.

Writing

The teaching and learning of academic assignment in the field of higher education are complex processes, but also challenging and motivating. Although the middle school incorporates more and more curricular instances (workshops, subjects, seminars, etc.) related to reading and writing in the academic field, the truth is that not all students entering the university have this previous knowledge. Therefore, the higher institution asks these students to acquire, in a very short time, a whole body of new theoretical, formal and methodological knowledge. To those students who already have a certain formation in the academic discursive genres, higher education considers that they should be able to integrate the new knowledge with the old ones, obtaining a greater systematization of the same and realizing a process of reflection.

At the same time, teachers often do not find the tools and teaching strategies adequate to transmit to the students the critical and methodological guidelines for understanding and producing oral and written texts. The rigidity of certain formal elements of academic communication may be detrimental to the motivational element necessary for meaningful and meaningful learning. In the following work we propose that the discursive genre of the assignment could be a valid tool for teaching and learning of academic writing, since it offers the student a wide freedom of approach without obviating argumentative and expository coherence. From the characterization of the essay carried out by different critical texts, we propose that these constitutive traits of the genre allow a didactic approach that would achieve a meaningful learning of the theoretical and methodological knowledge of the academic and institutional discursive genres.

The personal tone and biographical aspect of the essay

The essay admits the inclusion of personal opinions and value judgments without the need for proof; therefore, its style is different from the cold scientific language of other academic texts. This personal tone, constitutive of the genre, is more attractive than a neutral and supposedly objective tone. It has been proposed by a lot of researchers that among other rhetorical resources to make communication more understandable and interesting, personalization of scientific and academic texts: "With real characters, with personal pronouns, the text approaches the genres of Narrative and oral explanation, acquires concreteness, a more direct tone, and reading is more affordable. Assignment writing possesses the germ of these stylistic traits that is suggested for academic writing; the teacher, then, should enhance this characteristic of the genre. The possibility of writing with a more personal and informal nuance would motivate the student, since it would remove artificiality and abstraction to the discourse, endowing it with its own original features. The student would appropriate the text, make it his own and would be much more committed to its development. Many teachers, influenced by the tradition of neutral scientific discourse, censor personal marks in academic texts because they consider that the traces of the subject affect the quality of prose and violate the intended objectivity of Contents. The "objectivity" or clarity of the information does not depend on the absence or presence of personal marks, but depends on the coherence and cohesion of the text, the construction of precise and logical hypotheses, the critical use of different expository techniques and Argumentative, etc.

The personal tone of the essay, which would positively influence the learning process of academic writing, derives from the biographical aspect of the genre The educational researchers distinguishes two aspects of the essay, one objective and the other subjective, among which It would try to establish an indissoluble relationship. The assignment writing experts would make a painting of his self, construct a definition of his own personality, but he would do it indirectly. That is, when describing his judgments about the object of the essay, the essayist is described, he rehearses himself.

The biographical genre makes its mark in the assignment. The first person, evident or masked, establishes a criterion of authority over the text, even when it is not written in the first person." In assignment writing, there is no erasure of the author (which is a condition of fiction); "In the assignment the author does not die so that the first person is born, but subsists no matter how deceptive a simple coincidence."

Many students consider that the more structured academic genres restrict the possibility of expressing their own reasoning; Feel that they can only reproduce "what others say" about the subject under investigation and that they do not have a legitimate place to expose their reflections. The essay, while remaining an academic genre, could be presented as a possibility to develop a personalized writing, a framework where they could expose their own voice. The detractors of the genre, of personalizing the academic writing, could maintain that, if it impels the expression of personal judgments, the resulting texts would only be a mere exposition of opinions, purely subjective evaluations alien to scientific discourse. However, in the essay, the exercise of internal reflection is inseparable from the inspection of external reality, which entails a reflexive, systematic and critical process.

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