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Effective writing at the college level demands a high degree of responsibility from students. In their respective articles, Patty Strong, Lennie Irvin, and Donald Murray emphasize the significance of student responsibility in achieving success as college writers. Although each author approaches the topic uniquely, a common thread runs through their messages, underscoring the pivotal role that student responsibility plays in ensuring academic excellence.
Donald Murray, a distinguished college professor at the University of New Hampshire, contends in his article, "The Maker’s Eye: Revising Your Own Manuscripts," that student responsibility is paramount in attaining success as a college writer.
According to Murray, students must diligently manage their time and invest ample effort in their work to produce high-quality output. One of the primary challenges faced by transitioning students, Murray notes, is the ability to not only critically evaluate their own work but also to do so constructively.
"Writers must learn to be their own best enemy," Murray asserts.
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“ Ok, let me say I’m extremely satisfy with the result while it was a last minute thing. I really enjoy the effort put in. ”
He encourages writers to take responsibility for receiving both criticism and praise and utilizing feedback in a constructive manner. Murray's emphasis on self-critique and meticulous revision underscores the broader theme of student responsibility and the need for students to approach their work with a critical eye.
Expanding on Murray's insights, it is crucial to recognize that the responsibility he emphasizes extends beyond time management. Murray advocates for students to adopt a proactive role in seeking feedback, engaging with their work in a reflective manner, and consistently refining their writing skills.
This multifaceted approach to responsibility ensures that students not only meet academic expectations but also cultivate a mindset conducive to lifelong learning and growth.
Patty Strong echoes Donald Murray's sentiments in her article, "How Do I Write A Text For College? Making The Transition From High School Writing." Strong emphasizes the responsibility of students in viewing writing as an opportunity for critical thinking. Transitioning from high school to college writing, students must prepare themselves for the elevated expectations of college professors, such as taking intellectual risks and using writing as a tool for discovery.
"Successful students understand that their education is something they are privileged to own," Strong asserts. She underscores the importance of students taking responsibility for their education, being open to learning new writing strategies, and embracing the challenge of discovering unknown aspects through their writing. In the college setting, Strong argues, students write not merely to regurgitate what they already know but to explore and uncover new knowledge, reinforcing the theme of student responsibility.
To elaborate further on Strong's perspective, it is essential to delve into the concept of writing as a tool for discovery. Strong urges students to embrace the responsibility of approaching their writing assignments with curiosity and a willingness to explore unfamiliar territories. By doing so, students not only fulfill academic requirements but also contribute to the broader goal of personal and intellectual development.
Lennie Irvin, a former college writing teacher of two decades, aligns with Murray and Strong in emphasizing student responsibility in his article, "What Is ‘Academic’ Writing?" Irvin asserts that understanding the writing task and critically analyzing key text components are essential responsibilities of students to succeed in academic writing.
"Your success with academic writing depends upon how well you understand what you are doing as you write and then how you approach the writing task," Irvin declares. He underscores the importance of students possessing a writer's sense—being responsible for not only acquiring the necessary knowledge for their writing assignments but also understanding the purpose of the task and the intended audience. Irvin contends that building this writer's sense is the responsibility of freshman college students, reinforcing the idea that student responsibility is pivotal in achieving success in writing at the college level.
To elaborate on Irvin's perspective, it is imperative to explore the nuanced layers of responsibility involved in understanding the writing task. Irvin encourages students to take a proactive role in dissecting complex texts, critically evaluating their components, and aligning their writing with the intended purpose and audience. This multifaceted responsibility, Irvin argues, equips students not only with the skills needed for academic success but also with a deeper appreciation for the art of effective communication.
While Donald Murray, Patty Strong, and Lennie Irvin adopt distinct structural approaches in their articles, they converge on the central theme of student responsibility. Despite differences in education levels, age, and presentation style, all three authors unequivocally convey that student responsibility is integral to success in college-level writing.
Irvin, with a more extensive exploration of the topic, delves into various aspects of student success, emphasizing the importance of responsibility. Murray and Strong, in their concise articles, also communicate the same underlying message. Regardless of the nuanced focus of each author, they all imply that students bear the responsibility for their success at the college level.
It is important to recognize that, even if not explicitly stated, Murray, Strong, and Irvin collectively underscore the imperative nature of student responsibility. Their diverse articles collectively address the varied expectations of college professors and emphasize that students, through their responsibility, must comprehend and invest the necessary time to produce work that aligns with the high standards of academia.
In conclusion, the writings of Donald Murray, Patty Strong, and Lennie Irvin collectively affirm the central role of student responsibility in achieving success in college writing. The trio may employ different styles and structures in their articles, but the essence of their messages converges on the idea that students must be responsible for their education and writing endeavors. Through time management, critical thinking, and an understanding of the writing task, students can navigate the challenges of college-level writing successfully.
Ultimately, student responsibility serves as the linchpin that connects these diverse perspectives, making it clear that students must actively engage with their writing tasks, be receptive to constructive feedback, and take ownership of their educational journey. By internalizing the principles advocated by Murray, Strong, and Irvin, students can not only meet but exceed the expectations set by college professors, ensuring a fulfilling and successful academic experience.
Student Responsibility in College Writing. (2016, Sep 21). Retrieved from https://studymoose.com/creative-writing-for-students-essay
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