Bland-RLW In class1

Q: How is "Reading like a Writer" similar and/or different from the way(s) you read for other classes?

“Reading like a Writer” is similar to the ways in which I read for other classes in the social science department, because in classes that are focused on discussion and response to texts, as a reader it is important to determine the main points to an argument and be able to analyze why certain words were used. In reflection or responses to text, being able to identify why certain words were chosen to avoid controversy, or to provoke a connotation or tone; reading for diction as well as content has proven to be significant.

In other ways “RLW” is different, because there is more value on the credibility, and style of writing when taking techniques from other authors. Reading like a writer is not as much for enjoyment or to completely absorb a text as a whole, but to use the structural labels, like: section headings, titles, and citations, to work through certain parts of an academic text or a piece of research.

Q: What kinds of choices do you make as a writer that readers might identify in your written work?

Readers would recognize that my written work has consistently used concise sentence structures. While to the point and avoiding congestion in written work, I do not use descriptive words, which can enhance points and transition dense research. My tone tends to be less objective; I am firm with my beliefs and will address points with some personal bias. I also try to outline and organize text with a logical structure, so readers may notice distinctions between points.

Q: Is there anything you notice in this essay that you might like to try in your own writing? What is that technique or strategy? When do you plan to try using it?

In this essay I liked how Mike Bunn discussed knowing the purpose and the audience of the text being written. This is essential to get main points across in appropriate ways as well as making the overall message clear. This requires knowing the right diction or tone when writing, as well as establishing rhetorical skills. I plan to work on establishing a clear thesis in order to evaluate the types of sources, structure, language style, and other techniques in writing research.

Q: What are some of the different things that you can learn about the context of a text before you begin reading it?

There are ways to overlook the text before focusing on the content of the reading. The first is reading the title. The title should give a sense of the audience as well as genre of the piece, which also transitions well into the text. Some texts also have section headings, pictures, quotes or cited works, which outline the organization of the piece. These “signposts” establish to the reader if he or she needs more background or context to the piece, as opposed to focusing on certain sections.