INCLUDE THIS INFORMATION BELOW & I Also provided in the files my previous work from learning unit 1—3 please use it for the Reflection name:Esteban tankou Kevin institution:university of Texa

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In his work, L. Lennie Irvin introduces first-year college students to the essence of academic writing. His objective: elucidate the requisites in these assignments and debunk prevalent myths. He observes a mere composition of structured paragraphs falls short; rather, one must perceive it as a "literacy task" a multifaceted endeavor demanding skills like research proficiency, critical textual analysis, and comprehension of disciplinary concepts all culminating in information synthesis (Irvin, 2010). In the realm of academia, writing assumes the shape of an argument; it necessitates a display and command of course materials. Mere expression of opinions or otherwise proves inadequate: to meet this challenge is to undertake tasks that typically encompass formulating a debatable thesis, dissecting source materials with precision then presenting cogent evidence in support through an impeccably organized essay. To develop an informed thesis and arguments, one must possess strong research skills; this includes the ability to comprehend complex texts.

The level of direction provided in writing assignments varies some present claims for students to support through analysis; others necessitate that students determine their topic and thesis. Despite the varying formats certain expectations consistently persist. Persistent, open-minded, and disciplined study must be reflected in students' writing. In presenting a logical argument, reason should prevail over emotion; the implicit reader is an unbiased party seeking information to formulate their response carefully (Irvin, 2010). Academic essays exhibit key characteristics: they establish a clear thesis; introduce and conclude effectively; divide evidence into logical sections, and maintain an appropriate scholarly tone. Undergraduate writing tasks go beyond mere exposition they rigorously assess research abilities: critical reading comprehension is tested, and application of important concepts is scrutinized all while evaluating synthesizing skills for new information from sources.

Several prevalent myths hinder writing success, which Irvin addresses: the belief in formulaic linear outlining; waiting for all ideas to be fully formed before drafting a state of perfectionism often associated with writers; viewing writing ability as an innate talent rather than a learnable skill; equating grammar directly with writing quality not acknowledging that they are separate entities and relying too rigidly on five-paragraph structures.

Reference

Irvin, L. L. (2010). What is academic writing. Writing spaces: Readings on writing, 1, 3-17.