Our class examined how different Englishes in varying situations could be used to benefit the main goal or suit the environment. Likewise, writers need to be able to tailor their writing for a specific purpose, genre, and/or audience (Outcome 1). My third short assignment, first major paper, and second major paper best demonstrated this ability.
The purpose of the annotated bibliography (Short Assignment 3) is to give a general outline of what the source is and how it is going to be used in a paper. I understood that the audience would be people reading for these purposes. Therefore, I made sure the content, structure, and tone suited for this purpose and audience. Since each annotated bibliography is to give an overview, I made sure that each excerpt was concise. I summarized my sources quickly, outlining the major ideas. For one of my sources, I noted that it "seeks to point out why Google has made a tribute to Isaac Newton" and covers "topics from his early childhood life and education to his scientific discoveries and laws of motion" (2), neglecting to include specific details on his early childhood life and education. I understand that the facts about Isaac Newton are not important for the readers to know. Rather, the audience wants to know how the particular source will be used in the paper and why the source is useful. Thus, I emphasize that the source provides an insight into "how he is depicted to the mainstream public", which could be used to either "support my claim that Newton has been described with a focus on his sciences" or as an evidence of "how [the philosophical and theological] portion of his life has been neglected in the presentation of Newton's life". Therefore, I have answered the questions that the audience would ask and address its concerns.
The first major paper is directed towards those who are interesting in understanding what type of English is acceptable in academic writing. Therefore, the audience may range from those new to the topic to informed people who wish to gain new perspectives. Keeping this in mind, I try to explain the terms that I use to accommodate for those who may not be familiar with them. When I give an abstract as an example of writing that requires standard form of English, I briefly explain that it is "a concentrated version of the research manuscript". Also, for those who may not be familiar with the two forms of academic discourse (i.e. traditional and hybrid) that are mentioned in the essay, I include a summary from Bizzell's essay to clarify that a hybrid academic discourse is one that is "openly subjective, more informal, and include cultural references" whereas a traditional academic discourse is one that includes "objectivity, formal speech, and scientific references". By explaining what the terms are and clarifying the jargon used, I appeal to the audiences that are not familiar with the terms since they are not confused. By keeping the descriptions concise, I appeal to those who are already familiar with the material since it serves as a reminder of what the definitions may be, however, does not bore them with too much detail.
The second major paper is a research paper, a much different from previous papers context wise. Therefore, to suit the genre, I adopted a traditional academic discourse, clearly outlining the questions and direction of the paper. At the end of my introduction, readers understand the goals of my paper since I state that "this paper will first attempt to examine why and how Newton's identity has been skewed and misrepresented and then determine whether theology presents a crucial part of his identity or it has been rightfully neglected". Throughout the paper, I remain objective and logical in my claims. When I praise Newton, I make sure to support it with evidence. The compliment that "the fame and respect Newton receives for his ideas are well deserved" is well understood and accepted by the audience since I clarify beforehand that "classical mechanics depend so heavily on [Newton's findings] that it is commonly referred to as Newtonian mechanics" and he made "immense contributions [to] mathematics and optics". I have tailored my writing by changing my writing style (to a traditional academic discourse) to suite the purpose of this genre, satisfying the first outcome.
The purpose of the annotated bibliography (Short Assignment 3) is to give a general outline of what the source is and how it is going to be used in a paper. I understood that the audience would be people reading for these purposes. Therefore, I made sure the content, structure, and tone suited for this purpose and audience. Since each annotated bibliography is to give an overview, I made sure that each excerpt was concise. I summarized my sources quickly, outlining the major ideas. For one of my sources, I noted that it "seeks to point out why Google has made a tribute to Isaac Newton" and covers "topics from his early childhood life and education to his scientific discoveries and laws of motion" (2), neglecting to include specific details on his early childhood life and education. I understand that the facts about Isaac Newton are not important for the readers to know. Rather, the audience wants to know how the particular source will be used in the paper and why the source is useful. Thus, I emphasize that the source provides an insight into "how he is depicted to the mainstream public", which could be used to either "support my claim that Newton has been described with a focus on his sciences" or as an evidence of "how [the philosophical and theological] portion of his life has been neglected in the presentation of Newton's life". Therefore, I have answered the questions that the audience would ask and address its concerns.
The first major paper is directed towards those who are interesting in understanding what type of English is acceptable in academic writing. Therefore, the audience may range from those new to the topic to informed people who wish to gain new perspectives. Keeping this in mind, I try to explain the terms that I use to accommodate for those who may not be familiar with them. When I give an abstract as an example of writing that requires standard form of English, I briefly explain that it is "a concentrated version of the research manuscript". Also, for those who may not be familiar with the two forms of academic discourse (i.e. traditional and hybrid) that are mentioned in the essay, I include a summary from Bizzell's essay to clarify that a hybrid academic discourse is one that is "openly subjective, more informal, and include cultural references" whereas a traditional academic discourse is one that includes "objectivity, formal speech, and scientific references". By explaining what the terms are and clarifying the jargon used, I appeal to the audiences that are not familiar with the terms since they are not confused. By keeping the descriptions concise, I appeal to those who are already familiar with the material since it serves as a reminder of what the definitions may be, however, does not bore them with too much detail.
The second major paper is a research paper, a much different from previous papers context wise. Therefore, to suit the genre, I adopted a traditional academic discourse, clearly outlining the questions and direction of the paper. At the end of my introduction, readers understand the goals of my paper since I state that "this paper will first attempt to examine why and how Newton's identity has been skewed and misrepresented and then determine whether theology presents a crucial part of his identity or it has been rightfully neglected". Throughout the paper, I remain objective and logical in my claims. When I praise Newton, I make sure to support it with evidence. The compliment that "the fame and respect Newton receives for his ideas are well deserved" is well understood and accepted by the audience since I clarify beforehand that "classical mechanics depend so heavily on [Newton's findings] that it is commonly referred to as Newtonian mechanics" and he made "immense contributions [to] mathematics and optics". I have tailored my writing by changing my writing style (to a traditional academic discourse) to suite the purpose of this genre, satisfying the first outcome.