WK6 – 6061 – DQ

1. Request for 1 page reflect below… 2. Please make sure TWO references from Required Reading – see attachment. 3. Please use APA format

Scholarly writing is a genre in writing skills used in all academic fields; it is also referred to as academic writing. It is quite a tedious and involves a nerve-wrecking process of learning the skill from scholarly literature. Instructors are responsible for the growth and development of a student academically. The students take part in their writing skills improvement through self-evaluation of their previous and current position. This paper will discuss some of strengths and weaknesses as well as possible strategies that may be effective in improving my academic writing skills.
An effective writing process for academic material requires the writer to support his assertions using literature in order to determine that the insights are based on research rather than opinions or experience (Rocco & Hatcher, 2011). It is without a doubt that I have been able to effectively use evidence especially in research therefore achieving brevity, clarity and persuasiveness in my writing. As a result of targeting a scholarly audience, I have also developed a scholarly voice that mainly helps in choosing the appropriate words for different audiences as well as the tone.
However, I have had my fair share of difficulties, writer’s block overpowering them all. During my writings, I tend to stumble upon dead ends while providing evidence based research. It consequently leads to overly explained paragraphs or under explained paragraphs. This leads to my next biggest stumbling block which is paragraph transition. Research based writing requires assertive information; this can be very difficult to pass on while upholding academic integrity (Creswell, 2002).
All in all, apart from more practice through writing more scholarly articles, engaging in more intensive research during the collection of data can also greatly aid in reducing my chances of encountering writer’s block in the midst of my article.

Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative (pp. 146-166). Upper Saddle River, NJ: Prentice Hall.
Rocco, T. S., & Hatcher, T. G. (2011). The handbook of scholarly writing and publishing. John Wiley & Sons.

Flow and cohesion are abstract terms that many people, including both Instructors and students, interpret differently. In this week’s Assignment, you are to think about flow and cohesion as guiding your reader through your essay. Cohesion binds your paragraphs, linking them together so your reader can understand why one idea comes before the next. Flow is what transitions and guides your reader form one paragraph to the next.
This week’s Learning Resources will help you examine your work for flow and cohesion. For this Discussion, you will reflect on your own writing in relation to flow and cohesion. Based on what you have learned from the week’s resources, you will share your thoughts and experiences on revising for flow and cohesion. You may also choose to reflect on your practice of responding to feedback.
To prepare for this Discussion
• Review the Learning Resources on flow and cohesion.
• Review the Learning Resources on responding to feedback, including the infographic.
• Review your Self-Assessment from Week 1.
• Reflect on your writing process in relation to flow and cohesion. You may even choose to consider how you approached this specific Assignment in relation to flow and cohesion.
• Reflect on your progress so far, based on your Self-Assessment from Week 1.

Discussion Questions (1 pages)
1. Request for 1 page reflect below…
2. Please make sure TWO references from Required Reading – see attachment.
3. Please use APA format

Request 1 page of reflection on your use of flow and cohesion in your scholarly writing. (Note: You may choose to reflect specifically on how you will apply concepts in this week’s Assignment.) You may also choose to post a reflection on any changes in your writing process since Week 1.

Sample Solution