Five weeks ago
I was less self-assured and less proficient at writing, but I've come a long way since then. Building topic sentences was one of the main issues I faced when writing. The opening phrase of a paragraph serves as its topic sentence. I found it challenging to formulate a topic sentence that would make it clear to the leader what I was writing about. Since I no longer frequently jump back and forth between "although" or "but" clauses, I've made some improvement in my writing. I also try to write in a more linear and unambiguous manner to avoid using terminology that could be confusing to the reader.
I have expanded my writer's toolkit
with a number of abilities that will assist through my graduate program. One of these skills is recognizing that there is an argument against what is being argued commonly termed as a counter argument. I have come to understand that when writing, it is always advisable to include the counter-arguments with aims of acknowledging the fact that some people can argue against the topic under discussion (Langan, 13).
Secondly, I have learned different skills of collecting information to be used when writing. It is worth noting that one can be a great writer but without good research, information and reporting strategies, the story or memo will never be interesting to the reader.
The main point that Thomas addressed
and that is consistent with the challenge I'm facing as a writer is the issue of plagiarism. Plagiarism can be a career ender and occurs when one uses another person's information without permission (Langan, 13). When using the internet as a research tool, it is always advisable to attribute everything being used so that the reader can understand where the information is coming from.
Work Cited
Langan, John. College writing skills with readings. Tata McGraw-Hill Education, 2013.
