Introduction
Time boxing (Evans, B., & Smith, C., 2023)
Every week in Dr. Allyson’s class, we were required to write a short piece in 15 minutes on topics related to the lesson. This was a very beneficial activity for me because writing under time pressure and doing it regularly helped me maintain a consistent writing habit. The timed writing exercises forced me to think quickly and organize my thoughts clearly and logically within a limited timeframe. Initially, I found it challenging to manage my time effectively and to select relevant details to include in my writing concisely. However, with practice, I became more adept at expressing my ideas clearly and confidently. According to Evans and Smith (2023), maintaining a consistent writing routine is crucial for long-term success in writing, reinforcing the value of these weekly exercises for my development as a writer.
References
Evans, B., & Smith, C. (2023). Written: How to Keep Writing and Build a Habit That Lasts. Icon Books.
Week 1:
https://docs.google.com/document/d/183rn7_Sy711zN7ioj442orIFu1f13eJk/edit?usp=sharing&ouid=103120474975672902129&rtpof=true&sd=true
In this week’s class, Dr. Allyson instructed several important steps related to writing and research. We were tasked with compiling opinions and reasons, presenting the data using academic language, identifying patterns, proposing theories for future studies, and recommending how future research could address identified gaps. This process was enlightening as it taught me not only how to organize and structure my thoughts systematically but also how to critically analyze data and use it to form well-supported arguments.
Before we did the writing, Dr. Allyson provided us with a writing template so that we could manage the timed writing activity in 15 minutes on a topic of our choice. I chose to write about the topic “mandatory military service”, but I found it quite challenging to complete the task within the given timeframe. It had been a while since I had written under such time pressure, which made the process less efficient. I struggled with organizing my thoughts quickly and clearly within a limited timeframe. This experience highlighted the importance of practice in writing under pressure and the need to develop strategies to manage time effectively when writing. The exercise reinforced the value of timed writing activities for my development as a writer, emphasizing the necessity of structured thinking and efficient organization in academic settings.
This exercise was crucial in helping me understand the importance of clear communication and logical structuring in academic writing. It also provided me with valuable insights into how to better prepare for timed assignments and the importance of regular practice in developing a consistent writing habit. By practicing writing under time constraints, I realized how beneficial it is to maintain a structured approach to my writing.
References
Kashyap, L., & Dyquisto, S. (n.d.). What is academic writing? In Writing, Reading, and College Success: A First-Year Composition Course for All Learners. Humanities LibreTexts. Retrieved December 13, 2024, from https://human.libretexts.org/Courses/City_College_of_San_Francisco/Writing_Reading_and_College_Success%3A_A_First-Year_Composition_Course_for_All_Learners_(Kashyap_and_Dyquisto)/02%3A_Writing_and_the_Art_of_Rhetoric/2.02%3A_What_is_Academic_Writing
Week 2:
https://docs.google.com/document/d/1femxZrLeprRfJowanxY4tYoE4DKH1ly2/edit?usp=sharing&ouid=103120474975672902129&rtpof=true&sd=true
In this week’s class, Dr. Allyson guided us through a reflective exercise focused on how we respond to dense academic language when reading. This activity was particularly beneficial as it allowed me to develop self-awareness regarding my reading process and the challenges I face when encountering complex academic discourse.
When reading dense academic texts, I often experience a mixture of challenge and frustration. The complex vocabulary, intricate sentence structures, and highly specialized terms make it difficult to absorb the content quickly. Each sentence requires extra mental effort to decipher. The depth of information is valuable, but the heavy use of jargon can often make the material seem inaccessible, forcing me to re-read passages multiple times to fully grasp the meaning. This task also highlighted the struggle I face when dealing with unfamiliar vocabulary.
Comparing my experience reading dense academic texts to listening to a complex lecture, I realized that I pay more attention to lectures. This difference may be because reading is usually a solitary activity, allowing my discouragement to hinder engagement. In contrast, listening to a lecture requires active participation, with non-verbal cues like nodding, smiling, and showing interest, which keeps me more engaged. This exercise was valuable because it provided insights into my academic reading habits and the strategies I should adopt to better understand and retain information. Moreover, this exercise continues to help me write under pressure and develop a consistent writing habit, a critical skill for academic success (Evans & Smith, 2023).
References
Evans, B., & Smith, C. (2023). Written: How to Keep Writing and Build a Habit That Lasts. Icon Books.
Week 3:
The template is given by Dr. Allyson
In week 3, Dr. Allyson emphasized the importance of planning and organizing in academic writing. Planning and organization are especially crucial for EAL learners, as they provide a roadmap for structuring ideas and avoiding disorganization in writing (Waterloo University, 2020). This exercise reinforced the value of planning as it helped me manage my thoughts better and approach the writing task with greater clarity.
https://docs.google.com/document/d/1lzLG-m5GBHe1LxgbxPM9JMeAdAqgLyd9/edit?usp=sharing&ouid=103120474975672902129&rtpof=true&sd=true
During the class, the instructor introduced us to some useful tools like concept maps and mind maps, which are invaluable for visually organizing ideas and identifying connections between concepts. These tools provided us with a practical framework for structuring our thoughts systematically before writing. Also, we practiced using these tools to brainstorm and outline ideas for a short synthesis paper. This exercise helped me clearly see the relationships between sub-themes, which improved my understanding of how to connect theoretical and practical aspects of teaching academic writing.
As part of the lesson, we also participated in a 15-minute timed writing exercise based on a template provided by Dr. Allyson. The template served as a guide to help structure our responses, focusing on the main topic, sub-themes, and their interrelations. Writing under time pressure remains a challenge for me, but the incorporation of pre-writing techniques like concept maps made the process more manageable.
The practice reinforced the value of planning and organizing in academic writing. By integrating these strategies into my writing routine, I am confident I will improve my ability to write coherent and well-structured academic papers efficiently. The combination of visual tools and timed writing exercises is equipping me with essential skills for both research and writing.
References
Waterloo University. (2020). The key to writing: Planning and organization, especially for EAL students. Retrieved from https://uwaterloo.ca/writing-and-communication-centre/blog/key-writing-planning-and-organization-especially-eal
Week 4:
In this week’s class, Dr. Allyson introduced us to the foundational skill of developing research questions and crafting arguments. This lesson emphasized the importance of clear, focused questions as the cornerstone of any effective research process. We learned that a well-constructed research question not only guides the direction of a study but also facilitates meaningful exploration and analysis.
To put this into practice, we engaged in a timed writing exercise, brainstorming research questions related to the theme of gratitude. Some of my proposed questions included: How does practicing gratitude impact mental health and well-being? What are the cultural differences in expressions of gratitude? and How does gratitude influence community building and social cohesion? This exercise challenged me to think critically about the scope and focus of each question while reflecting on the relevance and potential applications.
I found myself particularly drawn to the question: How does practicing gratitude impact mental health and well-being? After further consideration, I refined it to: What specific gratitude practices are most effective in improving mental health and emotional resilience across different demographics? This revision demonstrated my growing ability to sharpen broad ideas into actionable and specific research questions.
As a teacher, I was quite familiar with this process, and the insights provided by Dr. Allyson was especially valuable and aligned with the methods I already employ in my teaching and research practices. arguments are both compelling and well-grounded. Overall, this task was really instrumental in helping me understand how to structure questions that align with research goals and support argument development. It reinforced the importance of brainstorming and iterative refinement in academic inquiry.
References
Wordvice. (2022). How to write a hypothesis or research question. Retrieved from https://blog.wordvice.com/how-to-write-a-hypothesis-or-research-question/
Week 5:
https://docs.google.com/document/d/1fJHRjbX9wI1gGTvstK--H9LpgJ3sJPAP/edit?usp=sharing&ouid=103120474975672902129&rtpof=true&sd=true
In academic and professional settings, developing the skill to clearly articulate and substantiate a position in writing is highly valuable (Kramer, 2023). In week 5, Dr. Allyson provided us with crucial insights into writing a position paper. The focus was on understanding the structure of this writing format, which is essential for clearly presenting arguments and counterarguments on specific topics. The position paper includes four parts: introduction, counterargument, my argument, and conclusion.
To clarify this structure, Dr. Allyson illustrated with such examples of position papers relating to the topics as "Autumn is the best season in Canada," "We should continue to celebrate Hallowe’en," and "Daylight Savings Time". These examples helped us see how to organize our thoughts logically and persuasively, by presenting clear arguments and systematically addressing opposing views.
We then practiced writing a position paper using a template provided by Dr. Allyson. This activity was particularly beneficial for me because it reinforced the importance of logical organization and clear communication in persuasive writing. Despite being experienced in education, the focus on structured argumentation was a valuable exercise that highlighted how to effectively communicate nuanced perspectives and respond to opposing views.
By using this template, I was able to develop a more organized and convincing position paper. Dr. Allyson’s guidance has helped me sharpen my ability to clearly articulate my thoughts and construct well-supported arguments, which is essential not only in academic writing but also in professional and daily communication. This experience has not only enhanced my writing skills but also provided me with tools to better present and defend my ideas in a structured and persuasive manner.
References
Week 10:
https://docs.google.com/document/d/1HUuB4-8G3-P4KniG81gUZwei-sjdfW0r/edit?usp=sharing&ouid=103120474975672902129&rtpof=true&sd=true
In Week 10, our class focused on the topic of Critical Reading (Listening) for Critical Writing (Speaking). During this class, we studied the concept of rhetoric, particularly through the lens of Aristotle, the ancient Greek philosopher, who proposed the three modes of persuasion, the Aristotelian triad. This framework provided a foundational understanding of how speakers and writers can effectively communicate and persuade their audiences through the use of Ethos (credibility), Pathos (emotional appeal), and Logos (logical argument). These modes are crucial for developing sophisticated, persuasive, and unified arguments, especially in academic and professional contexts.
After that, we engaged in a 15-minute writing practice session after watching a video titled “Chimamanda Ngozi Adichie: The Danger of a Single Story (TED, 2009), where we applied knowledge of Ethos, Pathos, and Logos to analyze how these techniques were utilized. In this exercise, we identified elements that made a writer or speaker authoritative and reliable.
Overall, this writing practice not only helped us apply rhetorical knowledge in real-world contexts but also strengthened our ability to craft strong, persuasive arguments. The principles we explored are particularly relevant, and in Vietnam, similar methods are used in classes to develop students’ critical thinking and debate skills, demonstrating their importance in both educational and real-life settings. This approach really works well when it helps them to inform, persuade, and motivate their audiences, emphasizing its fundamental role in effective communication.
Chimamanda Ngozi Adichie: The danger of a single story (TED, 2009)
References
Grammar Monster. (n.d.). Ethos in Writing. Retrieved from https://www.grammar-monster.com/glossary/ethos.htm
TED. (2009). Chimamanda Ngozi Adichie: The danger of a single story. Retrieved from https://www.youtube.com/watch?v=D9Ihs241zeg&ab_channel=TED
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