Carl Wright 13121117 230.

100, Assignment 4 Jane Marshall 18/10/13

My last attempt at writing an essay prior to 2013, was in 1997. I was a student in the Wellesley Program, through Auckland University. The Wellesley Program was essentially a bridging year to make the transition to university a bit easier. There were separate streams for science and arts; I was in the arts program. The arts students had four compulsory subjectsMath, English, History and Geography. I had started the year full of zeal, and did reasonably well initially. However, as the year progressed, my enthusiasm decreased considerably, along with my attendance. By that stage I had a couple of essays under my belt, but was starting to wonder why I was writing about things I didnt really care about. I knew that in order to pass the year, I had to do two things- go to class and complete the coursework as required. However, at some point passing the year had ceased to be a priority for me. By the time our end of year exams rolled around, I hadnt been to class for quite some time. However, as far as I was concerned I had nothing to lose by showing up for the finals. Consequently, I made an appearance at my history exam. Part of the test consisted of an essay question. That question was, from recollection, Discuss the impact of World War One on returning soldiers and their families. It sounded like an interesting topic. Unfortunately, I hadnt been to any of the relevant lectures, or perused any of the related reading material. I was, in a metaphorical sense, flying totally blind. However, I was determined to produce a well crafted piece of writing. I may not have had any knowledge on the topic, but to my advantage I had an active imagination. Filled with enthusiasm, I put pen to paper. My essay was entirely the product of my fancies. I falsified, fibbed, and fabricated. I invented information, and created secondary sources out of nothing. The end result was, in my

opinion, well-structured and entertaining. There were definite elements of pathos running throughout. Perhaps it also contained hints of logos. However, it may have been lacking in ethos somewhat, because it was blatantly, shockingly untrue. My tutor possibly appreciated my submission as a remarkable piece of creative writing. If that was the case, it wasnt reflected in my final mark. I dont recall what my grade was, but I definitely failed the exam and the paper. Fortunately, I have matured somewhat since then. Years and bitter experience have taught me the value of honesty and sincere application to a task. So when I attempted my researched assignment this year, I threw myself into it. I read articles online. I went to the library. I trawled through books. I assembled a vast store of information, and attempted to assimilate it. Finally, I tried to turn it into a coherent piece of writing. The end result was approximately fifteen hundred words of disjointed material, concerning the role of peer pressure in youth violence. I hadnt referenced everything at that point. However, I was reasonably happy with what I had produced. As it turns out, I was much happier with my draft than my tutor was. I had expected to do minimal revision. Alas, that wasnt the case. I was informed that my assignment needed substantial redrafting (J. Marshall, personal correspondence). Upon re-reading my essay, I could definitely see their point. Another comment regarding a particularly harrowing situation involving gang violence I had incorporated into my argument, also stood out. Where, I was asked, did you get that example from?(J. Marshall, personal correspondence). I cant state for sure whether or not that feedback implied deceit on my part. However, I was prepared regardless. I had the relevant article, the authors names, and everything I needed to confirm the authenticity of my source. When I had ensured that I could validate everything I said in my final draft, I submitted it.

At this point, I havent received any feedback on my essay. However, I am content and secure in the knowledge that everything I wrote in my researched argument was entirely truthful and furthermore, obtained from valid secondary sources. For, while it can be fun to make things up when you arent too concerned about consequences like failure, in the long term passing papers is commendable, and generally works in your favour. As it states in Chapter G of the Introduction to Academic Writing Course Material (2013), if you are not doing primary research, you need secondary research, otherwise your claims will be interpreted as unsubstantiated opinion ( Author Unknown, p.G7). Or, to put it simply, if you have something to say and want others to take it seriously, use the work of recognised authorities on the subject to back you up. In addition, acknowledge your sources. If you dont do that, nobody will believe you. This simple yet incredibly important kernel of wisdom will shape any future academic writing I attempt.

References Author Unknown (2013). 230.100 Introduction to Academic Writing Study Guide. Distance Learning