![]() Instead, they are designed to clarify the creative and intellectual potential of each term. These explanations are not exhaustive, nor are they to be understood as dogma. Our extended definitions often anticipate the recalibrations many students have to make when transitioning from high school to college. in how we might think of “problem” at the beginning of a writing project, and how it might turn up in a finished essay. In many, there is a distinction between process and product, e.g. They have also been designed to emphasize certain habits of mind we value at EWP, like inductive writing (writing-to-think) and extensive drafting. For one, they have been designed to describe academic writing across multiple disciplines, each with its own approach to problem, or argument, or idea. On first glance, these definitions might look simple, even self-evident, but they aren’t (read our definition of “conventions” to find out why). The following key terms often come up in discussions about academic writing, and many writing programs have chosen to define them in an effort to clarify the conversation about what they are expecting students to learn.
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