Summary "Writing at University" Page 76-80

 Name : Sahnaz Yuniar Fadmanagara

Student ID : 2223210026

Class : 4B

The chapter explores various structures commonly used in university writing to organize. The structures discussed are:

1. Chronology writing follows a sequence of events in time. It is commonly used in history and can be visually represented as a timeline. This structure can also be used to tell the plot of a novel or film. However, it is important to note that chronology writing should not be the sole focus of an assignment, as it only recounts what happened without exploring or analyzing it further. It is typically used at the beginning of an assignment to provide background information, but should not be the main focus.

2. Description writing involves providing characteristics or identifying the different parts that make up a thing or person. It may be represented visually with labeled parts in a diagram or spider diagram, especially for abstract concepts. Explanation and analysis usually follow description, asking questions such as why, what does this mean, or what does this relate to.

3. Cause-effect writing involves analyzing why something happened and what the consequences were. It is important to understand the relationship between events, but this can be complex and often leads to more questions. The idea of a direct correlation between two events is sometimes seen as simplistic, but cause and effect can still be a useful way of representing relationships. Analyzing multiple factors is necessary to fully understand the cause and effect of an event.

4. The compare/contrast structure is a common way to show the similarities and differences between two things, which can be abstract or intangible in university writing. It can be used throughout an assignment or just for a part of it, and the need for it may be identified in the title. The focus is on what you are doing as you write, rather than the organization of the writing itself.

5. Summary writing, which involves giving the main idea or gist of an article, book, or someone's argument. Summary writing is important in university writing as it allows students to discuss what other authors have said about a topic. To write an effective summary, students should focus on the points and ideas that are relevant to their assignment or argument.

6. Analysis writing requires going deeper and asking questions such as "What does this mean?", "Why is this important?", "How does this work?", and "Can you explain this?". It involves breaking down complex ideas into constituent parts and presenting them in a sharp, questioning way. It is important to think critically and avoid making broad statements without unpacking them. Analysis involves understanding the information and ideas being presented and working out how they are put together to make their impact.

7. Evaluating writing, one must make judgments, often about what other writers are saying, and give reasons for their judgments. This involves more than just saying if something is right or wrong, and requires analytical thinking. The specifics of what one must do in evaluating writing vary between courses and subject areas. Analysis is used to evaluate accounts of a particular topic, as seen in an example about the concept of the family unit and its application to problems of old age.

The chapter discusses various structures that are commonly used in university writing to organize ideas and information effectively. The structures include chronology, description, cause-effect, compare/contrast, summary, analysis, and evaluation writing. Each structure has its strengths and limitations, and selecting the appropriate structure depends on the nature of the assignment, the topic being discussed, and the writer's objectives. Effective writing requires critical thinking, analytical skills, and the ability to ask questions that delve deeper into complex ideas. Ultimately, mastering these structures can help students become more effective communicators and achieve success in their academic pursuits.

Reference
Creme, Phyllis., & R. Lea, Mary. (2008). Writing at University: A Guide for Students Third Edition. Open University Press.