The general consensus is that courses that require composing a well-structured language academic work are too challenging for a great deal of persons in pursuing their academic goals. When formulating such work to required standards there are multiple considerations that you have to make for your paper to be on proficient standards. The challenging nature of composition courses can be attributed to its individualistic nature. The general course does not entail any group work in its curriculum. Every student has to figure their own content on their own and the requirement is that the account should be accurate and plausible as possible. Most academic work is better comprehended by students when they form independent support systems within the classroom that will aid understand concepts from a broader perspective. Composition courses are mostly offered as a take away task and it is graded on the basis that no one composition should in any way have a larger similarity index with that of another student.
Composition courses carry a bulk or requirements when compared to other courses. For any composition to be graded as an A level paper it as to abide to a structured layout and fit in a very broad range of punctuation options. Other considerations are the choice of register to apply, an assorted range of sentence properties, very accurate spelling of every character, create an effortless linkage between ideas presented in the composition, employ tasteful imagination and creativity and on top of it all allocate adequate to proofread the paper a few times. Most teachers and instructors of these courses will often fixate on the technical dynamics of the course work. Such inflexible nature alienates many students who have to take the course and are not proficient in one area or multiple areas.
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There are those who find difficulty in fields that are not practical in nature. Other course work involves course and effect of tangible concepts. Composition writing comes undone until it is done. This is because there is no any given way of telling if what you are formulating is approvable until the whole constitution of grammatical concepts is completed. There also lacks a standardized means of ranking which composition account is better than the other. What is termed as a bestselling and acceptable composition in the society does not necessarily mean that it is accurate written account. Interests and tastes of people vary when it comes to what one considers to be enjoyable piece of written literature. This means there are no standards to evaluate and rank compositions beyond grammatical demands.
What makes composition difficult in any language is that written language and spoke language deviate in many aspects. Take for instance composition of English. The language itself borrows from multiple other languages when the history of the languages’ development is considered. Grammar is not derived form a standardized formula but the communities who came together to merge languages for a common one took what they found sensible from the grammar of other languages developed independently. This is the reason why many confuse concepts as the concepts contradict each other sometimes.
Language is one of the most important aspects of a functional society. The written aspect of it is featured in the intellectual scopes in explaining and expressing different facts and opinions. Composition is not necessarily a reflection of one’s intellect in various academic fields but deemed crucial for an all rounded educational base. The technical aspects of the course are however too broad for anyone to employ to entirety in one written account. Mastering the course is a life involving endeavor that many are unable to maintain.
Ferris, Dana R. “Student reactions to teacher response in multiple‐draft composition classrooms.” TESOL quarterly 29.1 (1995): 33-53.
Horner, Bruce, and John Trimbur. “English only and US college composition.” College Composition and Communication (2002): 594-630.
Weisser, Christian R. Moving beyond academic discourse: Composition studies and the public sphere. SIU Press, 2002.