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Contractions Shouldn’t Be Used?

Throughout this year, I have come to the conclusion that good writing does not mean all the rules of writing have to be followed. Many famous writers do not follow all the writing rules in their work, so why should we as students be expected to follow suit? I decided to research and learn more about the rule of contractions, and why we are taught not use them in formal writings.

            To start off my research, I first looked up information about the history of this rule and how long have people been using contractions. It is believed that contractions  were used while talking for an eternity, but contractions have only been recorded in writing since the Old English era. Some of these contractions used back then I had never even heard of nor seen before; these include “nis” (is not) and “naes” (was not). The reason no apostrophes are used is because the apostrophe is still a semi-recent invention to the world of writing.

Contractions have been used in some very famous work. One that comes to most people’s minds is Shakespeare’s plays and poems, since his words are well-known and quoted often. The contractions “‘tis” and “‘twere” were some of the most common contractions used in the older days of writing, but these two are not used much anymore and are could be considered extinct. But just because these particular contractions are not seen much anymore does not mean that they shouldn’t be used, just as how students using contractions in their papers shouldn’t be punished for it. I remember all throughout my education in high school, I would get points taken of my papers just for having one little “isn’t” in my papers.  I would argue with teachers that using contractions in my paper didn’t ruin my paper, but was always shut down.

“Most types of writing benefit from the use of contractions. If used thoughtfully, contractions in prose sound natural and relaxed and make reading more enjoyable” (University of Chicago). The reason why students are taught not to use contractions in their writing is because teachers demonstrate that it is informal to use them, saying that contractions bring the piece of writing down.  It was said that contractions make our writing “too personal” to be used in a proper written piece of work, but isn’t the point of writing to get intimate and express yourself to the audience? The best articles of writing are often remembered for the way the author writes to the reader.

Now there are times when it may not be appropriate to use contractions. “Ain’t” has gotten the reputation of being a Southern word, and it is thought of as disrespectful when it is used. For formal writing, “ain’t” should always be avoided. There are other times where contractions should be avoided. Resumes are probably not the place to use them, as well as cover letters, as these are extremely formal pieces of writing. Another time contractions should not be used is when it can be used with procession versus a shorten version of is. For example, if you started off saying “The dog’s…” it could be seen as “the dog is” as well as “the dog’s [tail].”

Contractions should be allowed in writing. It does not necessarily bring a piece of writing down if there aren’t any in it. Using them in writing breaks down the unfamiliar barrier between the reader and the writer. It makes the piece of work more personal and directed towards the audience. When the rule is ignored, it does not hugely affect the piece of work at all.

Contractions just have a way of making a written piece of work more peculiar. When you write how you speak, it makes the paper seem more relatable. Contractions help the audience make a better connection with the author through this idea. On a personal level, I think using them can improve one’s writing. The impact of contractions can make or break a piece of work if used correctly, just because of how it helps the audience connect to the writer.

I think the rule of not using contractions should be abolished. It does not bring down a paper, if anything, it can help bring it up. Professionals like to say contractions indicate a lack of formality, but is that not a good thing? When papers are too formal, it can ruin them and not make for a very interesting read. If you can’t keep your audience, then what’s the point?

 

Work Cited

Federal Aviation Administration. “Use Contractions When Appropriate.” Federal Plain Language Guidelines:. Federal Aviation Administration, 14 May 2002. Web. 17 Oct. 2012.

University of Chicago. “Grammar and Usage: Contractions.” The Chicago Manual of Style Online. The Chicago Manual of Style, 1 Jan. 2010. Web. 17 Oct. 2012. <http://www.chicagomanualofstyle.org/16/ch05/ch05_sec103.html>.

Stolley, Karl. “Writing Question of the Week.” Purdue OWL News. Erin Karper, 15 June 2004. Web. 11 Oct. 2012. <http://owl.english.purdue.edu/purdueowlnews/516>.

Wells., Jaclyn M. “1.4: Contractions.” Purdue OWL Engagement. Allen Brizee, 23 Mar. 2009. Web. 7 Oct. 2012. <https://owl.english.purdue.edu/engagement/index.php?category_id=2>.

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Just Kayaking Around

Growing up, I played a variety of sports including field hockey, soccer, cross country and lacrosse. But the one physical activity I have taken a special liking to is kayaking. I have always been a huge fan of camping, with both my father and brother being very involved with the Boy Scouts, so it makes sense that my first real encounter with kayaking was on a camping trip with my just my mom and I. As I got older, relatives gave their kayaks away to my family. Living in an area surrounded by water, it is not hard to find a place to go off in. Kayaking soon became a weekly activity for me that I have loved ever since I started so many years ago.

Kayaking is not a hard activity to pick up. In my option, it is simple enough once you get use to the swinging motions of the paddle. Kayaking does take some arm strength, but the more you go out, the bigger your muscles will get. Just from kayaking, I have gained upper body strength I had not had before. To kayak successfully without flipping or getting too wet, balance is important. With the mentality of what you are doing and not getting distracted, staying dry can be achieved. Personally, I love to go kayaking with friends and family. My parents recently bought a kayak that can be maneuvered into a single or double kayak. This makes it easier to take a newcomer out.

My journey with kayaking has not been a very long, but it has been a calm one. I have found kayaking to be a peaceful experience and it has helped me grow spiritually. Every time I go kayaking, I am out on the water longer each time, proving that my upper strength has increased.

I have my mom to thank for really getting me into kayaking and supporting my loving for it. She first introduced it to me on a camping trip, and ever since then has been taking me out on the local rivers and creeks. This summer, I started taking my dad out with me. He was recovering from a surgery on his hand, but was able to still paddle at a normal pace. Mostly, I tend to go out with just my family, but on occasions I have taken some friends with me, as a lot of them live on the water and have docks I can use. My parents prefer that I do not go out alone when there is a chance of strong currents or bad weather, so this summer I was not able to go out as often I would had liked to.

Kayaking has grown from being just a pastime into being a hobby I love to do. It has made me stronger and helped with my horrible balance, made me realize how lucky I am to live in the Tidewater area surrounded by water, and showed me how to spend my time with others in an active way.

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Using Perl&Rose to learn more

Back in September, I wrote a short piece to show that I understood an article I read in my textbook, Writing About Writing. The article I read by Perl and Rose was about the research process and the rules of writing. As a freshmen in college, I had not read articles like these before. By writing this piece, I showed that I had developed knowledge of conventions for different kinds of texts. I was also able to connect these authors with authors from authors of previous articels read. Notice the bolded pieces that help show that I was able to understood what I read.

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9/29/2012

Perl and Rose

Perl’s article was all about how to standardize and fix up the way researchers observe “how we write.” She thinks the research done on the writing process is slightly invalid because it entirely relies on what the researchers decide is happening. She also brought up the fact that not all writers are being studied. The students that are considered “bad writers” are being overlooked totally. Perl would probably have a nice long conversation with Joseph Williams, and the errors nowadays, and how you only see what you’re looking for like the researchers only observe what they want to see.

 

Rose talks about how rules are necessary to write. Rules are given in a certain settings and should be followed depending on the situation. Rose sees that there are different types of rules. He thinks that rules make up the paper and help the writer convey what they are trying to say much easier using them, versus if they aren’t used. But he still doesn’t think they are necessary all the time. Rose would get along well with the scholar John Dawkins, and how some rules are just not used in the correct time.

 

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Dear Mrs. Salmon…

This was my first major paper I wrote for my freshmen English class. The goal was to write about how you were prepared for the class from past classes in high school, and compare it to what I was learning in class at the time. I choose to write in a form of a letter to my high school English teacher. Though I admit it is a bit harsh and I would never in a million years send it to her, this assignment helped me show that I can write creatively and look at assignments differently, and crossed off the “Develop flexible processes for engaging in academic inquiry” outcome expected of the honors class.

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Dear Mrs. Salmon,

Throughout high school, you were my favorite teacher, hands down. Sophomore year, you tried to prepare me for the AP test I took at the end of the year. You taught us how to write papers fast, worked with us to make our papers consistent, and made sure we followed the College Board’s rules for ideal writing. You told us that this way of writing was how we would write on college papers, which after my first English class here at Longwood University, I could tell you is totally false. Good writing is rhetorical; it is based on who the audience is, the purpose behind the writing and how that is presented, and the importance of grammar.

One of the things you had us constantly practicing was how to structure our papers for the AP exam. You told us we had to write our papers in the five paragraphs format, with a thesis written in a certain arrangement, placed in a particular spot in the introduction paragraph, and rewritten into the conclusion. This way of writing may work just fine, and get the point across, but can it be considered good writing? Honestly, I don’t think it is. I think this format works fine for getting a 5 on the exam, but it only proves that the writer can organize their thoughts into a specialized layout. Sure, one element of good writing is being able to organize your thoughts, but the way the College Board has decided “good writing” should be done is ridiculous. They do not grade based on content, but merely on how the paper looks. Content plays a big role on how worthy the writing of a paper is, but I’ll explain my reasoning on that more later.

The audience of a paper greatly impacts how you will write the paper. When I was in your class sophomore year, I would write my papers in the five paragraphs just to get passing grades. I knew that you and the College Board were just looking at the structure of the paper, not the content, so I was able to get away with just writing pretty-looking, but completely hollow, papers. They lacked more than just content; they were empty of any thought and, honestly, full of bullshit. Even though I was getting A’s on all of my papers, they were not well written. I think content is very important. When the content is vacant, the paper should be considered trash. You helped me learn how to get by and write speedy, well-organized papers.

I know I have been slightly belittling the way you teach your students how to write in your class, but I do not disagree with all of the ways you grade papers. You were the first English teacher I ever had that let us bend some of the rules of grammar. Yes, grammar is very important;  papers can be brought down if there is no grammar what so ever. But there are times and circumstances that do not need to follow all these rules. Thanks much to my high school education, I did not realize this. Even great, well-known authors such as George Orwell and E.B. White break the rules occasionally, and this tends to go by unnoticed by most. Since they are such well-distinguished authors, they can get away this more often since it is not expected for them to make mistakes.

Now I’m not trying to say grammar isn’t important, because it very much is. But is following all these rules necessary all the time? No, not at all. Rule breaking doesn’t ruin one’s writing; it really is all about the reader’s take of the writing. In my English class here at college, I read  Joseph M. Williams’ article The Phenomenology of Error. It gave me a new way of looking at how we comprehend errors in papers. Mr. Williams had an interesting point about errors as well that I thought I’d share with you, Mrs. Salmon. In his article, he states “And I am puzzled why some of us can regard any particular item as a more of less serious error, while others, equally perceptive, and acknowledging
that the same item may in some sense be an “error,” seem to invest in their observation no emotion at all.” Pretty much, when we are looking for errors in papers, we notice them. If we aren’t looking for them, they go by without any notice. Mr. Williams demonstrated this concept in his article, by telling his readers at the end of his article that the piece contained about one hundred errors in it. As I went back and reread the article, only then did I start to see his purposeful mistakes. There are many types of errors as well. Typographical errors, grammatical errors, et ceria. Depending on the audience, errors may or may not make one’s writing seem like “good writing.” I feel as a high school teacher, you are programmed to look more for all these errors, making your judgment on what your students “good writing” should be a little off. But as I said, grammar is an important component of writing, but just because a paper shows off good grammar, does not make it a superior paper, just
grammatically correct.

Honestly, I think one’s perspective on “what is good writing” is based on how they have been taught to write. I base this just on from what I’ve been taught in high school versus on what I am learning in my English class here in college. Just from a few weeks of my English class here, I feel as if my style of writing is becoming definite and I am starting to understand why I write the way I do. I have also changed my view on what “good writing” is. I still believe that a good paper needs some structure, a purpose, and needs to be written towards your audience, but I now think errors and grammar are not so important. Good writing really is subjective, and with as much respect as possible, I disagree with many of the ways you are teaching your students to write well.

Respectfully,

Sara Drees

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New Lancer Days Reflection

Below, I posted a piece of work of mine where I reflected on the first few days of my college life. It was orginally written back in August, and I believe is one of the first pieces of work I wrote as a college student. This piece serves its purpose to develop flexible processes for engaging in academic inquiry. The entire freshmen class wrote a piece similar to this one, the goal to be as if we were all having a discussion together.  Notice the pieces bolded and italized.

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As an incoming freshman at Longwood University, I spent my first few days here in Farmville, Virginia, learning all about my new school through the New Lancer Days program. Teaching a college freshman how to succeed through this major change in their life is no easy task. Many of the programs included how to adjust into college life, as well as how to succeed as a college student. There was a lot of information to be covered, but through the New Lancer Days program, much was given to the new students in a fun and entertaining way. It helped new students adapt to their new situation. I learned how to get around campus, where and what to eat, what to do in certain situations, and even where to find specific help. New Lancer Days is an irreplaceable tool on how to prosper here at Longwood University.

There were many aspects of the University that stood out to me. One of the bigger ones was the closeness of everyone at the school. And by everyone, I mean everyone from the students to the professors to the librarians, as well as the workers in D-Hall. Everyone here at Longwood seems like they have a purpose and a strong want to be here. Everyone fits together as a family, and even treats complete strangers as so. But the togetherness does not end within Longwood. This common love for each other is shown in the relationship between the college town of Farmville and the university itself.

Another aspect I could not go without mentioning is all the traditions Longwood hosts every year. From Oktoberfest to Rock the Block to Chi Walks, there is no other school that takes such pride in all their longstanding traditions as Longwood University does. The excitement for all these customs to happen showed through the New Lancer Days program. I felt like all the other students could not wait to show the incoming freshmen what they are all about. During New Lancer Days, I took a part in one of their newer traditions, The G.AM.E. The entire student body all pep rallied together and marched down to the athletic fields to watch our women’s soccer team take on VCU. Even though we lost the game, the Longwood spirit was very present and comforting.

One of the things I really gained from New Lancer Days was information. I learned about all the resources there are on campus, like how to use the library, or where to go to change my major. I also learned more about the resources I can use in the semi-new gym and fitness center! I do plan to take advantage of this incredible building to work out, try out different gym classes, and get medical help if I may need something minor checked up on. I also learned how to get around the town of Farmville from my peer mentor. She told us how to use the F.A.B., and the best times to go to Wal-Mart.

Throughout the New Lancer Days Program, Longwood’s mission statement’s values were noticed. The dedication to us as students and  helping structure us into model, citizen leaders was proven. The peer mentors took on the responsibility that showed us great leadership. The mission statement conveyed the importance of being a citizen leader through education, values, and service.

Overall, I learned a lot at New Lancer Days. It was a great experience, and I can definitely say it was a great way to start of the next best four years of my life.

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Thomas L. Friedman and Michael Mandelbaum’s That Used To Be Us

Thomas L. Friedman and Michael Mandelbaum started off their novel, That Used To Be Us: How America Fell Behind in the World It Invented and How We Can Come Back, by giving a short little autobiography about themselves, and why they wrote this book. They warn their audience that they are not pessimists, but prefer the title as “frustrated optimists,” as well as the nickname as Fourth of July guys.  As one of authors is a foreign correspondent and columnist at The New York Times and the other is a professor of foreign policy at the John Hopkins University School of Advanced International Studies, they both can be considered eligible on the subject of this book. Their reasoning for writing this novel was to point out American’s condition today as a falling superpower nation, how we got into this situation, and give advice on how they think we as a country can get back on top.

Friedman and Mandelbaum talk about how America’s role in the world really depends on the country’s social, political, and economic conditions. They get it down to four reasons to why we are a declining country. The first one is that we have stopped caring as much. We have stopped asking ourselves what world are we living in, and what exactly do we need to do to thrive in this world in this age? Friedman and Mandelbaum say this perspective started around the end of the Cold War, and that we as Americans need to start trying more as an American citizen to keep our country as a top country in the world. But not all Americans are lazy; Friedman and Mandelbaum do mention how some Americans do some smaller, good things nowadays on a smaller scale with things such as philanthropy, volunteerism, and individual initiative. The second reason they go into much more detail throughout the book. It is all about how we have failed to even address our problems to the point where we cannot afford to ignore them anymore. For their third cause, Friedman and Mandelbaum say we have stopped investing in our
country’s “traditional formula for greatness…that goes back to the founding of the country” (Friedman and Mandelbaum). For their final reason, they decided to fault our political system, blaming them for not taking some of the biggest problems we are facing seriously.

Ever since the end of Cold War, the world has moved into a new era. According to Friedman and Mandelbaum, the United States needs to overcome four major challenges that will define our future into this era. We need to learn to adapt to globalization, adjust to the information technology revolution, fix your soaring budget deficits, and figure out how to manage the new energy consumption and rising climate threats. Our success on these problems will determine our future, and if the “American Dream” will be upheld for future generations.

When Friedman and Mandelbaum say that one of the biggest issues our country is facing now is how we are falling behind on the technology train, they are right. Technology is getting faster and becoming one of the biggest industries worldwide. To keep up with this trade, we need high-skilled workers. With China having these aspects along with workers willing to work at a very low wage, our competition builds. It does not help when American companies like Apple are manufacturing their products out of Asia because it is cheaper. This takes American jobs away out of our country, at a time when we desperately need them. When President Obama asked Mr. Jobs why couldn’t the work
come back to the United States, Mr. Jobs said, ‘Oh, they’re not coming back.’ Not only is it cheaper to manufacture from China, but Apple thinks that the foreign workers have the “flexibility, diligence and industrial skills that have so outpaced their American counterparts that “Made in the U.S.A.” is no longer a viable option.” (Duhigg). So to overcome this obstacle, I agree with Friedman and Mandelbaum that need to new type of worker. Friedman and Mandelbaum make up different types of jobs into categories, but say the only types of workers we really need are creative creators and creative servers. Creative creators are people who do their non-routine work in a non-routine way, such as only the best lawyers, doctors, entertainers, and scientists. Creative servers are non-routine, low skilled workers who do their work in inspired ways. If America had more workers like these, we may not be so behind China as we are now. It is inessential that we pick it up and keep up with the information technology now. Friedman and Mandelbaum talk about how our world is becoming flat. They use this analogy because of how all this technology is making the world smaller. As in, communication has never been so easy to keep up. And as we fall farther behind in the information technology, we will start to fall off the earth as well. To go along with all the new technology, we need to be better educated. As a country, America is slacking. The Chinese is beating us in every test. It’s pathetic that our own people are not able to even say what the Bill of Rights is (Dillion). Our students are failing out or just not completing school. Friedman and Mandelbaum argue that we need not just more education, but a better education. They are right, the proof is in the tests. Our educational institutions are not very good compared to the schools in other countries, as well as the fact that education was more of a choice than a necessity fifty years ago. The older generations didn’t need it, but nowadays an education is mandatory just to make a decent living.

Another big issue America has fallen behind on is the fact that no one is doing anything about the climate change, according to Friedman and Mandelbaum. A factor in the way of passing legislation on climate change is the fact that now the Senate needs sixty of the hundred votes to get things done. And the politicians do not want to bring up the issue of climate change or anything of the sort because they do not want to ruin their political career. There are so many different views on this topic, so which they would lose many voters. Friedman and Mandelbaum say that politicians just don’t mention this topic at all, so it goes by without any notice, making the problem just get worse as time goes on. They may be partly right, but I do not fully agree with them on this. There are plenty of politicians trying their hardiest to get this issue into the spot light. The topic of global warming has even been talked about during the race presidency in 2012. “John McCain and Barack Obama both say that the Bush administration’s policies on global warming have been far too weak” (Revkin). If the two guys running for presidency are talking about it, then it is obviously a well-known topic of discussion.

As Friedman and Mandelbaum said, “We failed to update our five-part formula for greatness-education, infrastructure, immigration, research and development, and appropriate regulation-just at a time when changes in the world, especially the expansion of globalization and the IT revolution, made adapting that formula to new circumstances as important as it had ever been.” If don’t start giving these issues now, we will just continue to fall off the map, bringing most of the world alone with us.

 

Biblography

Dillon, Sam. “Failing Grades on Civics Exam Called a ‘Crisis’.” The New York Times. The New York Times, 05 May 2011. Web. 27 Sept. 2012.     http://www.nytimes.com/2011/05/05/education/05civics.html.

Duhigg, Charles. “How the U.S. Lost Out on IPhone Work.” The New York Times. The New York Times, 22 Jan. 2012. Web. 27 Sept. 2012.
http://www.nytimes.com/2012/01/22/business/apple-america-and-a-squeezed-middle-class.html.

Friedman, Thomas L., and Michael Mandelbaum. That Used to Be Us: How America Fell behind in the World It Invented and How We Can  Come Back. New York: Farrar, Straus and Giroux, 2011. Print.

Frum, David. “Does America Have a Future?” The New York Times. The New York Times, 11 Sept. 2011. Web. 27 Sept. 2012. http://www.nytimes.com/2011/09/11/books/review/that-used-to-be-us-by-thomas-l-friedman-and-michael-mandelbaum-book-review.html?pagewanted=all.

Mead, Walter Russell. “Savior of the World, Heal Thyself: Prescription for America’s Ailments.” The New York Times. The New York Times, 03
Oct. 2011. Web. 27 Sept. 2012. http://www.nytimes.com/2011/10/03/books/that-used-to-be-us-by-friedman-and-mandelbaum-review.html.

Revkin, Andrew C. “On Global Warming, McCain and Obama Agree: Urgent Action Is Needed.” The New York Times. The New York Times, 19 Oct. 2008. Web. 27 Sept. 2012. http://www.nytimes.com/2008/10/19/us/politics/19climate.html?pagewanted=all.

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Writing with Mathematics

Math is known as the universal language. No matter how you look at it, it can only be one way, such as two will always be equal to two. Writing, however, is not this way.

Writing is used every day for multiple reasons throughout all the different fields and majors. In the mathematics field, writing is done a little differently compared to other fields and majors. As most would imagine, written articles in this field are not very common, except for the occasional research piece. The question that really needs to be answered before the use of writing in mathematics can even be discussed is to figure out what is to be considered writing in this field. After that is defined, writing in the mathematics field can be described and conversed about. As college students start out in this major, many wonder of the writing that is to be expected of them as well as what they should be expected to know when they graduate. The goal of this paper is to help answer these questions.

Writing in Math…Is it?

“Mathematics is the language nature uses to rebuild its wonders.” –Unknown.

One topic to be discussed is the issue of what is writing in math, or what should be considered as writing in math. As everyone knows, math mostly consists of numbers and equations that just involve some more numbers. There is the occasional letter, usually x, but this letter stands in place of an unknown number.

Writing in the Mathematics Major

Putting aside the idea that number could be considered as a form of writing, there is not much writing that is done by a student in the mathematics major in the universities. Normal math classes entail of just understanding the theories of different mathematicians.

But every once in a while there are problems that pop up that are not just solve this using that” type questions. Sometimes students must solve word problems or use math in real life type problems. This is when the mathematics student is able to put their knowledge to the test and see if they have fully understood what they learned. Putting math theories to realty makes proof that they work.

A current sophomore at Longwood University, Joe Gills, was asked how much writing he does in his classes. His response was that “In most math classes the professors require you to attend colloquiums and for each one you have to write a page summary. It varies classes to class but the summary usually consists [of] information on the presenter, what the topic was about, why it is important, and if it relates to what we have been learning in class and if so then how it relates.” This particular mathematics student has so far taken the following courses throughout his career at Longwood so far: Calculus 1, 2 and 3, Statistics, Linear Algebra, and Math and Computer Science Ethnics. In his Ethnics class alone, Joe has written three papers and has an essay based exam.

Joe Gills was also asked what he thought would be expected of him writing-wise as he advanced through his classes, and he said, “Some upper-level math class are writing intensive, such as Math Ethics and Math History, these classes usually have papers.” He also mentioned that he believed that his Senior Seminar class would include much more writing than he is in now.

Writing in the Mathematics Profession

Of course, though, there is to be writing within the mathematics profession. Many of the professors in the mathematics write research papers throughout their careers, though even these papers differ from other professions’ writings. Papers in the mathematics field generally use the American Mathematical Society format, or AMS, versus using the norm APA or MLA. This is what published materials are expected to use within the mathematics world (American Mathematical Society).

At Longwood University, Professor Phillip Poplin emailed to give more insight into the types of writing he does as a college professor. He went on to explain that he “writes articles for publication, and I also write reports, letters of reference, etc.” (Poplin). Dr. Poplin also went on to talk about how mathematicians do a lot of writing, including projects, papers, articles, etc. He reaffirms what Joe replied about with saying “most upper-level math consists mostly of writing mathematical proofs and exposition” (Poplin) and that these classes are much harder. As a professor, he expects his students to be able to communicate the knowledge they have learned in his classes, and this is tested through writing. In all levels of classes at Longwood University, students are expected to write their answers in complete sentences.

Example of Mathematics Profession: Technical Writer

One career field for someone with a mathematic major is a technical writer. “A technical writer specializes in technical writing for math, they will use their math skills every day. They will use their mathematical knowledge to design, write, create, and maintain technical documentation.” (BYU Mathematics Department). These writers tend to be free-lancers, in other words they write articles and try to get them published. These articles also use the AMS format.

In Conclusion

Writing in the mathematics field as a student or a profession is quite different than that in other fields. Disregarding the argument over whether math equations are considered as writing or not, writing with math is only a bit different than other fields. But either way, writing is writing, and with math, it is just as simple as it is with other fields, just with a few extra rules.

Works Cited

American Mathematical Society. “American Mathematical Society.” AMS Author Resource Center. American Mathematical Society, 2012. Web. 28 Nov. 2012. <http://www.ams.org/publications/authors/authors>.

BYU Mathematics Department. “When Will I Use Math?” Technical Writer. BYU, 2012. Web. 28 Nov. 2012. <http://math.byu.edu/when/?q=careers/technicalwriter>.

Dictionary.com. “Writing.” Dictionary.com. Dictionary.com, 2012. Web. 28 Nov. 2012. <http://dictionary.reference.com/browse/writing>.

Gills, Joesph T. Interview. 27-11-2012.

Poplin, Phillip. Interview. 27-11-2012.

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