Response on Elizabeth Wardle's You Can Learn to Write in General

Student Name
Professor’s Name
Class Information
Date
Response Essay
Elizabeth Wardle’s article, “You can learn to write in general,” can inform learners to critique their writing process and conclude that it is increasingly difficult to write in general. Although the student might be tempted to think that they can write in general, it appears infeasible via Wardle’s critical insights. Different writing assignments demand different elements based on the subject matter, the objective, the expected structures, and the audience. In order to demonstrate competency when writing in different subjects and assignments, the scholar must demonstrate awareness about the different writing skills and approaches that need to be leveraged for quality output. Examples and contexts are important prerequisites to effective writing. This report draws from my essay and Wardle’s work to critique the degree to which I understand myself as a writer and the writing process in general.
According to Wardle, “every new situation, audience, and purpose requires writers to learn to do and understand new possibilities and constraints for their writing” (30). This implies that cognitive awareness and practice are what guide the writer in the writing process. In completing my essay, the purpose of the paper guided the sections to be included in the final report, including (a) the impact of multiple personality disorder on everyday life, (b) its effects on relationships with friends and family, (c) impacts on emotions, physicality, and emotions and (d) the conclusion section. This organization implies that I understood the possibilities and constraints in achieving the final output. In other words, the essay’s subject matter guided my writing process.
A critical reading of Wardle’s piece indicates that her main point was anchored on the premise that “The idea that we can all learn to “write in general” is not just a harmless myth” (Wardle 31). It is a dangerous perspective that needs to be avoided because it undermines the student’s writing ability and upsets educators and corporates. Writers who hold on to the idea that they can write in general are easily discouraged because they fail to embrace the value of the learning process and new insights derived from eng...