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Can I use “I” in my college paper?
The short answer: Yes.
But keep reading.
Even if you don’t like college writing—no, even if you hate college writing—this guide will get you through it. It offers clear and concise answers to your questions about writing college papers.
Find out:
- What makes a good research question?
- How do I write a strong thesis statement?
- What if I don’t understand my assignment?
- How do I write an introduction?
- How do I answer the “so what” question?
- Sales Rank: #197854 in Books
- Published on: 2015-03-18
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .32" w x 6.00" l, .43 pounds
- Binding: Paperback
- 138 pages
About the Author
Catherine Prendergast is a professor of English. She hated her college writing class. Hann Lindahl drew ducks in the margins of all her college papers.
Most helpful customer reviews
1 of 1 people found the following review helpful.
It's a good complement, but what I think Prendergast's text does ...
By Jason Stuart
I'm writing this review from the perspective of someone teaching first-year comp (that's probably "College Writing" or something to you, students), so students looking at this book should also read other reviews by students. I'm also not currently prepping a course with this text, so I can't speak to actual classroom reception of the book.
What I can say is I've been reading this for a little while now as I prepped for fall (and a little after finishing the first half of a two-course FYC cycle) because I wanted to compare what I might do with this book to the prep with the text I've been using most frequently: Graff & Birkenstein's TSIS. It's a good complement, but what I think Prendergast's text does so well is put all the content that I've said in classes, informally, and present it as a more concrete, formal text for the part of class that few textbooks really cover well: offering short, useful answers (the text is basically a FAQ for College Writing) to the pervasive worries that students bring with them from English, as they spent high school defining it. I mean, the first week in, I'm saying everything in the book, and the book does a fantastic job using a conversational tone and non-technical language to explain the expectations of "college" writing that are new to the student. So there's a real continuity here between the messages I send in classroom conversation and the content of the book. It's actually kind of uncanny. But many of Prendergast's answers are not always points that students note, physically, and retain; when I discuss the "Since the dawn of man..." introduction, it's still often framed by the student as conversation. So I'll still get those introductions; I'll still have trouble making my explanation of a thesis statement good for student practice.
So you'll find engaging explanations of common first-year challenges written from the perspective of the student's concerns, not the assessable content: what makes a good research question, how do you think about your thesis, how do you think about sources, why "I" is a contextual question (thankfully the book doesn't present it that way, but's it's still clear), what a "strong" thesis statement is, what to do with an introduction, etc. It's all course content, but as explanation - a good example of what this book does comes early with a question on teachers students don't like, a conversation I have often. It's as much about habituating the student to expectations as it is about technical processes. And I'm thankful for that, because the explanations are so engaging.
It'd a great companion text, at any rate, one that would set up and follow much of my lecture content - and this is important to me - by maintaining a continuity of voice, as I mention above. I agree with (in the sense that I've literally said it all in class) much of the book's content about student writing, and if I'm confident that my class is enjoyable (insofar as, y'know, it can be) to take, then I'd suggest this book is enjoyable to read. I loved reading it, at least. I'll see if that's an unwarranted assumption; I've made that mistake in the past, but this book isn't being sold at Pearson prices, so. How can you really go wrong here.
1 of 1 people found the following review helpful.
Using this book in first-year college writing course
By Allison Lopez
This book is a gem. I ordered it on the recommendation of a colleague and read it cover to cover. I've taught composition courses in the past, and I now coordinate first-year writing courses for a college program in a prison. I'm excited to use this book in the upcoming spring semester!
It's clear that Prendergast planned this book with the needs of students who are new to college writing in mind. It is cleverly organized with chapter names that reflect student FAQs--I have seriously been asked every question posed in the chapter titles multiple times in my teaching career! All the advice and instruction in this book is relatable and delivered frankly. A lot of what Prendergast writes about in this book is overlooked by instructors in their well-intentioned attempt to focus on the hard skills required for successful college writing. Two significantly under-considered challenges for new students in a writing course (or any course) are 1) understanding and breaking down an assignment and 2) deciding to drop a class because they are at odds with their instructor. Prendergast provides insight for both students and instructors struggling in these areas. She addresses and debunks common but scary assumptions students make about writing, like the idea a paper has to "flow" and the idea that reaching a page limit qualifies as a complete essay. This book will be an incredibly useful resource for my students and a handy training tool for incoming instructors. I'd recommend this to any student new to college writing and every instructor who wants to help their students succeed!
1 of 1 people found the following review helpful.
Adopt for your first-year writing course: You'll be glad you did.
By rose-reads
[The author provided me a copy of this book in exchange for an unbiased review.]
Catherine Prendergast has been teaching writing, and writing about teaching writing, for a while now. But she’s only grown in her irreverence as time has passed.
Thank God.
Can I Use I?: Because I Hate Hate Hate College Writing is a short book (130 pages, print), but it has a big goal: to demystify the freshman college writing course for incoming students.
It accomplishes this goal using a three-part technique. First, it breaks down college writing challenges into what I’m guessing are the most common student questions that Prendergast has received over the years. Each one of these questions gets a chapter. Second, the book pulls back the curtain on what writing professors are thinking, providing insights into the minds of the real people who are assigning college writing. Third, the book draws analogies with non-writing activities or events to help new writers understand what exactly is going on in the writing class and what they should be doing.
This is a magical combination. Answering the most common questions derived over decades of experience, providing professor insights, and connecting college writing to students’ experience outside of the classroom makes for effective and entertaining reading. Let me give you an example.
Read the rest of the review here: http://katieroseguestpryal.com/2015/07/28/book-review-can-i-use-i-by-catherine-prendergast/
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