Respond to two parts – English

Please write a one paragraph critique of your peer’s summary of at least 200 words or more for each part. 

· In the critique identify what was well written and explain why-how does it align with the reading from Lesson? Attached document below for Lesson so you can skim through what was in the lesson.
· In the critique recommend possible improvements and explain why they are needed-align the recommendation to the reading from the Lesson.

Please be sure to validate your opinions and ideas with citations and references in APA format including in-text citations. 

Part 1
Article: 8 Ways to Prepare to Write Your Nonfiction Book in a Month
Many seasoned writers may find themselves with deadlines that may seem unattainable. Life sometimes does not give us time to accomplished certain tasks. To have a good result, we should plan for this road blocks that come our way.  This article is a guide to helping writers overcome obstacles and create body of work within a limited amount of time.  The summation the writer to me hits a few critical points in accomplishing this task; they entail planning, organizing and executing.
When planning to write a body of work you much have an idea of the amount of free time you’ll have to dedicate to writing.  Make an attempt to clear your schedule so that this time is uninterrupted; emergencies are acceptable, anything else is not important.  Gather all of your research on what the topic of the book is this will help when writing so that you are able to pull data quickly when needed.
The next step is to organize all of the information you planned to use for writing the paper. List out your chapters for the book with details such as research and the general framework or flow of the piece. This is also the time to do critical brainstorming. You want to be able to write without stopping, or what they call writers block. Organizing your thoughts will help you to meet your daily quota.
Lastly is time to execute. All of your chapters should be organized and in place. This will enable to write without end. You’ve research your information in detail, therefore mentally regurgitating this information will be a simple process.
My thoughts on the article is that it’s very good material. I’m able to picture myself under the guidelines of the author, writing a book of my own.  In general, the advice given is relatable to any task that needs to be accomplish and done so successfully. The only problem I have is that the article is guided towards seasoned or experienced writers. The writer mentions that the daily quota should be at least 1500 words. This for many new writers is more than difficult task and can discourage new writers. The numerical quota should be removed.
Klems, B. (2014, October 24). 8 Ways to Prepare to Write Your Nonfiction Book in a Month. Writer’s Digest. Retrieved from

Part 2
Why Is Academic Writing So Academic?
More often than not when I go back to my father’s hometown and talk to my extended family, the topic of college is inevitable. Typically, this conversation turns into a generalized attack claiming that people who go to college are arrogant, rude, and believe they are too good for the working and farming class. When looking for an article on academic writing, this column in the New Yorker was personally relatable. Throughout this column the author challenges the notion that academic writing is cultish and lacks engagement outside of academia (Rothman, 2014). Rothman argues that academic writing does not lack inclusivity, but rather our current culture of academia is pushing academic writing to be more marginalized (Rothman, 2914).
The article was published in the New Yorker, so the audience is of that who would read this magazine, typically college educated individuals with the income to afford a subscription. Along with the aforementioned audience type, the authority of the author does fall into this respect. Throughout the column he bases his argument off of Nicholas Kristof’s assertion that academic writing glorifies “a culture of exclusivity” (Rothman, 2014).  The author’s authority is well recognized because he is an academic himself and looks deeply at the statement, basing his whole article asserting the flaws of Kristof’s lamenting logic as well as the notion of a “paradigm shift” (Rothman, 2014). The article is relevant and current to this era still, even though it it four years old, it notes how styles and the way information is presented changes with the times, such as now where copious amounts of information is shared over the internet. Along with that I found it interesting how Kristof asserted that academic writing does not hit the general public as frequently now as it did decades ago, while Rothman argues that the same, if not more information is shared to the public, it is just presented differently. Rothman covers a broad scope defending his argument, giving examples ranging from academia, general news broadcasting, online blogging as well as GIF’s, and to his own personal experience as a graduate student trying to be published (Rothman, 2014). Lastly, the author even understands his own bias in the situation, drawing on his past experiences as a brief stint working in academia as well as being a graduate student. He even states how he can relate to Kristof’s argument on the topic, but ultimately disagrees with him. Every human is biased to their own viewpoint, however, Rothman does take the necessary checks to provide as minimal bias as possible.
Rothman approaches his audience using a compelling argument that is multifaceted and does not lack relevancy. Throughout the article the author looks at the flaws logic of the rebuttal as well as the reasons as to why he is correct. Overall, the in depth view of the audience, use of authority, scope, currency, and review of bias enhances the argument of the column.  

Rothman, J. (2014, February 20). Why Is Academic Writing So Academic? Retrieved January 22, 2018, from

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