Scholarly writing is showing, not telling.
The case is proved by the preponderance of the evidence.
Honestly, I arrived at this semester feeling like a kid who, having just finished her first swim class, has been thrown into the deep end without floaties. Many reminded me that I could do it. Heck, I reminded myself. And indeed, I seem to have survived (though the final grades will tell the tale).
The truth is, this term has revealed certain inadequacies that must be addressed before the spring 2007 term. The first one, critical reading, is being addressed through J. Robert Clinton’s book Reading on the Run (though additional tools will be added soon). The second, scholarly writing, will be addressed beginning next week. (The “training wheels essays” were a bit of a bust.) I am planning two tracks. First, I will start reading theological journal articles—are read them critically:-). Second, I will practice the show-not-tell genre by rewriting parts of the major papers from this term and by applying the genre to the posts on Who in the world are we?
Of course, beginning Monday, December 11, the first order of business is to read some classic horror—something by Robert Louis Stevenson I expect.
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