Academic Writing vs Blogging

     “I do not want everybody to read my writings” was my first thought when told about blog writing assignments. Little has changed since that time, although I have already published more than five blog posts successfully. Immediacy of an audience and space for playing with ideas are overt benefits of blogging, however academic writing has more constructive and effective benefits. More coherent organization, constant feedback from the instructor, precise assessment and knowing where you stand are treasured perquisites of academic writing.

    It is obvious that blogging is more informal, therefore does not require strict organization of thought and purpose. This may bring an ease to student’s workload; on the other hand it may not contribute to the acquisition of expository writing skills. Academic writing is more audience oriented and accordingly needs more coherent organization, where every word matters.  

    Also, as any writing takes a lot of time and effort, getting second party feedback is significant. As survey has shown, almost all students are eager to get feedback from the instructor. It is also echoed by Fregeau (1999) who finds written feedback to be effective, especially when incorporated with oral one. Additionally, deciphering feedback can be a very entertaining task to do.

     Progressing as one learns is another important component of any course. Unlike blogging, which is assessed only at the end of the term, academic writing is timely assessed; hence the student knows where he/she stands which in turn can motivate to move forward and achieve the expected outcomes (O'Farrell, 2004).

    Finally, my personal experience has proven me that academic writing is more effective in a way that it teaches how to sustain logical arguments in an organized manner, formulate thesis statement and make writing more concise and coherent. Constructive feedback from the instructor and knowing where I stand motivated me to ameliorate my writing skills.

References

O'Farrell, C. (2004). Enhancing Student Learning through Assessment. A Toolkit Approach'. Centre for Academic Practice and Student Learning (CAPSL) Dublin Institute of Technology, 2004 Updated, 2009 University of Dublin Trinity College.

Fregeau, L. A. (1999). Preparing ESL students for college writing: Two case studies. The Internet TESL Journal, 5(10), 1-3.