The process of writing an assignment, as per my own personal experience, provides a better opportunity for creation of new identity, one which is in alignment with the expectations and requirements of my tutor. This identity helps in providing a voice for presenting a related argument (Hyland 2011). I understand that the purpose of these writing does not lay stress on the scope of linguistic development, but there is direction of attention for featuring the writing in the form of certain disciplines, focusing on both, the use of appropriate language and the presentation of accurate content as well. This helps in providing a broad range of the writing I am going to present in front of the university. Considering my own academic writing identity, I accept my role as a writer with an acceptance of fact that there is construction of meaning by the arrangement of paragraphs, sentences, phrases and words. If I do not consider this deeper level, there is nothing left with the writer and text. Hence, in my own academic writing identity, I not only focus on notoriously lighting this type of meta- discourse, but I also believe in appreciation of signposts with the key presentation. In the practical sense, I focus on identifying myself as a writer making the act to write with a more intentional. I always have a specific reason for seeking out explicit support in writing, and consider devoting more time for the improvement of my ability in writing assignments assigned by the university, as identified in a research conducted by Hyland (2011).
For the provision of helpful insight in the process of writing, I always consider the sense of urgency over the task of writing, while ensuring that I do not harp the overall theme. When writing for one of the assignments, I realized that decisions in concern if there is adoption of impersonal style or for representing this in an explicit manner, there is a major impact on how there is delivery of message. And hence, I focused on maintaining soft disciplines, commenting on the lack of any real presence or voice in presenting the writing. In order to build a rhetorical consciousness in my major, I always focus on being aware of what I am doing, while critically evaluating the practice. For this purpose, according to Hyland (2011), focus is created on four main elements that are explanation of what has been done in the writing, structure of discourse, display of result and development of claim. These elements are most significant in writing for my major. According to Hyland (2011), as a student writing for the University, I focus on critiquing the guidelines offered commonly by the tutors, while comparing them with my own understanding about the same (Hyland2011).