The does not already know. This author relied on

The strengths of this author’s effort at scholarly writing, and an assessment of the paragraph in terms of bias, opinion, quality of evidence and appropriateness to its target audience is relying on concrete evidence rather than strong feelings to display the certainty of declarations. Learning and disclosing what is not known, is not to confirm what someone has concluded to be the truth, but the chance to discover the truth of something someone does not already know. This author relied on scholarly evidence and not their opinion or gut feeling, to demonstrate, before expressing what someone thinks. One main assignment as a scholarly writer is to demonstrate that what someone has written is factual and that someone knows what someone is writing about. This author was able to provide a persuasive declaration of the truth by presenting evidence that was objectively and based on logic. If an individual is given criticism for improvement of their writing, this just means there is additional room for a learning process. This author had a purpose, a specific audience, and evidence-based research to support their scholarly writing. The weaknesses of this author’s effort at scholarly writing, and an assessment of the paragraph in terms of bias, opinion, quality of evidence and appropriateness to its target audience is when finding your scholarly voice, do not try to underline your reader with compound fluff (Becker, 1986). As an alternative, find the exact term, frequently a brief term, particular a verb that does a lot of work for someone. This author did use compound fluff to try and underline their reader.  This author needs to rely on good grammar, spelling, and one style manual. This author did not properly cite the in-text in APA format. The objective was clear and concise but was not mechanically correct. The ability to examine evidence objectivity without making any assumptions is important in scholarly writing. Successful research and presenting evidence is essential to objectivity scholarly evidence. This author did not remain unbiased. This author used evidence based-based research, but he included his opinion as well. Conclusion Transparency, briefness, and the correct use of specific terms are essentials of effective writing. Three shared purposes of all writing are to notify, convince, and engage or in some way entertaining.  This paper evaluated an example of scholarly writing and offer feedback on ways to make it more effective. This paper studied the strengths and weaknesses of this author’s effort at scholarly writing, and an assessment of the paragraph in terms of bias, opinion, quality of evidence, and appropriateness to its target audience.  This paper examined the scholarly voice and uses scholarly writing skills.