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Slezská univerzita v Opavě |
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Academic writing Seminar I, II |
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Opava 2006 |
Course Description
This course follows the Writing Skills course and focuses on mastering one's work with various sources of information and improving one's technique in general as well as concentrating on the truly academic aspects and approaches to reading and writing
Marking
There is no exam for this course. Two essays marked as passed are necessary in
the Autumn term.
However, these tasks will have set dates of submission (Essay 1 = Oct 31 and
Essay 2 = Nov 30, 2007) and if you do not submit and pass in the allotted time
you will not receive a credit. (12 = pass, 20 = max)
Essentially, the essays are compulsory and the additional work is optional for
your own self-improvement. The course is separated into 24 units of study 12 in the autumn 12 in the
spring/summer that you can follow in conjunction with lectures and essay work.
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E-mail: [email protected]
· Web: wwww.geocities.com/grostock
Table of contents
Course Description.............................................................................................................. 2
Course Schedule................................................................................................................. 3
Course Prerequisites............................................................................................................ 4
Required Literature.............................................................................................................. 5
Communication with Tutor................................................................................................... 6
1. Thesis statement, outline and paragraph structure............................................................ 7
2. Collecting, plannning, developing ideas for the body....................................................... 8
3. Transitional words and phrases...................................................................................... 9
4. Writing and rewriting the draft...................................................................................... 11
5. Language awareness (spelling, punctuation, grammar and vocabulary)........................... 13
6. Coherence and cohesion, consistency.......................................................................... 14
7. Documentation and interpretation of data, organization of secondary material................ 16
8. Editing, revising and proofreading................................................................................. 17
9. Drawing conclusions, writing a summary (an abstract)................................................... 18
10. Writing letters.............................................................................................................. 19
11. Explanation, illustration, description.............................................................................. 20
12. Comparison and contrast............................................................................................. 21
13. Process, definition, classification, generalisation and qualification................................... 22
14. Evaluation, analysis...................................................................................................... 23
15. The author’s approach (intent, attitude, tone, bias, assumptions, implications)................ 24
16. Writing for different audiences...................................................................................... 26
17. Persuasive writing........................................................................................................ 27
18. Review 28
19. Doublespeak, vagueness, wordiness............................................................................ 29
20. Critical reading, critical thinking, critical writing............................................................. 31
21. Argument (strategies for persuasion, errors in reasoning)............................................... 32
22. Freewriting, writer’s readiness..................................................................................... 33
23. Consistency................................................................................................................. 35
24. Writing techniques....................................................................................................... 36
Exam Topics..................................................................................................................... 38
Index of Terms.................................................................................................................. 39
Course Schedule
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Session Date |
Homework Due Date |
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Unit 1 |
Thesis statement, outline and paragraph structure |
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Unit 2 |
Collecting, plannning, developing ideas for the body |
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Unit 3 |
Transitional words and phrases |
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Unit 4 |
Writing and rewriting the draft |
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Unit 5 |
Language awareness (spelling, punctuation, grammar and vocabulary) |
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Unit 6 |
Coherence and cohesion, consistency |
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Unit 7 |
Documentation and interpretation of data, organization of secondary material |
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Unit 8 |
Editing, revising and proofreading |
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Unit 9 |
Drawing conclusions, writing a summary (an abstract) |
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Unit 10 |
Writing letters |
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Unit 11 |
Explanation, illustration, description |
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Unit 12 |
Comparison and contrast |
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Unit 13 |
Process, definition, classification, generalisation and qualification |
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Unit 14 |
Evaluation, analysis |
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Unit 15 |
The author’s approach (intent, attitude, tone, bias, assumptions, implications) |
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Unit 16 |
Writing for different audiences |
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Unit 17 |
Persuasive writing |
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Unit 18 |
Review |
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Unit 19 |
Doublespeak, vagueness, wordiness |
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Unit 20 |
Critical reading, critical thinking, critical writing |
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Unit 21 |
Argument (strategies for persuasion, errors in reasoning) |
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Unit 22 |
Freewriting, writer’s readiness |
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Unit 23 |
Consistency |
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Unit 24 |
Writing techniques |
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Test/Exam |
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literature
Hugh, C.: Advanced writing with English in use, Oxford, 1996.
Jordan, R. R.: Academic Writing Course. London, 1989.
Heather, A. (ed.): Thinking it through. A practical guide to academic essay writing, Peterborough. Academic Skills Center, 1995.
1. Thesis statement, outline and paragraph structure
Learning Objectives
To learn how to prepare an outline for an essay, write a thesis statements and organize the essay paragraph structure.
Keywords
· Outline, paragraph, thesis statement
Time Required for this Unit
· Tasks: 90 minutes
TASKS
Outline
The outline is the backbone of an essay, not its flesh and blood. Of two essays, both of them logical, sound and coherent, the more convincing will be the one with the superior rhetorical arrangement. One paragraph should have only one main point to cover.
1. Choose 15-10-5 topics you would think you would enjoy writing about.
2. Write an essay outline for each of them. These could be later used for your essays.
Thesis statement
A thesis statement in an essay is a sentence that explicitly identifies the purpose of the paper or previews its main ideas. For examples see:
http://leo.stcloudstate.edu/acadwrite/thesistatement.html
1. Write a thesis statement for 3-5 of the above topics.
2. Write 3 different thesis statements for the topic you like the most.
3. Brainstorming: ideas to discuss in the essay. Select 20-15-10-5.
4. Prepare the outline and the structure of the essay.
2. Collecting, plannning, developing ideas for the body
Learning Objectives
To learn how to work with raw information and how to write the first draft.
Keywords
· draft.
Time Required for this Unit
· 90 minutes
tasks
1. Before writing any essay you should begin by brainstorming and collecting ideas.
2. Choose a new topic to write about.
3. Put down twenty ideas you thing you could/should cover in the writing.
4. Organize these ideas into groups (one group = one paragraph).
5. Choose the best three ideas and write the outline of the essay
6. Write the first draft (400 words).
The process: COLLECT - PLAN - DEVELOP => DRAFT
Usually there need to be more than just one draft. Writing a good essay often means rewriting it a few times. Each time you should concentrate on one aspect of the work.
Collect - Plan - Develop => Second draft
Collect - Plan - Develop => Third draft
Collect - Plan - Develop => Fourth draftt<
.....
collect - plan - develop => final
draft
3. Transitional words and phrases
Learning Objectives
To learn how to use transitional words and phrases in writing and make one's writing more rhetorically proficient, sophisticated and complex.
Keywords
· transitional words and phrases
Time Required for this Unit
· 90 minutes
tasks
Use the following expressions in the draft you wrote as assignment 2 and rewrite it (500 words).
1. Adding Ideas
again, also, and, and then, as well as, besides, equally important, finally, first (second, third, etc.), for one thing, further, furthermore, in addition, in the first place, last, likewise, more; moreover, next, nor, similarly, too
2. Emphasizing Ideas
above all, after all, equally important, especially, indeed, in fact, in particular, it is true, of course, most important, truly
3. Illustrating Ideas
an illustration of, for example, for instance, in other words, in particular, namely, specifically, such as, that is, thus, to illustrate
4. Comparing Ideas
in the same way, likewise, similarly
5. Contrasting Ideas
although, and yet, but, but at the same time, despite, even so, even though, conversely, differently, for all that, however, in contrast, in spite of, nevertheless, notwithstanding, on the contrary, on the other hand, or, otherwise. regardless, still, though, unfortunately, whereas, yet
6. Showing Cause and Effect
accordingly, as a result, because, consequently, for this purpose, for that reason, hence, otherwise, since, so, then, therefore, thereupon, thus, to this end, with this object
7. Placing Ideas in Time
after, afterward, again, already, always, as long as, as soon as, at first, at least, at length, at once, at that time, at the same time, before, briefly, during this time, earlier, eventually, finally, first (second. third, fourth, etc.), formerly, gradually, immediately, in future, in the meantime, in the past, last, lately, later, meanwhile, next, never, now` once, presently, promptly, recently, shortly simultaneously, since, so far, sometimes, soon, subsequently, suddenly, then, thereafter, until, until now, when, while
8. Summarizing Ideas
all in all, altogether, as has been noted, finally, in brief, in conclusion, in other words, in short, in simpler terms, in summary, on the whole, that is, to put it differently, to summarize
4. Writing and rewriting the draft
Learning Objectives
To identify the strength and weaknesses of one's draft and how to improve it.
Keywords
· none
Time Required for this Unit
· 90 minutes
tasks
Take your previous assignment and ask yourself these two questions:
1. What works?
2. What needs work?
Keep whatever you think works. What needs work should be rewritten thrown away completely. It's just a draft anyway. You can ask a friend to help you see the strengths and weaknesses. Ask them to specify what they would like to see improved. Have these test readers mark in the margins where the reader:
Needs to know more.
Needs to know less.
Doesn't understand.
Needs a word or phrase defined.
Likes the details.
Feels there are too many details.
Feels there are too few details.
Has questions that are not answered.
Needs an example.
Has too many examples.
Likes the genre.
Thinks a different genre would work better.
Feels the sequence works.
Feels another sequence would work better.
Feels the pace is too fast.
Feels the pace is too slow.
Thinks the beginning works.
Thinks the beginning doesn't work.
Thinks the ending works.
Thinks the ending doesn't work.
Likes the voice.
Feels the voice falters.
Doesn't think the voice appropriate.
Notices incorrect spelling.
Notices inaccurate details.
Feels the language isn't used effectively.
Then you should write the final draft of the essay (600 words).
5. Language awareness (spelling, punctuation, grammar and vocabulary)
Learning Objectives
To learn how to do one's proofreading correctly and efficiently.
Keywords
· proofreading
Time Required for this Unit
· 90 minutes
tasks
Before you submit any essay, make sure you have asked yourself and have the answers to the following questions concerning writing skills and proofreading.
WORDS
1. Have you used exact words?
2. Does your word choice reflect your intentions in denotation and connotation?
3. Have you used specific and concrete language to bring life to general and abstract language?
4. Does your word choice reflect a level of formality appropriate for your purpose and audience?
5. Do you avoid sexist language?
6. Do you avoid slang and colloquial or regional language not appropriate to your audience and purpose?
7. Do you avoid clichés?
SENTENCES
1. Are your sentences concise?
2. Have you eliminated mixed or incomplete sentences?
3. Do your sentences express clear relationship among ideas?
4. Do you use coordination and subordination correctly?
5. Do your sentences vary in length?
6. Coherence and cohesion, consistency
Learning Objectives
To learn how to make one's writing logically organized, coherent and consistent.
Keywords
· coherence, cohesion, consistency
Time Required for this Unit
· 90 minutes
tasks
This lesson focuses on paragraphs and the essay as a whole. Pay attention to the following.
PARAGRAPHS
l. Does the introduction help your audience make the transition to the body of your essay?
2. Does each body paragraph express its main idea in a topic sentence as needed?
3. Are the main ideas-and topic sentences-clearly related to the thesis statement of the essay?
4. Are your body paragraphs developed? Is the development sufficient?
5. Does each body paragraph contain specific and concrete support for its main idea? Do the details provide examples, reasons, facts?
6. Are your facts, figures, and dates accurate?
7. Is each body paragraph arranged logically?
8. Does the conclusion give your reader a sense of completion?
9. Have you cut any material that goes off the topic?
10. Have you used necessary transitions?
11. Do the paragraphs maintain coherence with pronouns, selective repetition, parallel structures?
12.Do you show relationships between paragraphs?
THE WHOLE ESSAY
1. Is the topic of the essay suitable for college writing and sufficiently narrow?
2. Does your thesis statement clearly communicate the topic and focus of the essay?
3. Does your thesis clearly reflect the purpose of the essay?
4. Does the essay reflect an awareness of its audience?
5. Does the essay take into account the special requirements - the assignment's time limit, word limit, and other factors?
6. Does your essay have a logical organization pattern?
7. Is the tone of the essay suitable for its audience? Is an appropriate tone consistent throughout?
8. Is your thesis supported well by the main ideas of the paragraphs?
9. Do the paragraphs cover separate but related main ideas?
10. Have you covered all the material promised by your thesis statement?
11. Are the connections among the paragraphs clear?
12. Does your introduction lead into the thesis statement and the rest of the essay?
13. Does your conclusion provide a sense of completion?
15. Is the length of each paragraph in proportion to the whole essay and the length of the other paragraphs? (Remember that an introduction and conclusion are usually shorter than any of the body paragraphs in an essay.)
7. Documentation and interpretation of data, organization of secondary material
Learning Objectives
To learn how to work with information from various sources, how to organize it, present it and how to avoid plagiarism.
Keywords
· reporting, paraphrase, summary, synthesis
Time Required for this Unit
· 90 minutes
tasks
Please do all the exercises on reporting, references and citation on this webpage.
http://www.uefap.com/writing/writfram.htm
8. Editing, revising and proofreading
Learning Objectives
To learn how to edit one's own as well as other people's essays.
Keywords
· editing, proofreading
Time Required for this Unit
· 90 minutes
tasks
Study exercises on this page on spelling and punctuation.
http://www.uefap.com/writing/writfram.htm
Take somebody else's essay and try to read it and improve it as an editor, i.e. make it better without placing yourself between the author and the reader. Remember the following:
· The editor must try not to bring preconceptions to the draft, deciding on the basis of previous experience what this new text should say and how to say it.
· The editor should enter into the text, understanding its message, accepting its purpose, listening to its own voice to see how it can be made to work better on its own terms.
· It is better to catch and correct a problem in the text yourself than to have a reader catch it when it's too late to be corrected.
· Aim for simplicity. This doesn't mean to oversimplify; it does mean to write in the simplest manner appropriate to the subject. Some information is complicated and will deserve complicated sentences and paragraphs, but even those should be as simple as possible. The more complicated the subject, the more important it is to find simple -but accurate - words, to use short sentences and short paragraphs at the points of greatest complication.
· Make sure there are no elements in the writing that get between the reader and the subject. Common interferences include misspelled words, inappropriate punctuation, words that are off target, words that are only words, breaks with the traditions of usage that do not clarify the meaning, and just plain messy copy.
9. Drawing conclusions, writing a summary (an abstract)
Learning Objectives
To learn how to write summaries.
Keywords
· summary
Time Required for this Unit
· 90 minutes
tasks
On this webpage study how to write a summary (reporting, summary, synthesis)
http://www.uefap.com/writing/writfram.htm
1. Choose five articles written by somebody else (each 500 words or more) and write a 100-word summary for each.
2. Choose two of your essays and for each write three summaries with various length (50 words, 100 words, 150 words)
10. Writing letters
Learning Objectives
To understand the essentials of various kinds of formal letters.
Keywords
· none
Time Required for this Unit
· 90 minutes
tasks
1. Study the materials on http://owl.english.purdue.edu/handouts/pw/index.html
2. Write a 500-word essay on the topic 'Writing a formal letter'.
11. Explanation, illustration, description
Learning Objectives
To understand the differences between explanation, illustration, description.
Keywords
· explanation, illustration, description.
Time Required for this Unit
· 90 minutes
tasks
Read the definitions of the keywords:
· Describe - characterize without critical judgement
· Explain - account for, clarify the "how" and "why"
· Illustrate - make clear by means of concrete examples or specific instances
Choose one topic to write one 250-word paragraph about it. The first paragraph should be descriptive, the second should be explanatory and the third illustrative.
12. Comparison and contrast
Learning Objectives
To understand the differences between comparison and contrast.
Keywords
· comparison, contrast
Time Required for this Unit
· 90 minutes
tasks
Read the definitions of the keywords:
· Compare - explore similarities
· Contrast - explore differences
Write a 500-word essay consisting of a detailed comparison and contrast of two objects.
13. Process, definition, classification, generalisation and qualification
Learning Objectives
To learn how to write clear definitions and express oneself precisely.
Keywords
· defining, generalizing, classifying
Time Required for this Unit
· 90 minutes
tasks
To define something means to give a clear meaning of the word or concept, setting out its limits in a given context. Clarity and proportion are the crucial factors here.
Whenever you are to define or characterize something, think about these:
· Is there an effective portion of information to support each point?
· Is there an effective and pleasing balance of space given to each section of the piece?
· Do those points that need space to be developed get it?
· Are those points that can be developed quickly, developed quickly?
· Does the amount of space given to each point reflect the importance of each point?
· Read the piece backwards to make sure the ending hasn't been rushed and the first part of the piece overdeveloped.
Choose twenty words/terms/phrases etc. and write the clearest and most precise definition you can for each of them. Then compare your definitions with dictionary definitions and describe the main differences.
14. Evaluation, analysis
Learning Objectives
To understand the differences between evaluation and analysis.
Keywords
· evaluation, analysis
Time Required for this Unit
· 90 minutes
tasks
Read the definitions of the keywords:
· Analyze - break something down into parts in order to understand its workings better by exploring relations between the parts or between the parts and the whole
· Evaluate - appraise carefully, looking at strengths and weaknesses, advantages and limitations
Choose one topic or object and write two 300-word essays about it. One should be analytical, the other evaluative.
15. The author’s approach (intent, attitude, tone, bias, assumptions, implications)
Learning Objectives
To learn how the author's attitude is reflected in the writing and what should be avoided.
Keywords
· intent, attitude, tone, bias, assumption, implication
Time Required for this Unit
· 90 minutes
tasks
As you know, authors usually write about ideas they believe, and their writing is always affected by their beliefs. Look at the definitions below.
A. Intent
What does the author hope to accomplish? To convince the reader of something? To arouse sympathy? To inspire indignation? If the author is making an argument, what is it? Does it achieve its purpose? Remember, authors use language to further their intent, so if you determine the direction, you can better perceive purposeful emphases on some aspects of the topic rather than others.
B. Attitude
How seriously does the author take the material and the readers? A writer for A Star-Gazer's Guide to the Heavens may presume the reader to be unquestioning; an astronomer published in the University of Toronto Quarterly will expect the reader to be critical.
C. Tone
Is it serious, lighthearted, condescending, ironic? Beware of tone; it can be a persuasive tool. A condescending writer can make the reader feel stupid for not agreeing with the position advanced; a lighthearted writer can be convincing simply by virtue of a pleasant tone.
D. Bias
Does the author show any prejudice in the way in which s/he selects and interprets evidence? Watch for the issues an author avoids, and the ones s/he dwells upon. An article discussing major Canadian authors that mentions only men or only anglophones is open to criticism. Bias is, however, usually more subtle; the alert critical reader will watch for it at every turn.
E. Assumptions
Assumptions are values or opinions that the writer has already "taken up" into his/her thinking and builds part of the argument on. They are not addressed directly within the paper in question, although the author might well have thought carefully about the matter beforehand. Often the assumption is connected with a broad philosophical, political, or religious allegiance.
F. Implications
Are certain judgements and conclusions suggested without being stated directly? These are the ideas "implicit" to an argument: "entangled" in it but never explicitly acknowledged. A film critic might describe aging movie stars who still act as "nothing but painful reminders of their former selves"-the implication being that these actors are pathetic and should stop acting forthwith. Whereas arguments are built on assumptions, arguments include implications.
1. Choose one essay written by somebody else and find examples of the above in the writing.
2. Then take one of your essays and do the same.
16. Writing for different audiences
Learning Objectives
To learn how to address specific groups of readers.
Keywords
· none
Time Required for this Unit
· 90 minutes
tasks
Before writing anything, make sure you have answers to these questions:
1. Who needs to know this?
2. Who would like to know it?
3. Who doesn't want to know it, but should?
4. Who is responsible for what I'm writing about?
5. Who is affected by what I'm writing about?
1. Take a subject you are interested in and write a lead sentence for five different audiences. Specify which target groups of readers you are addressing and why.
2. Take another subject you are interested in and write five different concluding paragraphs for five different audiences (could be different from the groups in task one). Specify which target groups of readers you are addressing and why.
17. Persuasive writing
Learning Objectives
To learn how to win the reader and write convincingly and interestingly.
Keywords
· persuasive writing
Time Required for this Unit
· 90 minutes
tasks
1. On http://www.geocities.com/SoHo/Atrium/1437/pers.html study all the essentials
2. Write a 600-word persuasive essay on a topic you choose.
18. Review
Learning Objectives
To learn how to write a review of a book/film.
Keywords
· review
Time Required for this Unit
· 90 minutes
tasks
1. On http://leo.stcloudstate.edu/acadwrite/bookrev.html study all the essentials
2. Choose a book/film you like and write a 500-word review.
19. Doublespeak, vagueness, wordiness
Learning Objectives
To learn how to spot these in other people's writing and how to avoid it in one's own writing.
Keywords
· doublespeak, vagueness, wordiness
Time Required for this Unit
· 90 minutes
tasks
The problems here are mainly superficiality, lack of focus or too many irrelevant details.
Analyze your writing and think about the following:
· What keeps me from the information I need?
· Why is my draft unfocused?
· What makes the draft disorganized?
· What keeps my reader from understanding me?
· What keeps my reader from believing me?
· What makes my voice unclear?
· Does the reader have enough information to be satisfied?
· Is the piece spread too thin? Does it try to cover too much?
· Should the piece focus on one part of the subject and dig into it deeply?
· Does it read too easily, sliding over the surface?
· Is the piece too simple? Would it be better to reveal the complexity of the subject?
· Are complications, complexities, problems, contradictions avoided or left out?
· Does the reader see the piece in all its dimensions?
· Does the reader understand the background of the piece?
· Is the piece full of jargon, clichés, stereotypes, generalities, abstractions?
Is the something said, then repeated, and repeated? Say it once. Say it well.
Is the piece wordy: full of the passive voice; extra words such as "very," "that," "quite"; the verb "to be"; paragraphs that begin with dependent clauses; and meaningless phrases, "more than likely," "in the near future," "at this point in time"?
Does the piece start as near the end as possible? Background information can be appreciated by the reader only at that point in the piece when the reader needs it.
Take all the assignments you have written so far and try to find examples of the above described problems.
20. Critical reading, critical thinking, critical writing
Learning Objectives
To learn how to become a critical thinker, reader and writer – in this order.
Keywords
· critical reading, writing, thinking
Time Required for this Unit
· 90 minutes
tasks
First study the tips on these pages:
http://www.utoronto.ca/writing/critrdg.html#3
http://www.brown.edu/Student_Services/Writing_Center/resources/articles/castellanos.html
...then write a 400-word essay on a piece of literature or journalism of your choice. Think critically, reflect and then write. Try to use an academic style that observes the piece from a distance. Source your work.
21. Argument (strategies for persuasion, errors in reasoning)
Learning Objectives
To learn how to avoid errors in one's reasoning when writing a piece of text.
Keywords
· fallacies, errors
Time Required for this Unit
· 90 minutes
tasks
First study the tips on these pages:
http://owl.english.purdue.edu/handouts/general/gl_argpers.html
http://hawaii.hawaii.edu/wwwreading/Fallacies/fallacydefinitions.htm
Then find an article/essay written by somebody else where you could identify the most common examples of errors and fallacies. Look for generalisations, stereotypes, padding, generalisations, sexism, unsubstantiated claims, e.g. `it is agreed he is an excellent author` - who agrees? `The author shows...` - where is the evidence. Look for subjectivity and objectivity. Write a brief summary of the other student`s work.
22. Freewriting, writer’s readiness
Learning Objectives
To learn how to cope with the difficulties one might have when one has a block or simply can't produce a satisfactory piece of writing.
Keywords
· freewriting
Time Required for this Unit
· 90 minutes
tasks
To begin writing one must be ready. Are you always ready prior to the actual writing process or do you sometimes start before you should? Consider the following:
· Do you have enough specific, accurate INFORMATION to build a piece of writing that will satisfy the reader? Writing is not so much written with language as constructed with information.
· Does the information focus on a single, significant MEANING? As Denise Levertov says, "You can smell the poem before you can see it. Like some animal." "It's like being led by a whisper."
· Do you see an ORDER in the material that will deliver the information to readers when they need it?
· Do you know readers who NEED the information you have to give them?
· Do you hear a VOICE that is strong enough to speak directly to the reader? Voice is the glue that holds it all together. It is what attracts (or repels) the reader.
WRITER'S BLOCK
The writer sets unrealistic standards. It's easy to write. You just shouldn't have standards that inhibit you from writing.
The writer focuses on a writing skill inappropriate to the stage of the writing process in which the writer is working.
Whenever beginning writers sit down to write they will try to write perfectly the first time. It can't be done. If you look at the first drafts of great pieces of literature, you will see an amazing scribble of intention not yet achieved. Writers learn they usually have to write badly to write well. The wrong words lead us to the not-so-wrong words, and the almost right words may reveal the right words.
TRICKS FOR KEEPING WRITING
· Don't look back.
· Stop in the middle of a sentence.
· Don't write the whole, just the part, remembering that you eat an elephant a bite at a time. And that's the way you write, a paragraph or a page at a time.
· Don't stop. As you write you will need to look up a quotation or statistic, or other details. Don't do it. At Time we put the letters TK right into the text at such spots; it stood for "to come." We did everything we could to keep the story flowing.
Write a 400-word essay on the topic `a difficulty I have overcome.` Think about how the problem began and the steps you took to overcome it. Use an A,B,C process not Z, F, A. Think logically.
23. Consistency
Learning Objectives
To learn how to bring to one's writing overall balance and consistency.
Keywords
· consistency
Time Required for this Unit
· 90 minutes
tasks
1. Write five (or four or six) questions the reader has to have answered if the reader is going to make it from the beginning to the end. What is the purpose of the piece? Is it pro or anti? What evidence will be presented? What is the conclusion saying? Put those questions down in the order they occur to the writer, then number them in the order the reader wants them answered
2. Write down what the reader should conclude at the end. Work backwards to make sure everything in the piece moves the reader in that direction.
Also consider the following:
Pace
· Is the reader being rushed? Being confused by too much information? Given too little time to absorb each point?
· Does the piece evolve so slowly that the reader will be bored? Stop reading? Think of other things? Forget the last point before the next one is made?
· Does the pace change where it should, pulling the reader forward with energy to a main point, then giving the reader some time to absorb that point?
· Are there points made so fast the reader will pass right over them?
Proportion
· Is there an effective portion of information to support each point?
· Is there an effective and pleasing balance of space given to each section of the piece?
· Do those points that need space to be developed get it?
· Are those points that can be developed quickly, developed quickly?
· Does the amount of space given to each point reflect the importance of each point?
· Read the piece backwards to make sure the ending hasn't been rushed and the first part of the piece overdeveloped.
Write a 400-word essay on the topic 'Equlibrium/Balance in life'. You can be very subjective in this piece I want to know what you think.
24. Writing techniques
Learning Objectives
To discuss some final tips for writers.
Keywords
· none
Time Required for this Unit
· 90 minutes
tasks
Think about the following terms commonly used in essay topics
· Analyze - break something down into parts in order to understand its workings better by exploring relations between the parts or between the parts and the whole
· Compare - explore similarities
· Contrast - explore differences
· Criticize - give a reasoned judgement about the nature of the subject under discussion; might (or might not) involve evaluation of the accuracy or merit of the subject
· Define - give a clear meaning of the word or concept, setting out its limits in a given context
· Describe - characterize without critical judgement
· Discuss - examine an issue critically; sometimes involves responding to a given perspective, (dis)agreeing in whole or in part
· Enumerate - list concisely
· Evaluate - appraise carefully, looking at strengths and weaknesses, advantages and limitations
· Explain - account for, clarify the "how" and "why"
· Illustrate - make clear by means of concrete examples or specific instances
· Interpret - offer a perspective on a subject
· Justify - show grounds for conclusions; present convincing evidence
· Outline - arrange the main points and essential supporting points concisely and systematically; omit minor details
· Prove - using evidence and logical reasoning, verify a claim or hypothesis
· Relate - show connections and associations
· Review - survey something, often a book, and comment critically on it
· State - express the main point(s) clearly and succinctly
· Summarize - present the main points in condensed form, omitting most details, illustrations, and elaborations
· Trace - describe, in narrative sequence, the development of an event or instance beginning at a specified point, often the point of origin
A good writer should master them all. For the final 700-word essay choose any topic you like and make sure you show a little of all the above approaches to writing.
index of terms
analysis
assumption
attitude
bias
classifying
coherence
cohesion
comparison
consistency
contrast
critical reading
critical thinking
critical writing
defining
description
doublespeak
draft
editing
errors
evaluation
explanation
fallacies
freewriting
generalizing
illustration
implication
intent
outline
paragraph
paraphrase
persuasive writing
proofreading
reporting
review
summary
synthesis
thesis statement
tone
transitional words and phrases
vagueness
wordiness
