Level of Distractibility (i.e., the degree to which readers are distracted from meaning by mistaken usage): Who cares? = *; some people will be distracted = **; many people will be distracted = ***.
Question: When shoud I use "bad" and "badly"?
Use "bad" after the verbs "be," "appear," "look," "feel," "seem," "smell" or "taste." Example: "I feel bad." I could give a lengthy grammatical explanation of why these verbs, called "linking verbs," are different from action verbs, but the explanation would be complicated and not worth the time and effort.
Note: If the correct use of "bad" after these verbs sounds "bad," write around it. Example: "He appears bad." "He appears to be seriously hurt." You will probably use more precise word choice. Example: "It sounds bad." "His choice of words is awkward."
Use "badly" after an action verb: "He has been hurt badly. "
The bottom line? NEVER, NEVER say or write, "I feel badly."
As the New York Times Manual of Style and Usage says, "Someone who smells bad should bathe; someone who smells badly should see a doctor."
Rating of Distractibility: ***
Tuesday, April 29, 2008
Monday, April 28, 2008
"Affect" and "Effect."
Level of Distractibility: Who cares? = *. Some people will be distracted from your meaning = **. Many people will be distracted from your meaning = ***.
Question: What are the differences in meaning between "affect" and "effect"?
Most frequent use. “Affect” as a verb: “How does her singing affect your mood?” [Please do not substitute "impact" for "affect" in a sentence like this one. "Impact" should be reserved for striking with strong force like a bomb on a building.]
"Affect" as a verb: “She affected (pretended) a certain air of sophistication.”
“Affect” (noun): emotion. Labeled by most sources as “psychological jargon” for which you will have almost no need.
“Effect” (Verb) bring about: “He effected (brought about) a change in her mood from contemplative to lighthearted."
Most frequent use. “Effect” (Noun) “What are the effects on people’s moods after three weeks of continuous rain?”
Rating of distractibility: "Affect" / "Impact" ***
"Affect"/ "Effect" ***
Question: What are the differences in meaning between "affect" and "effect"?
Most frequent use. “Affect” as a verb: “How does her singing affect your mood?” [Please do not substitute "impact" for "affect" in a sentence like this one. "Impact" should be reserved for striking with strong force like a bomb on a building.]
"Affect" as a verb: “She affected (pretended) a certain air of sophistication.”
“Affect” (noun): emotion. Labeled by most sources as “psychological jargon” for which you will have almost no need.
“Effect” (Verb) bring about: “He effected (brought about) a change in her mood from contemplative to lighthearted."
Most frequent use. “Effect” (Noun) “What are the effects on people’s moods after three weeks of continuous rain?”
Rating of distractibility: "Affect" / "Impact" ***
"Affect"/ "Effect" ***
Sunday, April 27, 2008
"Like" and "As."
Words Frequently Confused
Levels of distractibility: Who cares? = *. Some people will be distracted from your meaning = **. Many people will be distracted from your meaning = ***.
Question: When should I use "like" and when should I use "as"?
Answer:
A clause has a subject and verb. "As" should precede a clause, a subject and verb--"...as he said." "He" is the subject; "said" is the verb.
"Like" is a preposition. A preposition should be followed by its object, the object of a preposition''--"...spoken like a trooper." "Like" is the preposition, "trooper" is its object.
Of course, Howard Cosell on Monday Night Football destroyed forever the distinction between "like" and "as" when he repeatedly said, "Tell it like it is." The careful speaker or writer will maintain the distinction.
Rating of Distractibility: ***.
And then there is the problem of teenagers who interject the word "like" between every other word. Teachers should make teens aware of a habit that is most annoying to anyone who tries to understand what they are saying. Who can concentrate on meaning when every other word is "like"? All I hear is the "like."
RayS.
Levels of distractibility: Who cares? = *. Some people will be distracted from your meaning = **. Many people will be distracted from your meaning = ***.
Question: When should I use "like" and when should I use "as"?
Answer:
A clause has a subject and verb. "As" should precede a clause, a subject and verb--"...as he said." "He" is the subject; "said" is the verb.
"Like" is a preposition. A preposition should be followed by its object, the object of a preposition''--"...spoken like a trooper." "Like" is the preposition, "trooper" is its object.
Of course, Howard Cosell on Monday Night Football destroyed forever the distinction between "like" and "as" when he repeatedly said, "Tell it like it is." The careful speaker or writer will maintain the distinction.
Rating of Distractibility: ***.
And then there is the problem of teenagers who interject the word "like" between every other word. Teachers should make teens aware of a habit that is most annoying to anyone who tries to understand what they are saying. Who can concentrate on meaning when every other word is "like"? All I hear is the "like."
RayS.
Thursday, April 24, 2008
"Anxious" and "Eager."
I will rate each set of confusing words as to their “distractibility,” that is, the degree to which readers will be distracted from the writers’ meaning if they fail to use the accurate word. Who cares? = *. Some people will be distracted = **. Many people will be distracted = ***. Usage problems distract readers from concentrating on meaning.
Question: What is the difference between "anxious" and "eager"?
Answer: "anxious" = uneasy, worried: "I was anxious about his safety."
"Eager" = enthusiastic for: "I was eager to hear the rest of his story."
Rating of Distractibility: **
Question: What is the difference between "anxious" and "eager"?
Answer: "anxious" = uneasy, worried: "I was anxious about his safety."
"Eager" = enthusiastic for: "I was eager to hear the rest of his story."
Rating of Distractibility: **
Tuesday, April 22, 2008
"Amount" and "Number"
I will rate each set of confusing words as to their “distractibility,” that is, the degree to which readers will be distracted from the writers' meaning if they fail to use the accurate word. * = Who cares? ** = Some people will be distracted. *** = Many people will be distracted. Usage problems distract readers from concentrating on meaning.
Question: How do I distinguish between using “amount” and “number”?
Answer: Use “amount” with quantities of material that cannot be counted individually: “…a large amount of cement,” “…an adequate amount of potato salad.”
Use “number” with things that can be counted individually: “…a number of people,” “…threw out a number of baseballs.”
Comment: A usage that particularly irritates me is as follows: "...a large amount of people." Ugh! RayS.
Rating of Distractibility: ***
Question: How do I distinguish between using “amount” and “number”?
Answer: Use “amount” with quantities of material that cannot be counted individually: “…a large amount of cement,” “…an adequate amount of potato salad.”
Use “number” with things that can be counted individually: “…a number of people,” “…threw out a number of baseballs.”
Comment: A usage that particularly irritates me is as follows: "...a large amount of people." Ugh! RayS.
Rating of Distractibility: ***
Sunday, April 20, 2008
"Among" and "Between"
For the foreseeable future, I am going to try to straighten out the differences between or among words that are often confused. I will rate each set of confusing words as to their “distractibility,” that is, the degree to which readers will be distracted from the writers’ meaning if they fail to use the accurate word. * = Who cares? ** = Some people will be distracted. *** = Many people will be distracted. Usage problems distract readers from concentrating on meaning.
Question: When do you use “among” and “between”?
Answer: “Among” is used when referring to more than two or a group, as in “choosing from among five contestants.” “Between” refers to choosing between two, as in, “You must select between the red car and the black car.”
By the way, a related usage problem: ALWAYS use “Between you and ME….” (Object of the preposition “between.”)
Rating of Distractibility: ***
Question: When do you use “among” and “between”?
Answer: “Among” is used when referring to more than two or a group, as in “choosing from among five contestants.” “Between” refers to choosing between two, as in, “You must select between the red car and the black car.”
By the way, a related usage problem: ALWAYS use “Between you and ME….” (Object of the preposition “between.”)
Rating of Distractibility: ***
Friday, April 18, 2008
Alumna; Alumnus; Alumnae; Alumni.
For the foreseeable future, I am going to try to straighten out the differences between or among words that are often confused. I will rate each set of confusing words as to their “distractibility,” that is, the degree to which readers will be distracted from the writers' meaning if they fail to use the accurate word. * = Who cares? ** = Some people will be distracted. *** = Many people will be distracted. Usage problems distract readers from concentrating on meaning.
Question: What are the differences between “alumna,” “alumnus,” ”alumnae” and “alumni”?
Answer: “Alumna” = individual female graduate; “alumnus” = individual male graduate;
“Alumnae” = two or more female graduates; “alumni” = two or more male graduates.
Question: How do you refer to a mixed company of graduates?
Answer: Refer to them as “graduates.”
Rating of Distractibility: **
Question: What are the differences between “alumna,” “alumnus,” ”alumnae” and “alumni”?
Answer: “Alumna” = individual female graduate; “alumnus” = individual male graduate;
“Alumnae” = two or more female graduates; “alumni” = two or more male graduates.
Question: How do you refer to a mixed company of graduates?
Answer: Refer to them as “graduates.”
Rating of Distractibility: **
Wednesday, April 16, 2008
"Adverse" and "Averse"
For the foreseeable future, I am going to try to straighten out the differences between or among words that are often confused. I will rate each set of confusing words as to their “distractibility,” that is, the degree to which readers will be distracted from the writers' meaning if they fail to use the accurate word. * = Who cares? ** = Some people will be distracted. *** = Many people will be distracted. Usage problems distract readers from concentrating on meaning.
Some mistakes are downright laughable. Not long ago, a headline in the West Chester, PA, Daily Local News confused the word “Annunciation” and “Enunciation.” An annunciation is an announcement. In the Christian tradition, the feast of the Annunciation celebrates the angel’s announcement that the Virgin Mary was with child. “Enunciation” means to pronounce or articulate. The substitution of “annunciation” for “enunciation” was such a laugher that I even forget what the article was about. How’s that for distraction?
Question: What’s the difference between “adverse” and “averse”?
Answer: “Adverse” = opposed, “…adverse circumstances….”
“Averse” = unwilling, reluctant, “…averse to taking a risk….”
Rating of Distractibility: **
Some mistakes are downright laughable. Not long ago, a headline in the West Chester, PA, Daily Local News confused the word “Annunciation” and “Enunciation.” An annunciation is an announcement. In the Christian tradition, the feast of the Annunciation celebrates the angel’s announcement that the Virgin Mary was with child. “Enunciation” means to pronounce or articulate. The substitution of “annunciation” for “enunciation” was such a laugher that I even forget what the article was about. How’s that for distraction?
Question: What’s the difference between “adverse” and “averse”?
Answer: “Adverse” = opposed, “…adverse circumstances….”
“Averse” = unwilling, reluctant, “…averse to taking a risk….”
Rating of Distractibility: **
Tuesday, April 15, 2008
Essay Exams
Question: How do I "ace" an essay exam?
Answer: Turn the question into your thesis sentence or main idea with supporting topics. Turn each of the topics into supporting paragraphs.
Sample Essay question: “What were the three causes of the X war?”
Thesis sentence: restate the question as a statement and add the supporting topics.
"The three causes of the X War were economic expansion, ethnic hatred and the king's personal ambition." (Each of the three topics is completed by supporting details.)
After reading the opening thesis sentence, the instructor knows exactly what the writer is going to say, notes the explanation of each topic and can quickly dispose of the paper. Instructors love students who know how to answer essay questions. They can read them quickly.
All the best. RayS.
Answer: Turn the question into your thesis sentence or main idea with supporting topics. Turn each of the topics into supporting paragraphs.
Sample Essay question: “What were the three causes of the X war?”
Thesis sentence: restate the question as a statement and add the supporting topics.
"The three causes of the X War were economic expansion, ethnic hatred and the king's personal ambition." (Each of the three topics is completed by supporting details.)
After reading the opening thesis sentence, the instructor knows exactly what the writer is going to say, notes the explanation of each topic and can quickly dispose of the paper. Instructors love students who know how to answer essay questions. They can read them quickly.
All the best. RayS.
Thursday, April 10, 2008
5. Revising and Editing
Question: What are some practical methods for revising and editing my work?
Answer: I have already discussed the following steps: 1. analyze model; 2. brainstorm topic; 3. construct main idea and supporting topics; 4. draft, including final summary paragraph and introductory material. Today, I will discuss 5. revising and editing.
5. Revising and Editing.
Revising: to be practical, I define revising as deleting, inserting, replacing and moving text. My focus in revising is on meaning, including unity and clarity, and style, including smooth expression and elimination of the uses of "there," "thing," "it," "get" and words unnecessarily repeated.
Editing: I define editing as correcting grammatical problems, including usage, punctuation, sentence structure (run-on sentences, fragments, dangling modifiers, parallel structure, etc.), capitalization and spelling. The purpose of editing is to polish your written expression by removing distractions to the reader.
The purpose for both revising and editing is to establish "flow" in which the reader begins to read and continues, undistracted, from start to finish.
In revising, I have developed some techniques to help writers check unity, clarity, and smoothness. With editing, I have some suggestions for spelling and grammar.
Unity. Work with a partner. Fold a sheet of paper in half. On one side of the folded sheet of paper, write the main idea of your composition. Without looking at your version of the main idea, your partner reads your composition and on the the other side of the folded paper writes the main idea of the composition. Now open the paper and compare the main ideas as written by you and your partner. If the main ideas are similar, the composition is probably unified. If they differ, you probably need to change the main idea or thesis sentence, topic sentences and/or the concluding paragraph.
Clarity. Your partner reads your composition silently. Ask your partner not to express any judgment as to whether the composition is good or poor and not to point out mistakes in grammar or spelling. The partner's only responsibility is to read the composition and to place question marks in the margin whenever he or she has a problem understanding ideas that you have expressed. You decide whether to clarify the ideas that have been questioned.
Smoothness. You read the composition aloud to your partner. Whenever you stumble while reading aloud or have to go back to re-read, you should underline that part of the composition. Later, you can decide whether the language of the underlined sentences or phrases should be revised to improve smoothness of expression. A variation of this step is to have your partner read the composition aloud and underline whenever he or she stumbles or has to re-read.
Spelling. You or your partner begin looking for misspelled words by reading from the last word in the composition to the first word. Reading normally from beginning to end will cause you to miss the details of words as you supply their meaning. Reading from the last word to the first will enable you to read the words without the meaning, causing you to see the details of each word. This technique is a pain, but it is also probably the only way to avoid misspelled words and typos if you are not using a computer. And even if you are using a computer, you should still read from last word to first word in case you used "to" instead of "too" and "of" instead of "off." The spelling checker will not pick up those mistakes.
Grammar. On the other hand, grammatical problems, I think, are best detected by reading normally. You will be able to note if you have left out one of the commas in interrupting expressions and, if you hesitate while reading, you will, more than likely, need to examine the structure of your sentence for a possible grammatical problem. For example, you might have inadvertently used the passive voice ("It was decided to give random drug tests...") when the active voice ("Mr. Jones decided to order random drug tests....") would have been more direct and clear.
Keep in mind that the purpose of revising and editing is to polish your expression.
In using the writing process with exposition, I have suggested the following steps: 1. analyze model; 2. brainstorm topic; 3. construct main idea and supporting topics; 4. draft, including final summary paragraph and introductory material; 5. revise and edit.
All the best. RayS.
Answer: I have already discussed the following steps: 1. analyze model; 2. brainstorm topic; 3. construct main idea and supporting topics; 4. draft, including final summary paragraph and introductory material. Today, I will discuss 5. revising and editing.
5. Revising and Editing.
Revising: to be practical, I define revising as deleting, inserting, replacing and moving text. My focus in revising is on meaning, including unity and clarity, and style, including smooth expression and elimination of the uses of "there," "thing," "it," "get" and words unnecessarily repeated.
Editing: I define editing as correcting grammatical problems, including usage, punctuation, sentence structure (run-on sentences, fragments, dangling modifiers, parallel structure, etc.), capitalization and spelling. The purpose of editing is to polish your written expression by removing distractions to the reader.
The purpose for both revising and editing is to establish "flow" in which the reader begins to read and continues, undistracted, from start to finish.
In revising, I have developed some techniques to help writers check unity, clarity, and smoothness. With editing, I have some suggestions for spelling and grammar.
Unity. Work with a partner. Fold a sheet of paper in half. On one side of the folded sheet of paper, write the main idea of your composition. Without looking at your version of the main idea, your partner reads your composition and on the the other side of the folded paper writes the main idea of the composition. Now open the paper and compare the main ideas as written by you and your partner. If the main ideas are similar, the composition is probably unified. If they differ, you probably need to change the main idea or thesis sentence, topic sentences and/or the concluding paragraph.
Clarity. Your partner reads your composition silently. Ask your partner not to express any judgment as to whether the composition is good or poor and not to point out mistakes in grammar or spelling. The partner's only responsibility is to read the composition and to place question marks in the margin whenever he or she has a problem understanding ideas that you have expressed. You decide whether to clarify the ideas that have been questioned.
Smoothness. You read the composition aloud to your partner. Whenever you stumble while reading aloud or have to go back to re-read, you should underline that part of the composition. Later, you can decide whether the language of the underlined sentences or phrases should be revised to improve smoothness of expression. A variation of this step is to have your partner read the composition aloud and underline whenever he or she stumbles or has to re-read.
Spelling. You or your partner begin looking for misspelled words by reading from the last word in the composition to the first word. Reading normally from beginning to end will cause you to miss the details of words as you supply their meaning. Reading from the last word to the first will enable you to read the words without the meaning, causing you to see the details of each word. This technique is a pain, but it is also probably the only way to avoid misspelled words and typos if you are not using a computer. And even if you are using a computer, you should still read from last word to first word in case you used "to" instead of "too" and "of" instead of "off." The spelling checker will not pick up those mistakes.
Grammar. On the other hand, grammatical problems, I think, are best detected by reading normally. You will be able to note if you have left out one of the commas in interrupting expressions and, if you hesitate while reading, you will, more than likely, need to examine the structure of your sentence for a possible grammatical problem. For example, you might have inadvertently used the passive voice ("It was decided to give random drug tests...") when the active voice ("Mr. Jones decided to order random drug tests....") would have been more direct and clear.
Keep in mind that the purpose of revising and editing is to polish your expression.
In using the writing process with exposition, I have suggested the following steps: 1. analyze model; 2. brainstorm topic; 3. construct main idea and supporting topics; 4. draft, including final summary paragraph and introductory material; 5. revise and edit.
All the best. RayS.
Tuesday, April 8, 2008
4. Writing the Draft
Question: What's the best way to write a draft?
Answer: I have already explained steps 1. Model; 2. brainstorm; 3. main idea and topic sentences. Today I will explain about 4. writing the draft.
4. Draft. Based on your main idea and your supporting topics, write a draft, including the final summary paragraph and your introductory material.
Begin with the main idea and supporting topics. Fill out the topics with paragraphs and conclude with a final summary paragraph. Be sure to do this step quickly. Don’t spend a lot of time on correctness. You will have time to go back over the draft later. Just complete the draft, as rough as it is, as quickly as you can. Your purpose is to finish your draft. Don’t forget to complete the final summary paragraph. You will now have the main idea, the supporting paragraphs with their topic sentences and the final summary paragraph.
Last step in the draft: complete your introductory material.
Review: Main idea or thesis sentence + Supporting paragraph with topic sentence + Supporting paragraph with topic sentence + Supporting paragraph with topic sentence + Final summary paragraph.
Introductory Material. The purpose of introductory material is to catch your readers’ attention. The best model for interesting introductory material is The Reader’s Digest. Here are some examples of introductory material from The Reader’s Digest:
Incident. Janette and Greg Fennel had just returned to their San Francisco home one night in 1995 when two gunmen suddenly slipped under the garage door as it was closing. The men locked the couple in the car trunk, placed their nine-month-old-son—still strapped in his car seat—on the garage floor, and sped off with their captives. An hour later the thieves opened the trunk, robbed Janette, 45, and Greg, 50, of their money and jewelry, shut the trunk and fled. This introductory material will be followed by the thesis sentence.
Description. April 1999: Don Massey sits at a plank table in a hundred-year-old log cabin on a remote cow camp in the Book Cliffs, a rocky escarpment in eastern Utah. A window so thick with smoke that it looks like greased paper filters cold light, framing Don’s face and hat. It’s only midmorning, but he has been up since five. His face is drawn and hardened from the frigid temperature. Outside a deer comes down to a frozen stock pond, tapping at the ice with its hoof. This introductory material will be followed by the thesis sentence.
Quotation: Carman Moloney was desperate to save her mother’s life. That’s why the 31-year-old woman kept a card pinned to the sun visor of her car. Addressed to emergency medical personnel, it read: “My mother is on the third floor of the University of Maryland Medical Center. If I am in an accident, please make sure my organs are sent directly to her.” This introductory material will be followed by the thesis sentence.
Startling Statement. Bud Shuster. Name mean anything? Probably not. But it should. E.G. “Bud” Shuster (R., Pa.) is the most powerful Congressman you’ve never heard of. This introductory material will be followed by the thesis sentence.
Statistics and a Quote. Randall Wolf could not believe it. His wife’s credit-card statement showed that she was being charged an interest rate of 26.9 percent—up from 15.9 percent—on a credit card from First USA Bank. “I almost fell over,” says the Raleigh, NC., man. This introductory material will be followed by the thesis sentence.
Reader’s Digest’s articles give many other possibilities of techniques for introductory material.
The structure of your final draft should look something like this:
1. Introductory material.
2. Main idea or thesis sentence (usually attached to the end of the introductory material).
3. Supporting paragraph with topic sentence.
4. Supporting paragraph with topic sentence.
5. Supporting paragraph with topic sentence.
6. Final summary paragraph.
Tomorrow: 5. Revising and editing.
Answer: I have already explained steps 1. Model; 2. brainstorm; 3. main idea and topic sentences. Today I will explain about 4. writing the draft.
4. Draft. Based on your main idea and your supporting topics, write a draft, including the final summary paragraph and your introductory material.
Begin with the main idea and supporting topics. Fill out the topics with paragraphs and conclude with a final summary paragraph. Be sure to do this step quickly. Don’t spend a lot of time on correctness. You will have time to go back over the draft later. Just complete the draft, as rough as it is, as quickly as you can. Your purpose is to finish your draft. Don’t forget to complete the final summary paragraph. You will now have the main idea, the supporting paragraphs with their topic sentences and the final summary paragraph.
Last step in the draft: complete your introductory material.
Review: Main idea or thesis sentence + Supporting paragraph with topic sentence + Supporting paragraph with topic sentence + Supporting paragraph with topic sentence + Final summary paragraph.
Introductory Material. The purpose of introductory material is to catch your readers’ attention. The best model for interesting introductory material is The Reader’s Digest. Here are some examples of introductory material from The Reader’s Digest:
Incident. Janette and Greg Fennel had just returned to their San Francisco home one night in 1995 when two gunmen suddenly slipped under the garage door as it was closing. The men locked the couple in the car trunk, placed their nine-month-old-son—still strapped in his car seat—on the garage floor, and sped off with their captives. An hour later the thieves opened the trunk, robbed Janette, 45, and Greg, 50, of their money and jewelry, shut the trunk and fled. This introductory material will be followed by the thesis sentence.
Description. April 1999: Don Massey sits at a plank table in a hundred-year-old log cabin on a remote cow camp in the Book Cliffs, a rocky escarpment in eastern Utah. A window so thick with smoke that it looks like greased paper filters cold light, framing Don’s face and hat. It’s only midmorning, but he has been up since five. His face is drawn and hardened from the frigid temperature. Outside a deer comes down to a frozen stock pond, tapping at the ice with its hoof. This introductory material will be followed by the thesis sentence.
Quotation: Carman Moloney was desperate to save her mother’s life. That’s why the 31-year-old woman kept a card pinned to the sun visor of her car. Addressed to emergency medical personnel, it read: “My mother is on the third floor of the University of Maryland Medical Center. If I am in an accident, please make sure my organs are sent directly to her.” This introductory material will be followed by the thesis sentence.
Startling Statement. Bud Shuster. Name mean anything? Probably not. But it should. E.G. “Bud” Shuster (R., Pa.) is the most powerful Congressman you’ve never heard of. This introductory material will be followed by the thesis sentence.
Statistics and a Quote. Randall Wolf could not believe it. His wife’s credit-card statement showed that she was being charged an interest rate of 26.9 percent—up from 15.9 percent—on a credit card from First USA Bank. “I almost fell over,” says the Raleigh, NC., man. This introductory material will be followed by the thesis sentence.
Reader’s Digest’s articles give many other possibilities of techniques for introductory material.
The structure of your final draft should look something like this:
1. Introductory material.
2. Main idea or thesis sentence (usually attached to the end of the introductory material).
3. Supporting paragraph with topic sentence.
4. Supporting paragraph with topic sentence.
5. Supporting paragraph with topic sentence.
6. Final summary paragraph.
Tomorrow: 5. Revising and editing.
Monday, April 7, 2008
2. Brainstorming. 3. Thesis and Topic Sentences.
Question: How do I apply your “writing process” to expository writing?
Answer: Yesterday, I demonstrated a model for exposition. Today I will discuss brainstorming and constructing the main idea or thesis sentence and topic sentences.
Review: The five-step writing process for exposition: 1. Study a model. 2. Brainstorm the topic. 3. Write the main idea and topics for topic sentences. 4. Write a draft, including final paragraph and introductory material. 5. Revise and edit.
2. Brainstorming. I don’t think I need to demonstrate how to brainstorm again. I have already done several examples of brainstorming in my blog, “Q & A on Writing.” But a quick review might be in order.
You brainstorm a topic when you are not sure what you want to say about it. Spend 10 to 15 minutes on brainstorming. Make them 10 or 15 intense minutes of listing ideas about your topic. Use words, phrases and short sentences. Pay no attention to correctness in grammar or spelling, which will only slow you up or even stop you cold. When you think you have emptied your mind of ideas on the topic, keep trying for the full 10 or 15 minutes. Your best ideas will come when you think you have no more to give. Stop exactly at the end of the 10 or 15 minutes you have set.
3. Constructing the main idea or thesis sentence together with the supporting topics for topic sentences. Look over your brainstormed ideas. Try to summarize your main point in one sentence. Example: “Autumn is a time of great natural beauty, a time for Halloween memories, and a time for walking at night in the fields under a bright harvest moon.” The supporting topics for topic sentences are “great natural beauty,” “Halloween memories” and “walking in the fields at night under a bright harvest moon.” The topic sentences support the thesis sentence or main idea.
Below are some examples of original thesis sentences done by students in my classes together with the improved, more specific thesis sentence and the implied topics for topic sentences.
Original thesis: My ambition is to get my doctorate in psychology. Improved (more specific) thesis: My ambition is to earn my doctorate in psychology and then to work with the homeless and with teenagers to help them lead productive lives. First supporting topic: earn my doctorate; second supporting topic: work with the homeless; third supporting topic: work with teenagers.
Original thesis: Civility is a forgotten value in today’s world, especially in controversy, on the road and with consumers. Improved (more specific) thesis: Civility is important when discussing controversial issues, when dealing with other motorists and when solving consumers’ problems. First supporting topic is civility in discussing controversial issues; second supporting topic is civility when dealing with other motorists; and the third supporting topic is civility when dealing with consumers.
Original thesis: As a nurse, my job is to relieve the patient’s anxiety, to be accurate, and to help the patient’s loved ones. Improved (more specific) thesis: As a nurse, my job is relieve the patient’s anxiety, to be accurate in dispensing medications and in keeping records, and to help the patient’s loved ones to understand the nature of the illness. The first supporting topic is to deal with the patient’s anxiety; the second supporting topic is to be accurate in dispensing medication and in keeping records; the third supporting topic is to explain clearly to loved ones the nature of the patient’s disease.
The topic sentences and middle paragraphs should clearly support the thesis sentence or main idea.
The thesis sentence or main idea represents the “tell them what you are going to tell them" in my model of an expository composition.
The topic sentences and the paragraphs that follow them represent the “tell them” in my model of the structure of expository writing.
Don’t ever ignore the topic sentence. A friend of mine who just completed his doctoral thesis in engineering told me what he learned about the usefulness of the topic sentence: "The topic sentences keep you on target. When it came time to defend my dissertation, I simply put together all of my topic sentences in one place. All I needed to know was in those topic sentences."
Tomorrow: writing a draft.
All the best. RayS.
Answer: Yesterday, I demonstrated a model for exposition. Today I will discuss brainstorming and constructing the main idea or thesis sentence and topic sentences.
Review: The five-step writing process for exposition: 1. Study a model. 2. Brainstorm the topic. 3. Write the main idea and topics for topic sentences. 4. Write a draft, including final paragraph and introductory material. 5. Revise and edit.
2. Brainstorming. I don’t think I need to demonstrate how to brainstorm again. I have already done several examples of brainstorming in my blog, “Q & A on Writing.” But a quick review might be in order.
You brainstorm a topic when you are not sure what you want to say about it. Spend 10 to 15 minutes on brainstorming. Make them 10 or 15 intense minutes of listing ideas about your topic. Use words, phrases and short sentences. Pay no attention to correctness in grammar or spelling, which will only slow you up or even stop you cold. When you think you have emptied your mind of ideas on the topic, keep trying for the full 10 or 15 minutes. Your best ideas will come when you think you have no more to give. Stop exactly at the end of the 10 or 15 minutes you have set.
3. Constructing the main idea or thesis sentence together with the supporting topics for topic sentences. Look over your brainstormed ideas. Try to summarize your main point in one sentence. Example: “Autumn is a time of great natural beauty, a time for Halloween memories, and a time for walking at night in the fields under a bright harvest moon.” The supporting topics for topic sentences are “great natural beauty,” “Halloween memories” and “walking in the fields at night under a bright harvest moon.” The topic sentences support the thesis sentence or main idea.
Below are some examples of original thesis sentences done by students in my classes together with the improved, more specific thesis sentence and the implied topics for topic sentences.
Original thesis: My ambition is to get my doctorate in psychology. Improved (more specific) thesis: My ambition is to earn my doctorate in psychology and then to work with the homeless and with teenagers to help them lead productive lives. First supporting topic: earn my doctorate; second supporting topic: work with the homeless; third supporting topic: work with teenagers.
Original thesis: Civility is a forgotten value in today’s world, especially in controversy, on the road and with consumers. Improved (more specific) thesis: Civility is important when discussing controversial issues, when dealing with other motorists and when solving consumers’ problems. First supporting topic is civility in discussing controversial issues; second supporting topic is civility when dealing with other motorists; and the third supporting topic is civility when dealing with consumers.
Original thesis: As a nurse, my job is to relieve the patient’s anxiety, to be accurate, and to help the patient’s loved ones. Improved (more specific) thesis: As a nurse, my job is relieve the patient’s anxiety, to be accurate in dispensing medications and in keeping records, and to help the patient’s loved ones to understand the nature of the illness. The first supporting topic is to deal with the patient’s anxiety; the second supporting topic is to be accurate in dispensing medication and in keeping records; the third supporting topic is to explain clearly to loved ones the nature of the patient’s disease.
The topic sentences and middle paragraphs should clearly support the thesis sentence or main idea.
The thesis sentence or main idea represents the “tell them what you are going to tell them" in my model of an expository composition.
The topic sentences and the paragraphs that follow them represent the “tell them” in my model of the structure of expository writing.
Don’t ever ignore the topic sentence. A friend of mine who just completed his doctoral thesis in engineering told me what he learned about the usefulness of the topic sentence: "The topic sentences keep you on target. When it came time to defend my dissertation, I simply put together all of my topic sentences in one place. All I needed to know was in those topic sentences."
Tomorrow: writing a draft.
All the best. RayS.
Wednesday, April 2, 2008
Model of an Expository Composition
Question: How do I apply the writing process to exposition?
Answer: 1. If necessary, study a model.
2. Brainstorm the topic.
3. Define the main idea.
4. Write a draft, including introductory material and summary concluding paragraph.
5. Revise and edit.
Let’s take it one step at a time. The model for expository writing is “Tell them what you are gong to tell them. Tell them. Tell them what you told them.”
The structure of an expository composition is as follows:1. Introductory material.
2. The main idea or thesis sentence. (Tell them what you are going to tell them.)
3. Topic sentences and middle paragraphs. (Tell them.)
4. Final, summary paragraph. (Tell them what you told them.)
What follows is an example of an expository composition: Bold face: main idea and topic sentences. Italics: introductory material and final paragraph.
Next: 2. brainstorming and 3. defining a main idea or thesis sentence.
Answer: 1. If necessary, study a model.
2. Brainstorm the topic.
3. Define the main idea.
4. Write a draft, including introductory material and summary concluding paragraph.
5. Revise and edit.
Let’s take it one step at a time. The model for expository writing is “Tell them what you are gong to tell them. Tell them. Tell them what you told them.”
The structure of an expository composition is as follows:1. Introductory material.
2. The main idea or thesis sentence. (Tell them what you are going to tell them.)
3. Topic sentences and middle paragraphs. (Tell them.)
4. Final, summary paragraph. (Tell them what you told them.)
What follows is an example of an expository composition: Bold face: main idea and topic sentences. Italics: introductory material and final paragraph.
Tailgaters, Speeders and Slow Pokes
I was driving on a two-lane road winding through the Chester County, Pennsylvania, countryside with houses on either side and an unbroken yellow line in the middle of the road. That yellow line meant to me, “Do not pass.” I was behind a red Dodge pickup truck that was moving at exactly the speed limit of 25 miles an hour. I thought the driver could have driven a little faster. After all, the police do not pick drivers up unless they are going more than 10 miles over the speed limit, and the road, as far as I could see, was straight and clear. However, the driver ahead of me steadfastly maintained his speed at 25 miles an hour. I relaxed and decided to follow at a safe distance.
I was driving on a two-lane road winding through the Chester County, Pennsylvania, countryside with houses on either side and an unbroken yellow line in the middle of the road. That yellow line meant to me, “Do not pass.” I was behind a red Dodge pickup truck that was moving at exactly the speed limit of 25 miles an hour. I thought the driver could have driven a little faster. After all, the police do not pick drivers up unless they are going more than 10 miles over the speed limit, and the road, as far as I could see, was straight and clear. However, the driver ahead of me steadfastly maintained his speed at 25 miles an hour. I relaxed and decided to follow at a safe distance.
“Oh, oh,” I said to myself as I looked in the rear view mirror. Another pickup truck was barreling up the road behind me and slowed only when he was inches from my bumper. Impatiently, the driver of the truck behind me kept moving his vehicle out into the middle of the road, looking beyond my car. What could I do? The truck in front of me continued to drive at exactly the speed limit of 25 miles per hour. I could feel the frustration and anger of the driver behind me.
Suddenly, ignoring the yellow line, the driver of the truck behind me pulled out and began to pass. At exactly that moment, the driver of the truck in front of me put on his left-turn signal and started to turn into a driveway of a house on the left. You guessed it! The truck from behind me plowed broadside into the truck ahead of me as he pulled into the driveway. Luckily, nobody was hurt, but this incident illustrates the types of driving habits that cause accidents.The driving habits of tailgaters, speeders and slow pokes can kill.
Tailgaters can kill. Each morning, I prepare to turn right on to Hall Road, the downslope of a hill. I look to the left. No cars as far as I can see. Quickly, I make my right turn and push my speed up to 40 miles per hour, about 5 miles above the speed limit. I look into my rear view mirror and, just as quickly, a car is only inches from my rear bumper. Where did he come from? A moment ago, not a car was in sight behind me.
I am already over the speed limit, but this grouch seems to be pushing me to go even faster. My emotions explode. I want to make an obscene gesture, but I have learned to restrain myself. People have been shot for doing just that. I maintain my speed at 40 miles per hour and think about what could happen, even at this speed, if a deer suddenly crossed the road. Or worse! School bus stops dot Hall Road. What if a child wandered across the road? Would the tailgater be able to stop without smashing my car, him and me and causing the death or maiming of the child? Tailgating can kill.
Speeders can kill. Just last night, Action News featured the grim story of a 16-year-old boy on a back road who was driving extremely fast. He hit a bump in the road, the car went airborne, he lost control, the car rolled onto its top and slammed into a tree. One of his four passengers was killed instantly. A second faces a life of paralysis from the waist down. Another had been upgraded to “serious” condition. The driver, with barely a scratch, was treated and released from the hospital. This story is repeated all across the country, almost every day. Why can’t people who speed understand that their actions can kill?
Slowpokes can kill. I am on an Interstate. The speed limit is 65 miles an hour. I try to stay in the right lane because everyone else is passing at 70, 80, 85 miles an hour. Suddenly in front of me is a driver doing 45 miles an hour, 20 miles under the speed limit. I hit my brakes and breathe a sigh of relief when I avoid ramming into him. I look to the left, pull out and pass him, but as I do so, I look at the driver: he is gripping the wheel with both hands and doggedly maintaining his speed at 45 miles per hour. He is doing exactly the minimum speed, so he can’t be ticketed. I wonder. Suppose I hadn’t been paying attention. Suppose I had seen too late that he was going so slowly? I shudder. Slowpokes can kill.
Tailgaters, speeders and slow pokes have annoying habits that go far beyond making other drivers angry. They kill.
The main idea or thesis sentence and the topic sentences were in bold face. The introductory material and the final, summary paragraph were in italics.
A model of an expository composition.
Next: 2. brainstorming and 3. defining a main idea or thesis sentence.
Tuesday, April 1, 2008
Writing Process
Question: What is the “writing process”?
Answer: Depends on whether I know what I am going to write, as in a memo or e-mail business communication, or whether I am not sure about what I am going to write. When I know what I am going to write, like a memo, or an e-mail business communication, I simply sit at the word processor and type in the “To,” “From” and “Subject” lines. Then, on the keyboard, I type the memo or the business e-mail, trying to be as concise, yet as clear as possible. I try to keep memos and business e-mails as short as possible. The fewer paragraphs the better. Never more than a single page. That is my “writing process” when I know what I am going to say.
When I am not sure what I am going to say, I go through a series of five steps.
1. If necessary, I study a model of the format I am going to use.
2. Assuming I have a topic, I brainstorm the topic.
3. I review my brainstorm and define my main idea.
4. I write a draft
5. I revise and edit.
When I was teaching writing in class, I demonstrated my writing process with a little poem called a “Cinquain.”
1. If needed, study a model of the format you are going to use. Here is a model of a “Cinquain.”
Noun (one word)
Adjectives (two words)
Verbs (three words)
Phrase (four words)
Summary (one word)
Tiger
orange, Black
Stalks, Leaps, Kills
Burning Eyes and Soul
Flame
Here is a second example of a Cinquain:
Snake
Slippery, Slinky
Squeezes, Stabs, Strangles
Slides On Ground Slowly
“S”
2. Assuming you already have a topic, brainstorm the topic. My topic is “school.” Here is my brainstorm of "school."
hard work; thinking; reading; textbooks; writing; teachers; homework; intense; ideas; problem solving; different subjects; education; independent study; learning; growing mentally; sometimes difficult; stimulating; boring; routine; synthesizing; confusing; 12 years; 13 years; learning to read; times tables; theorems; geography; critical thinking; memorizing; schedule of classes; schedule for study; accomplishments; failure; intellectual; success; rewards; not real life; preparation for life; graduation; degree.
3. Review the brainstorm. Main idea is the same as my topic, “School.”
4. Draft:
School
Difficult, Demanding
Thinking, Writing, Reading
Rewarding Experiences and Accomplishments
Education
5. Revising and Editing. After revision:
School
Intense, Intellectual
Questioning, Studying, Growing
The World of Ideas
Education
When I am not sure about what I am writing, I (1) study a model of the format. (2) brainstorm the topic. (3) write the main idea. (4) write a draft. (5) revise and edit.
Tomorrow, I will be more specific about how to use my writing process with exposition.
All the best, RayS.
Answer: Depends on whether I know what I am going to write, as in a memo or e-mail business communication, or whether I am not sure about what I am going to write. When I know what I am going to write, like a memo, or an e-mail business communication, I simply sit at the word processor and type in the “To,” “From” and “Subject” lines. Then, on the keyboard, I type the memo or the business e-mail, trying to be as concise, yet as clear as possible. I try to keep memos and business e-mails as short as possible. The fewer paragraphs the better. Never more than a single page. That is my “writing process” when I know what I am going to say.
When I am not sure what I am going to say, I go through a series of five steps.
1. If necessary, I study a model of the format I am going to use.
2. Assuming I have a topic, I brainstorm the topic.
3. I review my brainstorm and define my main idea.
4. I write a draft
5. I revise and edit.
When I was teaching writing in class, I demonstrated my writing process with a little poem called a “Cinquain.”
1. If needed, study a model of the format you are going to use. Here is a model of a “Cinquain.”
Noun (one word)
Adjectives (two words)
Verbs (three words)
Phrase (four words)
Summary (one word)
Tiger
orange, Black
Stalks, Leaps, Kills
Burning Eyes and Soul
Flame
Here is a second example of a Cinquain:
Snake
Slippery, Slinky
Squeezes, Stabs, Strangles
Slides On Ground Slowly
“S”
2. Assuming you already have a topic, brainstorm the topic. My topic is “school.” Here is my brainstorm of "school."
hard work; thinking; reading; textbooks; writing; teachers; homework; intense; ideas; problem solving; different subjects; education; independent study; learning; growing mentally; sometimes difficult; stimulating; boring; routine; synthesizing; confusing; 12 years; 13 years; learning to read; times tables; theorems; geography; critical thinking; memorizing; schedule of classes; schedule for study; accomplishments; failure; intellectual; success; rewards; not real life; preparation for life; graduation; degree.
3. Review the brainstorm. Main idea is the same as my topic, “School.”
4. Draft:
School
Difficult, Demanding
Thinking, Writing, Reading
Rewarding Experiences and Accomplishments
Education
5. Revising and Editing. After revision:
School
Intense, Intellectual
Questioning, Studying, Growing
The World of Ideas
Education
When I am not sure about what I am writing, I (1) study a model of the format. (2) brainstorm the topic. (3) write the main idea. (4) write a draft. (5) revise and edit.
Tomorrow, I will be more specific about how to use my writing process with exposition.
All the best, RayS.
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