Transcript Here - Texas A&M University

The Writing Process and
Grammar Workshopp
Different Styles Are No Problem1
Top-down
• prefer to plan before
they write;
• often begin with larger
concepts or
generalizations then
work in details;
• prefer outlines
(hierarchies) to lists.
Bottom-up
• begin with a draft, often
in the middle;
• organize, cut, and shape
after they have poured
out all their ideas on
paper;
• prefer lists when they
do plan.
3
Understand the Assignment2
•
•
•
•
•
•
•
•
•
•
Analyze
Classify
Compare
Contrast
Criticize
Define
Describe
Discuss
Enumerate
Evaluate
•
•
•
•
•
•
•
•
•
Explain
Identify
Illustrate
Interpret
Outline
Prove
State
Summarize
Trace
4
Select a Topic3
• The topic should be interesting to you.
• The topic should be researchable.
• Avoid topics that are overworked.
5
Do Your Research
• Begin researching and reading about the
topic to gain information.
• Read the material assigned by your
professor.
The libraries on campus will help you.
http://library.tamu.edu
6
Develop a Working Thesis4
• A thesis statement is the main idea of your
paper.
• Developing a working thesis should be
among your first priorities.
– Working is the operative word here.
– Your thesis may change through the writing
process.
7
Develop a Working Thesis
• What is my subject? Is my purpose to inform or to persuade?
• Which aspects of my subject should I emphasize?
• Is my subject similar to another subject that may be familiar
to my readers?
• If my subject is an event or object, what caused or created it?
Would understanding the cause or a precedent make it easier
for my audience to understand my subject?
• What effects has my subject had or is it likely to have? Are the
effects important or unexpected?
8
Develop a Working Thesis
• The working thesis should have two parts: the topic itself and
your comment on the topic.
• The chosen topic should be at the first of the sentence and
what you want to say about it at the end.
The Aggie network is valuable.
9
Consider Your Audience5
Writers who fail to understand their readers
may fail to reach their goals.
It is important to provide the context, tone,
and language suitable to the audience you
are addressing.
10
•
•
•
•
•
•
•
•
•
•
•
Consider Your Audience
What do your readers know about the subject?
What is their general level of education?
What is their geographic location?
What are their values and attitudes?
What is your relationship to your readers?
What is your attitude toward your readers?
Why would they be reading your paper?
What questions would they have about this subject?
What kinds of responses do you wish to evoke?
What are their opinions about the subject?
What kinds of evidence are normally used to convince
this type of reader?
11
Prewriting6
•
•
•
•
•
•
•
Keep a journal
Use journalists’ questions
Ask analytical questions
Brainstorm and list
Freewrite
Cluster
Venn Diagram
12
13
Organize
• Look at the questions you answered when you were
developing your working thesis.
• Look at your prewriting.
• Find the main ideas or categories of your thinking.
• Put less important items under more important
items.
• Make an outline (or not).
• Decide how you will set up your paper.
• How can you organize the paper to achieve your
objective?
14
Argument
Talk about any concessions or counter-arguments at
the first of the paper to get them out of the way.
One way to set up your argument:
2nd strongest argument (We remember what we
hear first, second best.)
Weakest argument (We forget the stuff in the
middle.)
Strongest argument (We remember what we hear
last, best.)
You want the last word.
15
Compare/Contrast7
Use the Venn diagram to find the similarities
and differences between the two topics.
Ways to set up you paper:
– Subject by subject: This pattern discusses
Subject A, then Subject B, then how the subjects
compare and contrast.
– Point by point: This pattern discusses each point
and how Subject A compares or contrasts with
Subject B on that point.
16
Problem/Solution
Begin by describing the problem.
Then discuss the possible solutions that you do
not propose. Be fair.
Introduce your proposed solution.
To get the disadvantages of your solution out of
the way, talk about them first.
End with the advantages of your solution.
17
Develop an Explicit Thesis Statement
Use the following template to help you get started.
In this essay, I will (argue, defend, explain,
demonstrate, analyze) that ____________________
because (1)_______________, (2)_________, and
(3)_______________.
In this essay, I will demonstrate that the Aggie
network is valuable because (1), (2), and (3).
18
Write a Draft
•
•
•
•
Introduction—should provide context so
that your reader knows what you will be
discussing.
Body—your argument, discussion, etc.
Conclusion—restate the argument, wrap up
the discussion, recommend a solution.
Place your thesis in a position that is clear to
your reader.
19
Support/Elaboration
When you make a general statement, be sure to
support or elaborate your idea:
– Facts
– Opinions—especially the opinions of experts on
the subject
– Reasons
– Examples
– Cause/Effect
Think “fat old rats eat cheese enchiladas.”
20
Writing Style
• Word Choice
– Be concise. Delete meaningless words.
• Here is an example of the use of strategy in the game of
basketball by the Aggie coaches.
• This passage shows how the Aggie basketball coaches use
strategy.
– Avoid redundancy.
• Fully and complete, any and all
– Use an appropriate level of vocabulary.
– Avoid slang and clichés.
– Define key terms.
21
Writing Style8
• Simplify
– This must be done prior to any other action.
– This must be done first.
– In the event the information is available by the
first of the year.
– If the information is available by the first of the
year.
22
Writing Style
• For emphasis, put the important information
of the sentence at the end.
– Tech’s claim that the referees at Saturday’s game
were unfair appears in the last part of the
newspaper article.
– In the last part of the newspaper article, Tech
claims that the referees at Saturday’s game were
unfair.
23
Writing Style
Things to avoid:
– Overusing the word very.
– Beginning sentences with There is or There are.
• There are many people who want to become Aggies.
• Many people want to become Aggies.
There and where = places
They’re = they are
Their = possessive
24
Incubate9
By this time, you have been so immersed in the paper
that you probably can’t think straight, so you should
give yourself time off to let your ideas simmer.
Solutions or ideas may develop in the unconscious
before taking conscious shape.
When you go back to the paper, you will probably see
things that you were not aware of before.
This is another important reason not to put off writing
the paper until the last minute.
25
Revise10
• Global Revision
– Changes in paragraph structure or order
– Changes in content.
– Changes at the whole document level.
26
Revise11
• Read the paper aloud.
• List the main idea of each paragraph.
– Does each paragraph support your thesis?
– Are your paragraphs organized effectively?
• Think of the thesis as an umbrella that covers
all the points in the paper.
• Refine the thesis statement. Does it explicitly
state your main idea and purpose?
27
Revise
• Check the paper’s development.
– Are there sufficient details?
– Is the logic valid?
– Are the major points connected?
– Are the relationships between them expressed
clearly?
– Have you used transitions to help your reader see
the relationships?12
28
Revise13
• Review your diction.
– Try to anticipate your readers’ response to your
words.
• The media’s exploitation of the Watergate scandal
showed how biased it was already.
• The media’s coverage of the Watergate scandal
suggests that perhaps some in the media had already
determined Nixon’s guilt.
29
Revise
• Remember your readers.
– Everything you say should keep that reader in
mind.
– Write as clearly and concisely as possible.
– At the same time, give your readers all the
information they need to understand what you
are saying.
30
Revise14
• Local Revision
– Changes in sentence structure, grammar,
mechanics, format, diction.
– Changes at the sentence level.
31
Use Punctuation to Create Sentence Variety.
• Knowing how to punctuate gives you control
over the types and lengths of your sentences.
• Vary sentence types and lengths so your
writing does not get choppy.
• Use punctuation to make the rhythm of your
prose interesting and to emphasize particular
ideas.
32
Avoid Comma Splices and Run-on
Sentences
• Rock went to the MSC, he wanted to buy
some books.
• Rock went to the MSC he wanted to buy some
books.
33
How Much Emphasis Do You Want to Give the
Second Part?
Comma and coordinating conjunction
[, and but for or nor so yet—Think A. B. Fonsy]
Rock went to the MSC, and he wanted to buy some
books.
Semicolon [;]
Rock went to the MSC; he wanted to buy some books.
Start a new sentence.
Rock went to the MSC. He wanted to buy some
books.
34
Subordinating Ideas
Use a subordinating conjunction to subordinate
one or more of the ideas.
• When Rock went to the MSC, he wanted to
buy some books.
• Because he wanted to buy some books,
Rock went to the MSC.
35
Subordinating Conjunctions
•
•
•
•
•
•
•
•
•
•
after
although
as
as if
as ____ as
because
before
if
in order that
since
•
•
•
•
•
•
•
•
•
•
so that
than
though
unless
until
when
whenever
where
wherever
while
36
Transitions with semicolons
Words like however, therefore, nevertheless, whereas,
thus, etc. can be used with semicolons to make
transitions.
Rock wanted to buy some books, so he went to the
MSC.
Rock wanted to buy some books; therefore, he went to
the MSC.
Punctuate ; however,
; therefore,
37
Commas
2. If the phrase or clause is essential for
the sentence to make the sense you
want, do not use commas.
• The boy wearing the Maroon Out shirt is my
brother.
• The girl who is waving the Spirit Towel is his
date.
There are a number of boys and girls.
38
Commas
3. If the word, phrase, or clause is not
essential for your sentence to make the
sense you want, do use commas.
• I can, however, tell you about the picture.
• The boy, wearing the Maroon Out shirt, is my
brother.
• The girl, who is waving the Spirit Towel, is his
date.
There is only one boy and one girl.
39
Commas
4. When using an introductory word,
phrase, or dependent clause to begin a
sentence, use a comma.
• Today, females are students at TAMU.
• During the last thirteen football seasons, I
have seen every Aggie home game.
• Because the Aggie spirit is exciting, I always
enjoy the games.
40
Possessive Nouns
5. End a singular noun with an apostrophe
followed by an “s.”
• Kyle Field’s capacity is over 86,000.
End a plural noun ending in “s” with the “s”
followed by an apostrophe.
• Many Aggies’ memories of the bonfire are
happy and spirit-filled.
41
Possessive Nouns
End a plural noun not ending in “s” with an
apostrophe followed by an “s.”
Women’s soccer is an important sport at Texas
A&M.
42
Possessive Pronouns
Whereas, the possessive of a noun is always formed by adding
an apostrophe, the possessive of a personal pronoun is never
formed by adding an apostrophe.
Possessive personal pronouns: my, mine, your, yours, his, her,
hers, its
Its = possessive
Your = possessive
Their = possessive
It’s = contraction for it is
You’re = contraction for you are
They’re = contraction for they are
43
Proper Punctuation to Incorporate a
Quotation into a Sentence
If the introductory material is a sentence, add
the quotation after a colon.
Eleanor Roosevelt spent many years feeling
insecure before she realized this idea: “No one
can make you feel inferior without your
consent.”
44
Proper Punctuation to Incorporate a
Quotation into a Sentence
If the introductory material is not
an independent clause, use a comma.
Eleanor Roosevelt states, “No one can make
you feel inferior without your consent.”
45
Proper Punctuation to Incorporate a
Quotation into a Sentence
If you include the words of a quotation into one
of your sentences, use square brackets [ ]
and ellipses . . . .
I agree with Eleanor Roosevelt that “[n]o one
can make you feel inferior without your
consent.”
It is impossible to “. . . make you feel inferior
without your consent” (Roosevelt).
46
Agreement of Subjects and Verbs
7. Make the subject and verb agree with
each other, not with words that come
between them.
• One of the most famous Aggies is reviewing
the March-in.
Of the most famous Aggies is a prepositional
phrase.
One is the subject of the sentence.
47
Prepositions
About, above, across, against,
Among, around, at, after,
Before, beside, behind, between,
Beyond, by, down, during
Into, far, from, in, except,
Near, of, off, to, over,
Past, throughout, through, toward, on, up
Without, until, with, under
48
Misplaced Modifiers
8. An introductory modifier should always refer to the
subject of the sentence.
• After carrying the mini-fridge up the dorm stairs, it
wouldn’t fit in the doorway to the room.
Did it carry the mini-fridge up the dorm stairs?
• After carrying the mini-fridge up the dorm stairs, the Fish
found that it wouldn’t fit in the doorway to the room.
49
Parallel Construction
9. If you name a series, always use the same
elements throughout the list.
• At Fish Camp, we learned Aggie yells, singing the “Aggie
War Hymn,” about the traditions, and made new friends.
• At Fish Camp, we learned Aggie yells, sang the “Aggie War
Hymn,” talked about the traditions, and made new friends.
• At Fish Camp, we had fun learning the Aggie yells, singing
the “Aggie War Hymn,” talking about the traditions, and
making new friends.
• At Fish Camp, we learned to do Aggie yells and to sing the
“Aggie War Hymn.”
50
Active and Passive Voice
10. If the subject of the sentence does the
action, the verb is in active voice.
The Aggie men’s basketball team beat
Colorado’s basketball team this week.
If the subject of the sentence receives the
action, the verb is in passive voice.
The tu women’s basketball team was beaten
by the Aggies this week.
51
Avoid Using Passive Voice
Generally speaking, writing is stronger when
you use active voice with strong, active
verbs.
SMU’s soccer team was driven to the wall by the
Aggies in the game on Saturday.
Last Saturday, the Aggies drove SMU to the wall
in the NCAA soccer play-offs.
52
Use Passive Voice in These Situations
When the action is more important than the
actor.
• Underwater research in the Gulf of Mexico is
conducted by Texas A&M Galveston.
When the actor is unknown.
• Some important information was leaked by a
source in the White House.
53
Use Passive Voice in These Situations
When the receiver of the action is more
important than the actor.
• The President was questioned by the press in
this matter.
To avoid revealing the actor.
• The President stated, “Mistakes were made.”
54
Omit Unnecessary Words
Instead of writing
“Scientific research generally depends on fully
accurate data if it is to offer theories that will
allow us to predict the future in a plausible
way.”
write
“To offer theories that plausibly predict the
future, scientific research depends on
accurate data.”
55
Miscellaneous
• To, too
– Think spoiled brat: I’m toooooo tired to go.
– I want to go toooooooooo.
• Affect, effect
– A=act
– E=end
• Separate
• Very
56
End Notes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Mary Compton and Yeo Ju Choi. “Write Academic,” http://writingcenter.tamu.edu (accessed February 7, 2006).
University Writing Center, Texas A&M University, “Understanding the Assignment,”
http://writingcenter.tamu.edu/content/view/32/77/ (accessed August 1, 2005).
University Writing Center, Texas A&M University, “Selecting a Topic,” http://writingcenter.tamu.edu/content/view/28/77/
(accessed August 1, 2005).
University Writing Center, Texas A&M University, “Developing a Thesis,” http://writingcenter.tamu.edu/content/view/16/77/
(accessed August 1, 2005).
University Writing Center, Texas A&M University, “Audience Analysis,” http://writingcenter.tamu.edu/content/view/117/77/
(accessed August 1, 2005).
University Writing Center, Texas A&M University, “Getting Started,” http://writingcenter.tamu.edu/content/view/17/77/
(accessed February 14, 2006).
University Writing Center, Texas A&M University, “Compare and Contrast Essays,”
http://writingcenter.tamu.edu/content/view/14/76/ (accessed February 14, 2006).
Compton, Mary and Yeo Ju Choi, “Write Academic.”
Purdue University Online Writing Lab, “Editing and Proofreading,”
http://owl.english.purdue.edu/handouts/general/gl_edit.html (accessed January 12, 2006).
Mary Compton and Yeo Ju Choi, “Write Academic.”
Purdue University Online Writing Lab, “Editing and Proofreading.”
University Writing Center, Texas A&M University, “Transition Words and Phrases,”
http://writingcenter.tamu.edu/content/view/92/78/ (accessed February 14, 2006).
Purdue University Online Writing Lab, “Editing and Proofreading.”
Mary Compton and Yeo Ju Choi, “Write Academic.”
57