Transcript Writing Skills

WRITING SKILLS
BASICS OF WRITING
Decide
Prepare
on your topic.
an outline or diagram of your ideas.
Write
your thesis statement.
Write
the body.
WRITING
Definition-The process of writing can be defined as the
arrangement of letters ,symbols or sequences to express
defined and expressed meanings
•Formalism
•Generating ideas
•Mapping the argument
•Suspend judgement
•Composing a draft
•Problematize
•Contextualize
•Revision
WRITING PARAGRAPH

WHAT IS A PARAGRAPH?

WHY USE PARAGRAPHS?

HOW IS A PARAGRAPH STRUCTURED?

HOW DO YOU WRITE A PARAGRAPH?

HOW DO YOU MAKE YOUR
PARAGRAPHS FLOW?
HOW IS A PARAGRAPH
STRUCTURED?
1.
2.
3.
Topic Sentence This is
the first sentence and it
expresses the main idea.
Supporting
Sentences details that
expand your main idea.
Concluding Sentence a
rounding off, possibly by
summarizing what has been
said or drawing a logical
conclusion from it.
EXAMPLE OF A PARAGRAPH

My hometown is famous for several
amazing natural features. First, it is noted for
the Wheaton River, which is very wide and
beautiful. Also, on the other side of the town is
Wheaton Hill, which is unusual because it is very
steep. The third amazing feature is the Big Old
Tree. This tree stands two hundred feet tall and
is probably about six hundred years old. These
three landmarks are truly amazing and make
my hometown a famous place.
HOW DO YOU MAKE A
PARAGRAPH?



1. Using linking words and phrases such as: also, as well as,
firstly, next, then, finally, so thus, as a result, because, therefore,
for example, for instance, in contrast, on the other hand.
2. Using pronouns: Once mentioned, Jack Smith can become
he, Dr. Susan Brown can be she, and the community can be
called it, - as long as the meaning is clear.
3. Starting sentences in different ways. For example: Draft
sentence:
"In Australia, there are three levels of government"
Instead, you could write...
"Government in Australia is on three different levels"
or...
"There are three different levels of government in Australia."
MAIN COMPONENTS OF ESSAY
WRITING



Write the introduction.
Write the conclusion.
Add the finishing
touches.
WRITING AN INTRODUCTION





What should an introduction do?
The content of the introduction
The structure of the introduction
Making it interesting
How long is an introduction?
A TYPICAL INTRODUCTION


Question: Workplace diversity is now recognised as an important
feature in organisations, especially in multicultural nations like Australia.
What communication problems might arise in a culturally diverse
workplace, and how can managers best deal with them?
Over the past twenty five years, since Australia embraced
multiculturalism as a policy, issues of intercultural communication have
become more and more prominent in the workplace. Most of the
workplaces are staffed by people of diverse cultures. Particular problem
areas include the difficulties that some non-English speakers have in
understanding safety instructions (figures produced by the ABS in 1997
show that migrant workers have a higher incidence of accidents at the
workplace); an ignorance of the different forms of non-verbal
communication used by other cultures which can lead to
misunderstandings and unpleasantness; and the lack of knowledge about
differing expectations. Based on interviews with managers and staff in
six organisations (public and commercial), this report examines these
three problem areas, and shows that many of the difficulties faced by
both natives and migrants in the workforce are caused by a lack of
awareness of, and training in, intercultural communication.
WRITING A CONCLUSION



Purpose of conclusion
Content of conclusion
Analysis of conclusion
A TYPICAL CONCLUSION

Managers must ensure that effective in-house training programs
are provided for migrant workers, so that they become more
familiar with the English language, Australian communication
norms and the Australian work culture. In addition, Australian
native English speakers need to be made aware of the differing
cultural values of their workmates; particularly the different
forms of non-verbal communication used by other cultures.
Furthermore, all employees must be provided with clear and
detailed guidelines about company expectations. The interviews
with managers and staff reveal that a majority of managers must
also have training in cross cultural communication and in
managing a culturally diverse workplace. Above all, in order to
minimise communication problems and to maintain an
atmosphere of tolerance, understanding and cooperation in the
multicultural workplace, managers need to have an effective
knowledge about their employees, to understand how their social
conditioning affects their beliefs about work and to have the
communication skills to develop confidence and self-esteem
among diverse work groups.
SEVEN STAGES OF WRITING
ASSIGNMENTS

Develop your topic

Identify your audience

Research

Organize and pre -write

Draft/write

Revise

Proofread
STRUCTURE





A development of the idea
An explanation or analogy
An illustration
Support with evidence
Contextual links to reinforce the
structure
REQUIREMENTS OF A GOOD
WRITER

Establish the AIM

Consider the READER

Devise the STRUCTURE

DRAFT the text

EDIT and REVISE
PRE REQUISITES OF GOOD
WRITING

Self awareness

Target audience

Theme

Subject
LAY OUT

Informative titles

White space

Variety
STYLE OF WRITING


Avoid the use of slang words
Try not to use abbreviations (unless appropriately defined)

Steer away from the use of symbols (such as ampersands
[&])

Cliches鳠should be avoided, or at the very least, used with
caution

Brackets are used to play down words or phrases

Dashes are generally used for emphasis
THREE GRAMMAR POINTS



Subject-verb agreement
Correct word class
Verb tense consistency
EXAMPLES

Subject -verb Agreement
The Prime Minister is meeting the President of the United States at the White
House. (singular subject: ‘Prime Minister’; singular verb ‘is meeting’)
 Correct word class :
These managers differ1; one difference2 between these different3 managers is that
they manage differently4.
1 ‘differ’ is the verb in this part of the sentence
2. ‘difference’ is being used as a subject, so it is noun form
3 ‘different’ describes the managers, so it is in adjective form
4 ‘differently’ tells us how the managers manage, so it is in adverb form
Verb tense consistency
The shop assistant is telling the customer that the shop has not yet received the
goods she needs urgently; he says he is going to send them as soon as they arrive.
The shop assistant was telling the customer that the shop had not yet received
goods she needed urgently; he said he was going to send them as soon as they
arrived.
CRITICAL THINKING



Critical thinking differ between disciplines
Critical thinking and its application in writing
Critical thinking as a generic skill for life
IMPORTANCE OF A GOOD
VOCABULARY IN WRITING




Don't need long words
Industry-specific words
Improving your vocabulary
Summary
WRITING EXERCISES









What is writing?
Mechanics
Shape
Size
Convention
Speed of writing
Pragmatics
Selection of appropriate
words
Appropriate context
COMPREHENSION




Definition-comprehension can be defined as a
process of reading a passage thereby deriving an
intended meaning to reproduce it in your own
language.
Knowledge of language
Vocabulary skills
Sentence construction
READING COMPREHENSION

Be a voluntary reader

Be an active reader

Read analytically

Reading speed
LISTENING COMPREHENSION

How to take notes.
Recognising lecture structure
Deducing the meaning of unfamiliar words
Understanding intonation
WRITING SPEED

Knowledge is power

Calibre

Drafting the content

Make use of time