The document provides guidelines for writing including the writing process, general principles, rules for writing, and tips for improving writing skills. It discusses planning, outlining, drafting content, rewriting for argument and consistency, and rewriting at the sentence level. General principles include being clear, avoiding fancy words, using specificity, maintaining consistency of pronoun, tense and mood, and considering what the reader wants to know next. The document also covers getting feedback from others, practicing writing regularly, and imitating good writers. [END SUMMARY]
9. General Principles
•Be yourself.
• Be clear. Clear writing comes from clear thinking.
•Avoid fancy words.
•Specificity will raise interest.
•Have a unity of pronoun (first person, etc.), unity of tense
(past, present, future) and unity of mood.
•After every sentence, ask yourself what the reader wants
to know next.
•Interview others and weave their quotes into your writing.
5
10. General Principles
•Be yourself.
• Be clear. Clear writing comes from clear thinking.
•Avoid fancy words.
•Specificity will raise interest.
•Have a unity of pronoun (first person, etc.), unity of tense
(past, present, future) and unity of mood.
•After every sentence, ask yourself what the reader wants
to know next.
•Interview others and weave their quotes into your writing.
5
11. Less is more!
Cut! Cut! Cut! Find the essence.
Put it away for a day or two.
Look it over and cut again.
6
12. Less is more!
Cut! Cut! Cut! Find the essence.
Put it away for a day or two.
Look it over and cut again.
6
15. Q: What is a good time to write?
A: The same time.
8
16. Q: What is a good time to write?
A: The same time.
8
17. How do I get better at writing?
1. Know the rules of writing and learn when to break them.
Establish a schedule for writing and stick to it. Force
yourself to write regularly.
2. Practice, practice, practice.
3. Read good writers. Writing is learned by imitation.
9
18. How do I get better at writing?
1. Know the rules of writing and learn when to break them.
Establish a schedule for writing and stick to it. Force
yourself to write regularly.
2. Practice, practice, practice.
3. Read good writers. Writing is learned by imitation.
9
25. Recommended Books
http://dianahacker.com/pocket/
Pocket Style Manual: Updated With Mla's 1999 Guidelines
by Diana Hacker (Paperback - Mar 1999)
On Writing Well, 30th Anniversary Edition:
The Classic Guide to Writing Nonfiction (On Writing Well)
by William K. Zinsser
13
26. Recommended Books
http://dianahacker.com/pocket/
Pocket Style Manual: Updated With Mla's 1999 Guidelines
by Diana Hacker (Paperback - Mar 1999)
On Writing Well, 30th Anniversary Edition:
The Classic Guide to Writing Nonfiction (On Writing Well)
by William K. Zinsser
13
29. What is an argument?
http://tinyurl.com/3x6pvo
15
30. What is an argument?
http://tinyurl.com/3x6pvo
15
31. •An argumentative paper will have a claim. A thesis is a claim
that is strong. A strong claim is a claim for which you can
imagine an intelligent opposition.
•You should define your central terms and definitions. But it is
crucial that once you have defined a term you will stick to the
meaning you have assigned it yourself.
•You should support your claims about quotations from other
texts. Use actual quotes.
•You should anticipate objections to your thesis. You should
anticipate problems, and criticisms and deal with them before
they arise.
http://socrates.berkeley.edu/~dalec/fourhabits.html
16
32. •An argumentative paper will have a claim. A thesis is a claim
that is strong. A strong claim is a claim for which you can
imagine an intelligent opposition.
•You should define your central terms and definitions. But it is
crucial that once you have defined a term you will stick to the
meaning you have assigned it yourself.
•You should support your claims about quotations from other
texts. Use actual quotes.
•You should anticipate objections to your thesis. You should
anticipate problems, and criticisms and deal with them before
they arise.
http://socrates.berkeley.edu/~dalec/fourhabits.html
16
33. Arguing a point
Choose a debatable issue about which you have some
knowledge—either through personal experience or
reading. Take a stand on the issue and defend your position
to a general audience of intelligent but skeptical readers.
Evaluate a source carefully before deciding to use it.
17
34. Arguing a point
Choose a debatable issue about which you have some
knowledge—either through personal experience or
reading. Take a stand on the issue and defend your position
to a general audience of intelligent but skeptical readers.
Evaluate a source carefully before deciding to use it.
17
37. Arguing a Point
In your opening sentences, give readers some background
information about the issue you have chosen to debate; as you do
this, establish your own credibility by showing that you are
knowledgeable and fair-minded.
At the end of your first paragraph, state your thesis—your own
stand on the debatable issue. Provide your intellectual background.
Build common ground with readers who may disagree with your
position on the issue.
Attempt to refute opposing arguments—or at least to explain why
they are less weighty than your own arguments.
19
38. Arguing a Point
In your opening sentences, give readers some background
information about the issue you have chosen to debate; as you do
this, establish your own credibility by showing that you are
knowledgeable and fair-minded.
At the end of your first paragraph, state your thesis—your own
stand on the debatable issue. Provide your intellectual background.
Build common ground with readers who may disagree with your
position on the issue.
Attempt to refute opposing arguments—or at least to explain why
they are less weighty than your own arguments.
19
43. Whom, Whose
Whom did Alan go out with last night?
Whom do you think you’re speaking to?
Whom you know counts more than what you
know.
22
44. Whom, Whose
Whom did Alan go out with last night?
Whom do you think you’re speaking to?
Whom you know counts more than what you
know.
22
45. HOWEVER
FINE
The roads were almost impassable. However, we at last
succeeded in reaching the camp.
BETTER
The roads were almost impassable. At last, however, we
succeeded in reaching the camp.
23
46. HOWEVER
FINE
The roads were almost impassable. However, we at last
succeeded in reaching the camp.
BETTER
The roads were almost impassable. At last, however, we
succeeded in reaching the camp.
23
49. i.e. or e.g.
e.g.
i.e.
quot;E.g.quot; means quot;for example.quot;
quot;I.e.quot; stands simply for quot;that isquot;
quot;I.e.quot; is used in place of quot;in
It is used in expressions similar
other words,quot; or quot;it/that is.quot; It
to quot;including,quot; when you are not
specifies or makes more clear.
intending to list everything that
is being discussed.
I.E.
I'm going to the place where I work best, i.e., the coffee shop.
E.G.
At the places where I work best, e.g., Starbuck's, I have none
of the distractions I have at home.
25
50. i.e. or e.g.
e.g.
i.e.
quot;E.g.quot; means quot;for example.quot;
quot;I.e.quot; stands simply for quot;that isquot;
quot;I.e.quot; is used in place of quot;in
It is used in expressions similar
other words,quot; or quot;it/that is.quot; It
to quot;including,quot; when you are not
specifies or makes more clear.
intending to list everything that
is being discussed.
I.E.
I'm going to the place where I work best, i.e., the coffee shop.
E.G.
At the places where I work best, e.g., Starbuck's, I have none
of the distractions I have at home.
25
51. Semicolon
Samantha went to the store. She forgot to buy milk.
OR
Samantha went to the store; she forgot to buy milk.
NOT
Samantha went to the store, she forgot to buy milk.
26
52. Semicolon
Samantha went to the store. She forgot to buy milk.
OR
Samantha went to the store; she forgot to buy milk.
NOT
Samantha went to the store, she forgot to buy milk.
26
71. Analyzing a Reading
In the opening paragraph, mention the title of the reading and the
name of the author and describe the author’s thesis and overall
argumentative strategy. Then state your own thesis. Your thesis
should sum up your evaluation of the author’s argument. Evaluate
the evidence the author gives in support of his or her key lines of
reasoning. If the author makes unproven assumptions or provides
weak evidence, point out these flaws; if the author’s reasoning is
largely sound, explain why you find it persuasive.
http://www.bedfordstmartins.com/hacker/assignments.htm
36
72. Analyzing a Reading
In the opening paragraph, mention the title of the reading and the
name of the author and describe the author’s thesis and overall
argumentative strategy. Then state your own thesis. Your thesis
should sum up your evaluation of the author’s argument. Evaluate
the evidence the author gives in support of his or her key lines of
reasoning. If the author makes unproven assumptions or provides
weak evidence, point out these flaws; if the author’s reasoning is
largely sound, explain why you find it persuasive.
http://www.bedfordstmartins.com/hacker/assignments.htm
36
73. Writing a Research Paper
Conduct research on a debatable political or scholarly
issue. A debatable issue is one about which intelligent, well-
meaning people might disagree; it does not need to be a
highly controversial topic. Keep an open mind as you read
a variety of sources reflecting different points of view.
After weighing the evidence, form a tentative thesis that
sums up your position on the issue. Then write a seven
page paper that supports your thesis with authoritative and
properly cited evidence.
37
74. Writing a Research Paper
Conduct research on a debatable political or scholarly
issue. A debatable issue is one about which intelligent, well-
meaning people might disagree; it does not need to be a
highly controversial topic. Keep an open mind as you read
a variety of sources reflecting different points of view.
After weighing the evidence, form a tentative thesis that
sums up your position on the issue. Then write a seven
page paper that supports your thesis with authoritative and
properly cited evidence.
37
77. Writing a Research Paper
Prefer sources with named authors; do not rely heavily on unsigned
articles or anonymous Web site material.
Map out a research strategy appropriate for your topic. For current topics,
you might seek information in newspapers and magazines and on Web
sites. For more historical topics, books and scholarly articles may be best.
Integrate all quoted material and most summaries and paraphrases with
clear signal phrases, usually including the author’s name.
Avoid plagiarism. Enclose borrowed language in quotation marks, put
summaries and paraphrases in your own words, and document sources
with MLA citations.
39
78. Writing a Research Paper
Prefer sources with named authors; do not rely heavily on unsigned
articles or anonymous Web site material.
Map out a research strategy appropriate for your topic. For current topics,
you might seek information in newspapers and magazines and on Web
sites. For more historical topics, books and scholarly articles may be best.
Integrate all quoted material and most summaries and paraphrases with
clear signal phrases, usually including the author’s name.
Avoid plagiarism. Enclose borrowed language in quotation marks, put
summaries and paraphrases in your own words, and document sources
with MLA citations.
39
81. Judging Online Sources
Evaluate the Source
Web search engines often amass vast results, from memos to
scholarly documents. Many of the resulting items
will be peripheral or useless for your research
Source
Author/producer is identifiable
Author/producer has expertise on the subject as indicated on a
credentials page. You may need to trace back in the URL (Internet
address) to view a page in a higher directory with background
information sponsor/location of the site is appropriate to the
material as shown in the URL
41
82. Judging Online Sources
Evaluate the Source
Web search engines often amass vast results, from memos to
scholarly documents. Many of the resulting items
will be peripheral or useless for your research
Source
Author/producer is identifiable
Author/producer has expertise on the subject as indicated on a
credentials page. You may need to trace back in the URL (Internet
address) to view a page in a higher directory with background
information sponsor/location of the site is appropriate to the
material as shown in the URL
41
83. Content Accuracy
Don't take the information presented at face value
Look for
point of view
evidence of bias
Source of the information should be clearly stated, whether
original or borrowed from elsewhere
Comprehensiveness
Depth of information: determine if content covers a specific
time period or aspect of the topic, or strives to be
comprehensive
42
84. Content Accuracy
Don't take the information presented at face value
Look for
point of view
evidence of bias
Source of the information should be clearly stated, whether
original or borrowed from elsewhere
Comprehensiveness
Depth of information: determine if content covers a specific
time period or aspect of the topic, or strives to be
comprehensive
42
87. The Conclusion
1. Give as much thought to the last sentence as the first.
2. Don’t conclude with a summary.
3. “[Y]our readers hear the laborious sound of cranking. They
notice what you are
doing and how bored you are by it. They feel the stirrings of
resentment.
4. Don’t use “In conclusion,” or other derivatives.
5. “The perfect ending should take your readers slightly by
surprise and yet seem exactly right.
http://tinyurl.com/2p4cwe
44
88. The Conclusion
1. Give as much thought to the last sentence as the first.
2. Don’t conclude with a summary.
3. “[Y]our readers hear the laborious sound of cranking. They
notice what you are
doing and how bored you are by it. They feel the stirrings of
resentment.
4. Don’t use “In conclusion,” or other derivatives.
5. “The perfect ending should take your readers slightly by
surprise and yet seem exactly right.
http://tinyurl.com/2p4cwe
44
