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They Say, I Say: Chapter 8

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rlewitzki

Connecting the Parts

Education
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“CONNECTING THE PARTS” CHAPTER 8
THE PROBLEM WITH BILL… 1. What was the overall conclusion of the extended example of Bill in the beginning of Chapter 8? In other words, what, according to the editors, was Bill’s problem?  Bill struggled to connect his sentences in a way that helped his ideas flow from one to the next.  Instead, he saw his sentences as isolated units that had no relationship to the sentences before or after.  As a result, it made reading Bill’s writing very difficult, for the reader struggled to make any connections in Bill’s writing.
WHAT CHAPTER 8 EXPLAINS…  Therefore, along with connecting to the ideas of others, it’s also important that writers connect their own ideas to each other.  It is important that you have clear relations between one statement and the next.  The best compositions establish a sense of momentum and direction by making explicit connections among their different parts.
DO IT YOURSELF! Like the figure from your textbook, try to envision each sentence as holding hands with the sentence before and after it. Make the connections so your reader doesn’t have to!
FOUR DIFFERENT STRATEGIES 1. Use transition terms 2. Add pointing words 3. Develop a set of key terms and phrases for each text you write 4. Repeat yourself, but with a difference IMPORTANT: Whichever way(s) you choose, each one requires you to go back and carefully assess the sentence you wrote and determine its relationship with the sentence before and after it.
1. USE TRANSITION TERMS  Transition terms are words generally used at the beginning of a sentence.  They signal to readers where the text is going: in the same direction it has been moving, or in a new direction.  More precisely, transitions tell readers whether your text is echoing a previous sentence or paragraph, adding to it, offering an example, generalizing it, or modifying it.
SOME TEMPLATES FOR TRANSITIONS  Addition -> also, in addition, moreover, furthermore, in fact  Example -> for example, for instance, specifically, as an illustration  Elaboration -> in other words, ultimately, to put it bluntly, in short, that is  Conclusion-> as a result, in sum, in conclusion, hence  Contrast/new direction-> however, although, in contrast, despite, on the other hand
BUT WAIT! DON’T OVERDO IT WITH THE TRANSITIONS  It is possible to have too many transitions.  More often, however, it isn’t about too many transitions; it’s about whether they are the correct/most appropriate transitions.  Writers must be sure that the transitions used are not arbitrary.  Choosing the correct transitions does require a bit of ‘mental sweat.’
2. ADD POINTING WORDS  Pointing words are words used to point to a concept stated in a previous sentence.  More common of these pointing words are  This  These  That  Those
BUT BE CAREFUL…  Like transition words, pointing words must be used carefully.  It can be dangerous to use pointing words because they can be vague and unclear.  The writer might not know what exactly is being referred to.
3. DEVELOP A SET OF KEY TERMS AND PHRASES FOR EACH TEXT YOU WRITE  This strategy requires writers to develop a group of words/phrases that they might use to repeat throughout their essay.  In a way, this is like establishing you keywords for the essay; your readers, in turn, can lock on to these recurring words for stability.  It will also help your readers to get a solid sense of your topic.
4. REPEAT YOURSELF, BUT WITH A DIFFERENCE  This strategy basically means repeat what you’ve said but say it differently.  Stick to the main idea/argument, but state it in a way that is less repetitive/redundant.  Instead of jumping cold from one idea to the next, repeating yourself with a difference helps writers to build bridges between ideas, making for smoother transitions.

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They Say, I Say: Chapter 8

  • 2. THE PROBLEM WITH BILL… 1. What was the overall conclusion of the extended example of Bill in the beginning of Chapter 8? In other words, what, according to the editors, was Bill’s problem?  Bill struggled to connect his sentences in a way that helped his ideas flow from one to the next.  Instead, he saw his sentences as isolated units that had no relationship to the sentences before or after.  As a result, it made reading Bill’s writing very difficult, for the reader struggled to make any connections in Bill’s writing.
  • 3. WHAT CHAPTER 8 EXPLAINS…  Therefore, along with connecting to the ideas of others, it’s also important that writers connect their own ideas to each other.  It is important that you have clear relations between one statement and the next.  The best compositions establish a sense of momentum and direction by making explicit connections among their different parts.
  • 4. DO IT YOURSELF! Like the figure from your textbook, try to envision each sentence as holding hands with the sentence before and after it. Make the connections so your reader doesn’t have to!
  • 5. FOUR DIFFERENT STRATEGIES 1. Use transition terms 2. Add pointing words 3. Develop a set of key terms and phrases for each text you write 4. Repeat yourself, but with a difference IMPORTANT: Whichever way(s) you choose, each one requires you to go back and carefully assess the sentence you wrote and determine its relationship with the sentence before and after it.
  • 6. 1. USE TRANSITION TERMS  Transition terms are words generally used at the beginning of a sentence.  They signal to readers where the text is going: in the same direction it has been moving, or in a new direction.  More precisely, transitions tell readers whether your text is echoing a previous sentence or paragraph, adding to it, offering an example, generalizing it, or modifying it.
  • 7. SOME TEMPLATES FOR TRANSITIONS  Addition -> also, in addition, moreover, furthermore, in fact  Example -> for example, for instance, specifically, as an illustration  Elaboration -> in other words, ultimately, to put it bluntly, in short, that is  Conclusion-> as a result, in sum, in conclusion, hence  Contrast/new direction-> however, although, in contrast, despite, on the other hand
  • 8. BUT WAIT! DON’T OVERDO IT WITH THE TRANSITIONS  It is possible to have too many transitions.  More often, however, it isn’t about too many transitions; it’s about whether they are the correct/most appropriate transitions.  Writers must be sure that the transitions used are not arbitrary.  Choosing the correct transitions does require a bit of ‘mental sweat.’
  • 9. 2. ADD POINTING WORDS  Pointing words are words used to point to a concept stated in a previous sentence.  More common of these pointing words are  This  These  That  Those
  • 10. BUT BE CAREFUL…  Like transition words, pointing words must be used carefully.  It can be dangerous to use pointing words because they can be vague and unclear.  The writer might not know what exactly is being referred to.
  • 11. 3. DEVELOP A SET OF KEY TERMS AND PHRASES FOR EACH TEXT YOU WRITE  This strategy requires writers to develop a group of words/phrases that they might use to repeat throughout their essay.  In a way, this is like establishing you keywords for the essay; your readers, in turn, can lock on to these recurring words for stability.  It will also help your readers to get a solid sense of your topic.
  • 12. 4. REPEAT YOURSELF, BUT WITH A DIFFERENCE  This strategy basically means repeat what you’ve said but say it differently.  Stick to the main idea/argument, but state it in a way that is less repetitive/redundant.  Instead of jumping cold from one idea to the next, repeating yourself with a difference helps writers to build bridges between ideas, making for smoother transitions.