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The document discusses diction and word choice in writing. It defines diction as the choice and use of words in speech or writing, and explains that word choice is an important element of style. It then discusses how diction can affect the clarity and impact of a message. The document provides examples from literary works to illustrate effective word choice and analysis of the authors' word choices. It also discusses concepts like denotation versus connotation of words and encourages readers to avoid judgment of different types of diction.
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Word Choice: Diction and Connotations
Refine your writing! Word choice can be a deal-breaker if your writing is lame and trite. Use connotations to increase your word power!
PLC-Word Choice
a presentation on how to teach the writing trait "word choice" using Ruth Cluham's 6 +1 Traits of Writing
Strategies for successful word choice
The document provides several strategies for improving word choice in writing, including being careful when using unfamiliar words or synonyms, focusing on strong nouns and verbs before adjectives, using the slash/option technique to brainstorm word choices, avoiding repetition unless it is purposeful, writing your thesis in multiple ways, reading your writing aloud slowly, talking through your argument instead of reading it, and having an outsider point out any confusing words or sentences.
Word choice
The document discusses various aspects of word choice and meaning, including dictionaries, thesauruses, word roots and parts of speech. It also covers idioms, phrasal verbs, slang, regionalisms, jargon, figurative language, and cliches. The purpose is to explain how to understand words and choose them effectively.
Word choice
Word choice is important to make writing unique and keep audiences engaged. [1] Powerful verbs, clever phrases, and precise nouns can give writing style and a distinctive voice. [2] Action verbs are preferable to "state of being" verbs. [3] Adjectives and adverbs should be used sparingly to avoid "overload". Creative phrasing, dense words, and a thesaurus can help improve word choice if used judiciously. Clichés and other tired expressions should be avoided.
Word Choice
Word choice is important in writing because it determines whether readers will understand the intended meaning. Using the wrong word can cause sentences to become nonsensical or humorous. Precise word choice is key to clear communication. Writers should avoid wordiness, redundancy, unnecessary repetition, inflated phrases, passive voice, jargon, pretentious language, sexist language, and cliches. Careful attention to denotation, connotation, idioms, and figurative devices also helps ensure meaning is conveyed as intended.
Avoiding informal language in academic writing
This document provides guidance on avoiding informal language in academic writing. It explains that informal language should be edited out of academic papers as it can undermine the seriousness with which a reader perceives the presented ideas. Specific examples are given of common types of informal language to avoid, such as generalizations, vague language, use of contractions, and incomplete sentences. The document also provides exercises for identifying informal language in a sample text and in one's own writing.
Word choice (2021)
This document provides tips for improving word choice in writing. It emphasizes using precise verbs and nouns, replacing vague words with stronger alternatives, and avoiding overused words and cliches. Careful selection of adjectives and adverbs is also advised. The document encourages finding unique phrases and taking advantage of a thesaurus to expand one's vocabulary in a way that enhances writing style.
Recommended
Word Choice: Diction and Connotations
Refine your writing! Word choice can be a deal-breaker if your writing is lame and trite. Use connotations to increase your word power!
PLC-Word Choice
a presentation on how to teach the writing trait "word choice" using Ruth Cluham's 6 +1 Traits of Writing
Strategies for successful word choice
The document provides several strategies for improving word choice in writing, including being careful when using unfamiliar words or synonyms, focusing on strong nouns and verbs before adjectives, using the slash/option technique to brainstorm word choices, avoiding repetition unless it is purposeful, writing your thesis in multiple ways, reading your writing aloud slowly, talking through your argument instead of reading it, and having an outsider point out any confusing words or sentences.
Word choice
The document discusses various aspects of word choice and meaning, including dictionaries, thesauruses, word roots and parts of speech. It also covers idioms, phrasal verbs, slang, regionalisms, jargon, figurative language, and cliches. The purpose is to explain how to understand words and choose them effectively.
Word choice
Word choice is important to make writing unique and keep audiences engaged. [1] Powerful verbs, clever phrases, and precise nouns can give writing style and a distinctive voice. [2] Action verbs are preferable to "state of being" verbs. [3] Adjectives and adverbs should be used sparingly to avoid "overload". Creative phrasing, dense words, and a thesaurus can help improve word choice if used judiciously. Clichés and other tired expressions should be avoided.
Word Choice
Word choice is important in writing because it determines whether readers will understand the intended meaning. Using the wrong word can cause sentences to become nonsensical or humorous. Precise word choice is key to clear communication. Writers should avoid wordiness, redundancy, unnecessary repetition, inflated phrases, passive voice, jargon, pretentious language, sexist language, and cliches. Careful attention to denotation, connotation, idioms, and figurative devices also helps ensure meaning is conveyed as intended.
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This document provides guidance on avoiding informal language in academic writing. It explains that informal language should be edited out of academic papers as it can undermine the seriousness with which a reader perceives the presented ideas. Specific examples are given of common types of informal language to avoid, such as generalizations, vague language, use of contractions, and incomplete sentences. The document also provides exercises for identifying informal language in a sample text and in one's own writing.
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This document provides tips for improving word choice in writing. It emphasizes using precise verbs and nouns, replacing vague words with stronger alternatives, and avoiding overused words and cliches. Careful selection of adjectives and adverbs is also advised. The document encourages finding unique phrases and taking advantage of a thesaurus to expand one's vocabulary in a way that enhances writing style.
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Concise sentence
The document discusses how to write concisely by eliminating unnecessary words and information. It provides tips for removing wordy phrases, empty words, repetition, weak verbs, and reducing clauses and phrases. Specifically, it recommends (1) recognizing and eliminating wordy phrases and empty words, (2) recognizing and eliminating unnecessary repetition, (3) recognizing and revising constructions with weak verbs and nouns derived from verbs, and (4) recognizing opportunities to reduce clauses to phrases and phrases to words. Examples are given to demonstrate concise versus wordy or redundant writing. The overall goal discussed is to clearly express ideas using the most effective words.
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This document provides information on using context clues to determine the meaning of unfamiliar words. It discusses the main types of context clues:
1. Direct definitions - The definition is directly provided in the context, often using words like "is," "are," or "means."
2. Contrast clues - The context provides a contrasting idea to help infer the meaning of an unfamiliar word.
3. Cause-and-effect sentences - The context describes a relationship between two events or situations to help determine the meaning.
It also mentions other context clue types like examples, synonyms, antonyms, and general sense clues. Overall, the document teaches that analyzing the context surrounding an unfamiliar word can reveal clues
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Context clues
This document provides information about different types of context clues that can help readers determine the meaning of unfamiliar words. It discusses definitions, synonyms or examples, antonyms or contrasts, and inference or sense of the sentence as common types of context clues. The document emphasizes that while identifying specific clue types isn't important, it is crucial to be able to find context clues in text and use them to figure out word meanings. Practice using context clues when reading will improve this skill.
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2. The different types and meanings of words including denotative, connotative, and how the same word can have different meanings depending on context.
3. Using references like dictionaries and thesauruses to help select words and understand meanings.
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Slide 28 Suggested Adjustments:
She just wanted to say, "Hey y'all!" = She simply desired to greet you.
That question is a no-brainer. = That query requires little thought to respond to.
Dude, what's up with that? = Sir, why are you doing that?
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Suggested Adjustments for slide 29:
This vile medical concoction purportedly diminishes the required need for sleep. = This medicine is supposed to help you stay awake.
Dear Sir, I compose this letter in response to your previous solicitation via telephone. = I am writing this letter to respond to your phone call.
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The document discusses the power of words and their importance. It notes that words can both build up or destroy relationships and change perspectives. It emphasizes getting the words you use right by ensuring your inner thoughts are in order. It provides strategies for learning new words like saying them aloud and writing them down. It also stresses the ability of words to positively or negatively impact people's lives and that words matter in how we shape the world.
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The document discusses the importance of word choice in writing and provides examples. It notes there are over 460,000 words in the English language to choose from. The specific words an author selects can create vivid images, engage readers, and make a story memorable. Instead of using generic words like "said", more evocative verbs like "whispered" or "cried" should be used. Sensory details that describe sounds, sights, textures, smells and tastes can also enhance writing. An activity prompts revising a paragraph by replacing bland words to make the story more lively and engaging for readers.
Concise sentence
The document discusses how to write concisely by eliminating unnecessary words and information. It provides tips for removing wordy phrases, empty words, repetition, weak verbs, and reducing clauses and phrases. Specifically, it recommends (1) recognizing and eliminating wordy phrases and empty words, (2) recognizing and eliminating unnecessary repetition, (3) recognizing and revising constructions with weak verbs and nouns derived from verbs, and (4) recognizing opportunities to reduce clauses to phrases and phrases to words. Examples are given to demonstrate concise versus wordy or redundant writing. The overall goal discussed is to clearly express ideas using the most effective words.
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This document provides instructions and examples for students to complete creative and formal writing exercises as part of a rich task assignment. It includes guidelines for formal writing styles and features, as well as prompts and examples for various creative writing genres and forms, including poems, stories, and a pantoum poetic structure. Students are assigned to write a letter to the editor on a provided topic and to submit a portfolio including different types of creative writing pieces.
Guessing vocabulary from context
The document provides information about determining the meaning of unknown words from context clues. It discusses the four main types of context clues: rewording, synonyms, antonyms, and details. Examples are given to illustrate each type. The document then prompts the reader to practice identifying context clues in sample sentences. Finally, it presents a passage from a diary written in another language for the reader to determine the meanings of underlined words based on context clues.
The student guide to writing better sentences in the english classroom sample
This document provides guidance on writing effective sentences for text response essays. It begins by explaining the importance of writing skill for English class and outlines the chapter's focus on improving sentence structure. Examples are given of basic introductory sentences that introduce the text, author and main idea. The document also discusses using more detailed and descriptive language in introductions. Various sentences types that can be used in introductions are exemplified, including topic sentences and sentences that refer to the text in different ways. Tables with suggested words and phrases to aid writing introductions, topic sentences, and body paragraphs are also included.
Writing Concise Sentences
The document discusses writing concise sentences by eliminating unnecessary words. It identifies three categories of unnecessary words: deadwood words that add nothing to meaning, utility words that are filler words, and circumlocution that takes a roundabout way of saying something. Some strategies for writing concisely include underlining key words, deleting extra words, using specific language instead of complicated phrases, and choosing precise words over abstract words.
Context clues
This document provides information on using context clues to determine the meaning of unfamiliar words. It discusses the main types of context clues:
1. Direct definitions - The definition is directly provided in the context, often using words like "is," "are," or "means."
2. Contrast clues - The context provides a contrasting idea to help infer the meaning of an unfamiliar word.
3. Cause-and-effect sentences - The context describes a relationship between two events or situations to help determine the meaning.
It also mentions other context clue types like examples, synonyms, antonyms, and general sense clues. Overall, the document teaches that analyzing the context surrounding an unfamiliar word can reveal clues
Year 10 English Toolbox
This document provides information about various poetic techniques, parts of speech, sentence structures, writing styles, and visual features used in media. It defines terms like rhyme, rhythm, simile, metaphor, personification, alliteration, assonance, sibilance, onomatopoeia, and more. It also discusses parts of speech, simple sentences, compound sentences, complex sentences, colloquial vs formal language, tone, emotive language, and slang. Visual features of media like layout, lettering, color, images are also defined. Examples are provided to illustrate each concept.
Context clues
This document provides information about different types of context clues that can help readers determine the meaning of unfamiliar words. It discusses definitions, synonyms or examples, antonyms or contrasts, and inference or sense of the sentence as common types of context clues. The document emphasizes that while identifying specific clue types isn't important, it is crucial to be able to find context clues in text and use them to figure out word meanings. Practice using context clues when reading will improve this skill.
Details details details
The document provides guidance on how to effectively add details and evidence to writing. It emphasizes that vague, repetitive writing is not engaging for readers. Effective writing uses specific details like names, sensory descriptions, dialogue and anecdotes to illustrate ideas. Even formal writing needs evidence to support claims, whether through facts, statistics, quotes or examples. Overall, the document stresses that good writing answers the implicit questions readers have by anticipating needs for clarification or proof.
Levels of formality in writing2
This document discusses different levels of formality in writing, including informal, semi-formal, and formal styles. It provides examples of how language appropriate for one context, like a text message, may be inappropriate in another, like a job application. The document emphasizes matching the level of formality to the audience and purpose of the writing.
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Transitions help readers understand the connections between ideas by explaining relationships between people, places, things, or events, rather than leaving the reader to infer those connections on their own. The document provides examples of paragraphs with and without transitions to demonstrate how transitions improve clarity and flow. It also includes a list of common transition words to help writers smoothly connect ideas from sentence to sentence and paragraph to paragraph.
Choosing the Right Words
This document discusses choosing the right words when writing and speaking. It covers several topics:
1. The writing process of choosing words, assembling phrases, connecting sentences, and organizing paragraphs.
2. The different types and meanings of words including denotative, connotative, and how the same word can have different meanings depending on context.
3. Using references like dictionaries and thesauruses to help select words and understand meanings.
4. Guidelines for choosing words including using specific words, positive words, and avoiding negative, redundant or complex words. The goal is to communicate clearly and maintain goodwill.
Formality vs Informality in English
What makes spoken English more or less formal?
Slide 28 Suggested Adjustments:
She just wanted to say, "Hey y'all!" = She simply desired to greet you.
That question is a no-brainer. = That query requires little thought to respond to.
Dude, what's up with that? = Sir, why are you doing that?
That's the boss-man calling for ya, buddy. = Your supervisor is calling you, my friend.
Suggested Adjustments for slide 29:
This vile medical concoction purportedly diminishes the required need for sleep. = This medicine is supposed to help you stay awake.
Dear Sir, I compose this letter in response to your previous solicitation via telephone. = I am writing this letter to respond to your phone call.
Madam, one might consider three potential destinations for your Caribbean excursion. = There are three options for your vacation.
Might one offer a beverage to the guests during this soiree? = Can I get a drink at this party?
Pragmatics (Linguistics)
The document discusses pragmatics, which is the study of how language is used in context and why people use language in particular ways. It provides examples of how the meaning of the word "ball" changes based on the context and discusses different types of context including physical, epistemic, linguistic, and social context. It also discusses speech acts, direct and indirect speech acts, felicity conditions for different speech acts, and Grice's cooperative principle and maxims of conversation. Finally, it discusses language use in advertising and provides discourse analysis examples.
Context Clues(New)
Context clues are facts or ideas in the text that help suggest the meaning of an unknown word. There are different types of context clues including definition, restatement, examples, comparison/contrast, cause and effect, punctuation, and modifiers. Exercises are provided to help identify context clues and determine the meanings of unknown words.
Reading Street
This document contains lesson plans and materials for teaching students about how people adapt to difficult situations. It includes readings from the story "Weslandia" and activities about vocabulary, comprehension strategies, and adapting to challenges. Students discuss concepts like determination, flexibility, and transformation. They analyze words, draw conclusions, and consider how characters in the story adapt through inventing solutions.
Writing better sentences
This document provides guidance on improving writing skills, specifically around grammar and sentence structure. It addresses common errors like subjects without verbs, verbs without objects, and tense inconsistencies. Specific grammar tips are offered, such as using pronouns that clearly relate to nouns and avoiding listing devices that join different parts of speech. Longer sentences are discussed, emphasizing checking for multiple predicates and listing forms. Examples of strong and weak sentences are provided to illustrate effective and ineffective structure. Resources for students to continue practicing include references, response examples, and downloadable exercise books.
Conciseness
The document provides guidance on writing concisely by eliminating unnecessary words. It advises to tell the reader what will be said, say it, then tell them what was said. Writers should strive to be direct, plain, and concise by only using words that are essential to the meaning. Generalizations and modifiers like "clearly" usually don't add meaningful information and can be removed. Wordy phrases like "due to the fact" or redundant words and phrases should also be eliminated to improve clarity and conciseness.
Formal informal
This document discusses formal and informal language. It provides examples of words labeled as formal, informal, or slang in a dictionary. It then presents sentences using these types of words and asks the reader to identify which is which. Several exercises follow that ask the reader to rewrite sentences in a more neutral tone and choose appropriate words for different situations from a word cloud. In the final part, the reader is asked to provide their own slang words and rewrite sentences using them in a more formal way.
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The student guide to writing better sentences in the english classroom sample
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1
MALE-FEMALE
COMMUNICATION
GENDER DIFFERENCES
Sex vs. Gender
sex: biological definition
gender: culturally established correlates of sex
Gender Role:
collection of attitudes, behaviors, and traits deemed desirable for males versus
females
Gender Display:
conventionalized portrayals of the behaviors that society has defined as
prototypically “masculine” and “feminine”
FEMALE: NONVERBAL PROFILE
VOCAL BEHAVIORS
gender displays: more fluent, softer, slower,
higher pitched, more variable in pitch
“pitch” as a social function
more emotional/expressive/intensity
conversations
talk less in mixed groups
interrupt less
2
FEMALE: NONVERBAL PROFILE
Women are more likely to forms of speech
that are related to a powerless status
Verbal Communication
ask more questions
tag questions (“It’s nice, isn’t it?”)
hedges and qualifiers (“sort of” “maybe”)
intensifiers (“The puppy is so cute.”)
disclaimers (“I don’t know, but”)
FEMALE: NONVERBAL PROFILE
Other Nonverbal Cues
Women smile/laugh more than men
lower Visual Dominance Ratio
less likely to initiate touch
Problems?
MALE: NONVERBAL PROFILE
Vocal Behaviors:
gender displays: more filled pauses, louder, talking more (in both
word count and in duration)
tend to dominate conversations when interacting with women:
duration of talk-turns are longer
the number and rate of filled pauses is grater
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3
MALE: NONVERBAL PROFILE
Other Nonverbal Cues
“Interruption Privilege”
Vocal Behaviors
Tactile communication
MEN VS. WOMEN
WHO IS A BETTER COMMUNICATOR?
Differences in Gender vs. Skills
gendered behaviors are learned
gender differences vary considerably depending on the settings and contexts
Accomplishing Communicative Goals
men: focus on a set of goals that are important only to them
women: their desire to facilitate interpersonal outcomes that are satisfying to both
parties
• possible problems?
Decoding Nonverbal Information
exception?
“leaky messages”
why?
CAN WE CHANGE NONVERBAL BEHAVIOR?
out-of-awareness behaviors?
cultural norms/expectations?
nonverbal gender-deviant behaviors?
Solution
:
Develop Awareness of Stereotypic Behaviors
4
RECOMMENDATIONS FOR MEN
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work on your decoding skills
develop attentive listening skills
RECOMMENDATIONS FOR WOMEN
monitor/suppress cues that are associated with negative implications
focus on the communicative task (as opposed to the interactional
partner)
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JOHN GOTTMAN
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People swear for various reasons such as bonding with others, expressing emotion, relieving stress or pain. While swearing is common in everyday speech and media, it is not always appropriate, such as in formal situations or around children. The acceptability of swearing depends on factors like the intention, relationship with the listener, and cultural norms. Using slurs or terms that degrade groups of people is generally considered unacceptable.
Basic Communicative of Styles in English
Here are the communicative styles that would be most appropriate for each context:
1. Talking to a counselor or psychiatrist - Consultative style
2. Delivering an oratorical speech - Formal style
3. Delivering a news report - Formal style
4. Discussion with your groupmates on how to finish the assigned tasks - Casual style
5. Providing comfort to a friend who was feeling down - Intimate style
6. Feeling happy while thinking about how your teacher appreciated you - Intimate style
7. A contestant performing declamation in front of a group of audience - Formal style
8. Recounting your past experiences - Casual or intimate style
Chapter 3
This document discusses various aspects of verbal communication and language. It covers topics like language communities, the nature of language, how language reflects and shapes perception, the different domains of language including syntax, pragmatics and semantics. It also discusses the cultural and gender influences on language usage and provides ways to improve clarity in language through specificity, concreteness and precision. Dating information and indexing generalizations are also covered as ways to communicate information more accurately.
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The document discusses assertiveness skills, including how to effectively encode and decode messages when communicating. It explains that assertiveness involves clearly expressing one's needs, wants and feelings while also acknowledging others. Three personality types are described: aggressive, passive/submissive, and passive/aggressive. Effective assertive communication involves matching one's body language and tone with one's message.
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This lesson is over what makes a writer's voice: tone, word choice, and style. This interactive lesson helps students understand the concepts of tone, word choice, and style. Finally, there are tips for developing your own writer's voice.
FIEP Curriculum
This document discusses social, emotional, and plan-related growth for youth in transition. It covers three main areas:
1. Social growth, including developing verbal and nonverbal communication skills, resolving conflicts, having conversations in different settings, and understanding different social contexts.
2. Emotional growth, such as identifying and dealing with various emotions like happiness, sadness, frustration, and managing stress.
3. Plan-making growth, or setting goals and making plans for the future.
The document provides information, examples, and exercises to help youth strengthen these skills as they become more independent. The overall message is that growing up involves social, emotional and planning skills, which this resource aims to support.
Reach the goal
“Good Judgment = Experience = Success = Bad Judgment”
I wanted to always write about something which every commoner wants. The above statement is a true reflection what one thinks. This idea of mine is an offshoot of what I have done to reach the goal and what steps I had followed to reach my GOAL.
In this book I have given out ideas which had worked out for me, you can read this book as ―Good Experience‖. Like the movie 3 idiots where we pray to God to show the mercy of our situation, it’s we who should take the upper hand and come out successfully.
Effective Writing For Creating and Presenting
The document provides information about teaching students effective writing skills for creating and presenting. It outlines the structure of writing units that focus on reading, responding, creating, and presenting texts. The units also involve analyzing and presenting arguments. The document discusses teaching students to respond analytically and contextually to texts. It raises questions about identity and belonging that students could explore in their writing. Overall, the document offers guidance on developing a curriculum to teach students expository and creative writing skills.
Mod 3 speaking skills
The most important aspect of speaking is how you say it. While the content of the message and context are also important factors, it is the delivery - the tone, pace, volume, enthusiasm, body language, eye contact etc. that have the greatest impact on the listener and determine how well your message is received.
Inclusive Language
This document discusses creating an inclusive environment through inclusive language and body language. It defines inclusion as a sense of belonging where people feel respected, valued, and supported. The document explains why inclusion is important for diversity on campus, strengthening awareness, education, and preparing students for a diverse world. It provides guidelines for inclusive language regarding gender, race, disabilities, sexual orientation, and age. The document also discusses inclusive body language techniques like maintaining open posture and eye contact. It concludes with tips for leaders to champion inclusion through being learners, setting vision, modeling behaviors, and holding each other accountable.
lesson 3.pptx
This document provides information about diction and tone in writing. It begins by asking the reader to assess some example sentences for correct or incorrect diction. It then discusses commonly confused words and their proper usages. The document explains different types of diction like concrete versus abstract diction and the importance of specificity. It also covers topics like slang, tone, connotation versus denotation. Examples are provided throughout to illustrate different concepts. The overall document aims to improve the reader's understanding of diction and tone when writing.
What are Pronouns.pdf
Having trouble with pronouns? No worries, this is your ultimate guide to all there is to know about pronouns, their types and appropriate usage in sentences.
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This document provides information about odes, including that an ode is a poem that praises a person, place, or ordinary object. It discusses how odes have traditionally celebrated great achievements and places. The document notes that odes elevate simple topics through creative language like imagery, metaphors, similes, and personification. While odes praise their subject, they do so in a serious tone and sometimes make broader statements about the subject beyond just praise. An example ode about socks is provided.
Srn references
The document contains a collection of images relating to various topics including old telephones, films, historical events, paintings, and musicians. Images shown include vintage telephones, scenes from the films Wings and Dracula, the Hindenburg disaster, a Raphael painting of the Madonna and Child, the band Huey Lewis and the News, and characters from the Rambo films. The images provide a visual overview of various historical figures, objects, and popular culture from different time periods.
Srn drama background
This document defines drama as a story told through dialogue. It notes that dramas are meant to be performed on stage or screen, so the setting is important. Since there is no narrator, the plot unfolds through characters' actions and speech as they deal with conflicts. Characters are central to dramas as they provide information and drive the story forward. When reading a teleplay, one should pay attention to the list of characters, dialogue attribution, scene changes, camera directions that visualize the story, and stage directions that describe the scene.
Rj br intro
William Shakespeare was an English playwright, poet and actor born in 1564 in Stratford-upon-Avon. He wrote 37 plays and 154 other works including poems during his lifetime. Some of his most famous plays include Romeo and Juliet, Hamlet, and Macbeth. Shakespeare's plays were performed in London theaters like the Globe Theatre, which was owned by Shakespeare and his acting troupe. His plays have endured and are still popular today for their complex characters, themes, and use of language like iambic pentameter and sonnets.
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Wfs academic voice
This document discusses point of view in academic writing. It explains that first person point of view uses words like "I", "we", and "my" and is not appropriate for academic papers as it makes the writing seem biased. Second person point of view uses "you" and addresses the reader directly, which can be seen as pushy. The document recommends using third person point of view with impersonal pronouns like "one", "they", and "people" to maintain an objective tone without directing statements at the reader.
Wfs they sayi_say1617
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Ps transitions public
This document discusses the importance of using transitions in public speaking. It defines transitions as phrases that indicate when a speaker is moving from one idea to the next. Some examples of transitions provided are "in addition," "now that we've seen," and "on the other hand." The document also discusses using internal previews to foreshadow upcoming points and internal summaries to recap what has already been discussed. Signposts are brief statements that indicate where the speaker is in the speech. Failing to use these techniques can cause audiences to feel lost between ideas.
Ps organization
This document provides guidance on organizing a public speaking presentation. It explains that the introduction should grab the audience's attention, set the purpose, and preview the main points. The body should have 2-3 main points supported by evidence, using an organizational strategy consistently. The conclusion should reiterate the topic and purpose, review the main points, and leave the audience with a concluding thought. It recommends starting by outlining the body, then writing the introduction and conclusion, adding an attention-grabbing opener and memorable closing statement. Transitions and revisions are also important.
Ps rate
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Arits final discussionquestions
The article discusses how food choices impact health and well-being. It notes that a diet high in processed foods can lead to weight gain and increased risk of disease, while eating more whole foods like fruits and vegetables provides nutrients and fiber that support overall health. Choosing to cook more meals at home from whole ingredients allows for healthier, more balanced options.
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The document discusses the disputed usage of certain words, particularly the "n-word". It notes the word's origins and history as a racial slur. While some Black artists have reclaimed the word, many argue its connotations cannot be erased given its role in racism. Usage remains taboo for most, though meanings have blurred in popular music. The power of context is emphasized, as words can deeply offend depending on setting and speaker.
Ps impromptu directions
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Ps tongue twisters2
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Ps good audience
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Ps vocal variety
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Ps visual aids
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This document outlines the requirements for a research paper and presentation project. Students must write a 5-7 page research paper with a works cited page on a self-selected topic of interest. They will also present their findings through a 5-10 minute PowerPoint presentation. The goals of the project are to have students research a topic, write and speak about what they learned, and demonstrate skills at a post-secondary level. Suggested topics include history, local politics, creative arts, health/science/math, sports, literature, technology, and trades. Students must pick a topic that investigates a real question and forms an opinion through evidence in a thesis paper.
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This document discusses morning routines in a household and asks who is present, who is responsible for making breakfast and other chores, how everyone manages to get ready to leave on time, and how these morning tasks impact family dynamics.
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The document discusses an activity where the reader worked with someone they knew well and someone they barely knew. They are asked to compare the experiences, noting similarities and differences, and reflect on what they did to overcome any awkwardness. The reader is also prompted to consider how the activity relates to public speaking and why eye contact is important for public speaking.
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Cw word choice
- 3. DICTION: DEFINED • The choice and use of words and phrases in speech or in writing. Word choice is the most powerful element of style for you to understand.
- 6. DICTION: WHAT DOES IT DO? • affects the clarity and impact of your message
- 7. WHAT MAKES THIS PASSAGE FROM THE BOOK THIEF SO EFFECTIVE? “You are going to die. I am in all truthfulness attempting to be cheerful about this whole topic, thought most people find themselves hindered in believing me, no matter what my protestations. Please, trust me. I most definitely can be cheerful. I can be amiable. Agreeable. Affable. And that’s only the A’s. Just don’t ask me to be nice. Nice has nothing to do with me” (Zusak 3).
- 8. THE WORD CHOICE “You are going to die. I am in all truthfulness attempting to be cheerful about this whole topic, thought most people find themselves hindered in believing me, no matter what my protestations. Please, trust me. I most definitely can be cheerful. I can be amiable. Agreeable. Affable. And that’s only the A’s. Just don’t ask me to be nice. Nice has nothing to do with me” (Zusak 3).
- 9. ZUSAK’S GENIUS: • He follows “die” with “cheerful”. • Contrast that makes sense. • He contrasts cheerful, amiable, affable, and agreeable with nice. • Contrast that doesn’t initially make sense. • Makes readers consider the denotations & connotations of each word.
- 10. WHAT MAKES THIS PASSAGE FROM CUTTING FOR STONE BY ABRAHAM VERGESE EFFECTIVE? “According to Shiva, life is in the end about fixing holes. Shiva didn't speak in metaphors. fixing holes is precisely what he did. Still, it's an apt metaphor for our profession. But there's another kind of hole, and that is the wound that divides family. Sometimes this wound occurs at the moment of birth, sometimes it happens later. We are all fixing what is broken. It is the task of a lifetime. We'll leave much unfinished for the next generation.”
- 11. VERGHESE’S GENIUS: • Poetic • Rich vocabulary • Multiple layers of meaning
- 12. HOW DO WE DESCRIBE DICTION? High low Formal informal
- 13. HIGH/FORMAL DICTION • Dignified, elevated, and often impersonal. • Elaborate, or sophisticated vocabulary. • Polysyllabic.
- 14. LOW/INFORMAL DICTION • Plain language of everyday • slang, jargon, vulgarity, and dialect. • Monosyllabic.
- 15. MIDDLE/NEUTRAL DICTION • Follows rules of grammar and uses common, unexceptional vocabulary. • Grammar and vocabulary is meant to be transparent, easily understood.
- 16. DON’T PASS JUDGMENT! No type of diction is “bad.” Each is appropriate in different writing situations.
- 17. DESCRIBE THE DICTION “'Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don't belong no place. They come to a ranch an' work up a stake, and the first thing you know they're poundin' their tail on some other ranch. They ain't got nothing to look ahead to.’”
- 19. DESCRIBE THE DICTION “You are going to die. I am in all truthfulness attempting to be cheerful about this whole topic, thought most people find themselves hindered in believing me, no matter what my protestations. Please, trust me. I most definitely can be cheerful. I can be amiable. Agreeable. Affable. And that’s only the A’s. Just don’t ask me to be nice. Nice has nothing to do with me” (Zusak 3).
- 20. DESCRIBE THE DICTION “According to Shiva, life is in the end about fixing holes. Shiva didn't speak in metaphors. fixing holes is precisely what he did. Still, it's an apt metaphor for our profession. But there's another kind of hole, and that is the wound that divides family. Sometimes this wound occurs at the moment of birth, sometimes it happens later. We are all fixing what is broken. It is the task of a lifetime. We'll leave much unfinished for the next generation.”
- 21. WORDS See the excerpt from The Practice of Creative Writing by Heather Sellers.
- 23. DENOTATIO N The dictionary definition CONNOTATI ON The emotional overtones of a word Typically described using “positive”, “negative”, and “neutral”.
- 24. WHY DO THESE MATTER? • Understanding both the connotations and denotations of a word is essential for clear, effective writing. • Avoid unintentional insults or results. • These meanings create responses in your readers.
- 25. CONNOTATIONS • Context matters: •aggressive vs. hostile •hard-hitting vs. aggressive •aggressive man vs. aggressive woman
- 26. LET’S PLAY WITH WORDS…
- 27. OTHER CONSIDERATIONS W/ STYLE Style: a series of choices –words, sentence length and structure, figures of speech, tone, voice, diction, and overall structure. • It changes from piece to piece. • Depends on purpose, audience, and appropriateness.
- 28. CHOOSE LEAN SENTENCES OVER FLABBY ONES • Eliminate unneeded words • Wordy writing annoys readers because they have to wade through the verbiage to find your meaning
- 30. DON’T BE A BROKEN RECORD. • Don’t say the same thing twice. • Redundant: •The editor was looking forward to the book’s final completion. • Better: •The editor was looking forward to the book’s completion.
- 31. BE ACTIVE. • Make passive sentences active. • Your subject should perform the action, instead of being acted upon. • Passive: •Ten pages were completed in one day by the writer. •The writer completed ten pages in one day.
- 32. YOUR TASK: LE MOT JUSTE Gustave Flaubert, a 19th-century novelist, coined this French phrase meaning “the right word”. Flaubert is said to have spent weeks looking for “le mot juste”. See handout.