Editing 4: Style
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The document discusses different styles of writing, including formal, informal, casual, denotative, and connotative. It provides examples and definitions for each style. Formal style uses long sentences and paragraphs with impersonal and abstract language. Informal style has variety in sentence length and mixes abstract and concrete language with some personal references. Casual style uses short sentences and paragraphs with specific language, personal references, and contracted forms. Denotative style appeals to reason with explicit facts and statements, while connotative style appeals to emotions using figurative language and rhetorical devices like exclamations and questions.
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The document provides learning objectives and resources for developing vocabulary skills, including using context clues, note-taking strategies, and exploring word meanings, connotations, and usages. It includes links to videos and texts on language topics like British English, politically correct language, analogies, and the irregular nature of the English language. Learning involves repeated exposure to words in different contexts to help comprehend and retain their meanings.
Using Language
This document discusses different aspects of using language effectively. It begins by explaining the denotative and connotative meanings of words. Denotative meanings are precise and objective, while connotative meanings are more variable, subjective, and give words emotional power. The document emphasizes using language accurately, clearly without clutter, and vividly using imagery, metaphor, simile and other techniques. Language should also be used appropriately for the occasion, audience, topic and speaker. Inclusive language respects diverse groups and avoids assumptions or stereotypes.
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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.
Elit 48 c essay #2 howl
This document provides instructions and guidance for students writing an essay responding to Allen Ginsberg's poem "Howl" for an English literature course. Students must choose one of five essay topics focusing on different aspects of "Howl" and write a 500-750 word thesis-driven essay. The document outlines learning objectives, essay requirements including MLA formatting, research expectations, and tips for writing a strong response. It provides guidance on developing a clear thesis, integrating evidence, and common mistakes to avoid in the assignment.
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Editing 2: Special paragraphs
This document discusses special paragraphs in essay writing, specifically the opening and closing paragraphs. The opening paragraph should grab the reader's attention, introduce the main idea, and signal the direction of the essay. A good opening paragraph includes a hook to engage the reader. The closing paragraph should wrap up any loose ends and not leave the reader with unanswered questions. It should conclude the subject matter without using cliches. Effective closing strategies include summarizing the main points, linking back to the introduction, and making a recommendation.
Unified Paragraph
This document discusses unified paragraphs and their key components. It addresses issues like paragraph sprawl and appearance. It emphasizes that each paragraph should have a clear topic sentence that states the main idea and point. It outlines common paragraph structures used in academic writing like cause and effect. It also discusses linguistic devices that can be used to strengthen coherence, such as pointer words, relationship words, repetition, and parallel structure. Finally, it provides an example of a paragraph that could be improved by dividing it into two paragraphs of a more appropriate length and focus.
Editing 3: Transitions
The document discusses transitions in essays. It defines internal and external transitional devices that can be used within and between paragraphs. Examples of transitional words and phrases are provided like likewise, although, and subsequently. Linking paragraphs through starting the next paragraph with a repeated key word from the previous is also suggested. The homework assignments are to edit papers using transitions and comment on other students' papers.
Revising the First Draft
The document outlines elements to consider when revising a document, including focus, purpose, proportion, commitment, audience, organization, and content. It recommends thinking about larger topics, purpose, main points, and substantiation of claims. Revising also involves ensuring the introduction and conclusion agree, readers' knowledge is considered, and there is a recognizable pattern of logical development between points. The homework assignment is to revise a draft paper using feedback and the revision checklist, and to comment on groupmates' writings.
First draft handout
The document discusses composing the first draft of an essay. It provides tips for writing the first draft, including not taking beginnings too seriously, not criticizing yourself prematurely, prescribing time or pages to focus on the draft, including the thesis in the first paragraph, and letting ideas flow. It also discusses including phrases of emphasis and ensuring the draft is complete and legible. Students are assigned to write the first draft of an essay on "What I Live For" and share it with classmates and the instructor by Tuesday midnight.
Structure and Outline
This document outlines common essay structures: [1] Argumentative structure includes an introduction with a thesis, arguments with examples and illustrations, and a conclusion. [2] Problem-and-solution structure presents a problem, potential solutions, a proposed solution with advantages and feasibility, and a conclusion. [3] Comparison and contrast examines features of subjects in an introduction, body, and conclusion.
Brainstorm and Thesis Statement
The document discusses various techniques for developing a thesis statement for academic writing, including brainstorming potential topics of interest, focusing on a single aspect of a topic, and constructing a clear, complete thesis sentence. It also outlines methods for exploring and supporting a thesis through activities like clustering ideas, asking questions, researching the topic, and considering classical rhetorical forms of invention.
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Introduction to objective, scope and outcome the subject
Chapter 2
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- 1. Zsolt Almási: Essaywriting 1 Editing IV: Style Class 9
- 2. Zsolt Almási: Essaywriting 2 Stylistic Continuums
- 3. Formal In 1965 the bulk of total energy was consumed North America, Europe and Eurasia- collectively, they accounted for more than 80 percent of global energy consumption. Although energy consumption has increased in these regions since the 1960s, their relative share of the total has declined significantly. Consumption across the rest of the world has been increasing, most dramatically in the Asia Pacific where the total consumption increased more than 12-fold over this period. 2020.04.06. Zsolt Almási: Essaywriting 3
- 4. Zsolt Almási: Essaywriting 4 Formal Style • Long sentences and paragraphs • Abstract language • Impersonal tone (few personal references and no contracted forms) • formal words • Serious tone • Distance between reader and writer
- 5. Informal • I’ve been called for a personal round of interview tomorrow. Do you believe this? I am so happy! Wish me luck to perform well tomorrow. 2020.04.06. Zsolt Almási: Essaywriting 5
- 6. Zsolt Almási: Essaywriting 6 Informal Style • Variety of sentence length • Short- to medium-length paragraphs • Mixture of abstract and concrete language • Some use of 1st- and 2nd-person pronouns • Some use of contracted forms • Action verbs • Variety of tones to casual to serious • Little distance between reader and writer
- 7. Casual • You know that book I wrote? Well, the publishing company rejected it. They thought it was awful. But hey, I did the best I could, and I think it was great. I’m not gonna redo it the way they said I should. 2020.04.06. Zsolt Almási: Essaywriting 7
- 8. Zsolt Almási: Essaywriting 8 Casual Style • Short- to medium-length sentences, short paragraphs • Specific words and vivid language • Many personal pronouns and references to people • Contracted forms, slang terms and colloquial language • Light tone • Very little distance between reader and writer
- 9. Denotative [C]ontemplation is both the highest form of activity (since the intellect is the highest thing in us, and the objects that it apprehends are the highest things that can be known), and also it is the most continuous, because we are more capable of continuous contemplation than we are of any practical activity. Aristotle: Nicomachean Ethics 2020.04.06. Zsolt Almási: Essaywriting 9
- 10. Connotative style Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force. Martin Luther King: „I have a dream …” 2020.04.06. Zsolt Almási: Essaywriting 10
- 11. Zsolt Almási: Essaywriting 11 Denotative - Connotative Styles • appeals to reason • information • facts • denotative language • straightforward, explicit wording • statements • appeals to emotions • emotionally charged • ethical, aesthetic load • figurative language • rhetorical constructions • statements, exclamations, questions
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