The document provides guidance on writing effective paragraphs and techniques for good writing. It discusses 5 steps in paragraph writing including deciding on a controlling idea, explaining the idea, giving examples, explaining examples, and completing the paragraph's idea. It also outlines principles for writing effective paragraphs such as focusing on a main idea, using specific details, and making paragraphs coherent. The document recommends asking questions before, during, and after writing to improve paragraph structure and flow.
The document discusses the revision and editing processes in writing. Revision focuses on big picture issues like development, organization, and coherence. Editing looks at minor grammatical issues like spelling, word choice, and punctuation. Both processes are important parts of strengthening a written work from the initial draft. Revision ensures the overall structure and logic while editing polishes the smaller details.
The document provides an overview of report writing. It defines a report as a prepared account of an event presented in a formal, organized format with evidence. It discusses different types of reports including academic and professional reports. The key aspects of a good report are that it must meet reader needs, have a clear structure, give a good first impression, avoid assumptions, and use proper grammar. Steps for an effective report include defining the aim, collecting ideas, structuring the content, and starting the writing. A standard report structure includes a title, introduction, main body, and conclusion. Newspaper reports follow specific conventions including an attention-grabbing headline that summarizes the event in 6 words or less and answering who, what, when,
The body paragraphs in an essay should develop the topic, prove points, and have a consistent pattern. A paragraph contains a topic sentence stating the main idea, supporting sentences with details and examples, and optionally a concluding sentence summarizing the key points. Topic sentences should be complete sentences that are neither too broad nor narrow in scope. Supporting sentences explain, prove, or expand on the topic sentence with facts, examples, statistics or quotations. A concluding sentence restates the main idea or summarizes the key points of the paragraph.
The document discusses strategies for active reading. It recommends annotating texts by writing key information such as main points, definitions and examples in margins. Annotating helps the reader stay engaged, improve comprehension and create study tools. It provides a purpose for reading and increases concentration. The document demonstrates how to annotate, including covering text and reading annotations aloud to test understanding. It emphasizes active reading by focusing on text and learning as you read.
The document provides instructions for writing a summary. It explains that a summary is shorter than the original text, includes the main ideas and thesis, and is objective. It outlines a 7-step process: 1) read to understand main ideas and context, 2) annotate by highlighting key parts, 3) identify the introduction, conclusion, and stages of thought, 4) label each stage with its main idea, 5) write a 1-3 sentence summary of each section, 6) identify the overall thesis, and 7) draft the summary using the notes.
This document provides guidance on academic writing, including the structure and components of essays. It discusses the key elements of an introduction (background, thesis), body paragraphs (topic sentences, evidence, transitions), and conclusion (recap, restatement). Sample essay structures are presented, such as a five-paragraph comparative analysis template. Revision and editing tips are also covered. Overall, the document serves as a reference for students on how to plan, write and format academic essays.
The document discusses different types of phrases in English grammar. There are two main types: noun phrases and adjective phrases. A noun phrase is a group of words that acts as a subject, object, or complement and includes modifiers and determiners. An adjective phrase is a group of words that describes or modifies a noun or pronoun, consisting of an adjective and any additional modifiers. Common examples of phrases are provided such as "a blue shirt" and "the big red apples."
The document provides guidance on writing effective paragraphs and techniques for good writing. It discusses 5 steps in paragraph writing including deciding on a controlling idea, explaining the idea, giving examples, explaining examples, and completing the paragraph's idea. It also outlines principles for writing effective paragraphs such as focusing on a main idea, using specific details, and making paragraphs coherent. The document recommends asking questions before, during, and after writing to improve paragraph structure and flow.
The document discusses the revision and editing processes in writing. Revision focuses on big picture issues like development, organization, and coherence. Editing looks at minor grammatical issues like spelling, word choice, and punctuation. Both processes are important parts of strengthening a written work from the initial draft. Revision ensures the overall structure and logic while editing polishes the smaller details.
The document provides an overview of report writing. It defines a report as a prepared account of an event presented in a formal, organized format with evidence. It discusses different types of reports including academic and professional reports. The key aspects of a good report are that it must meet reader needs, have a clear structure, give a good first impression, avoid assumptions, and use proper grammar. Steps for an effective report include defining the aim, collecting ideas, structuring the content, and starting the writing. A standard report structure includes a title, introduction, main body, and conclusion. Newspaper reports follow specific conventions including an attention-grabbing headline that summarizes the event in 6 words or less and answering who, what, when,
The body paragraphs in an essay should develop the topic, prove points, and have a consistent pattern. A paragraph contains a topic sentence stating the main idea, supporting sentences with details and examples, and optionally a concluding sentence summarizing the key points. Topic sentences should be complete sentences that are neither too broad nor narrow in scope. Supporting sentences explain, prove, or expand on the topic sentence with facts, examples, statistics or quotations. A concluding sentence restates the main idea or summarizes the key points of the paragraph.
The document discusses strategies for active reading. It recommends annotating texts by writing key information such as main points, definitions and examples in margins. Annotating helps the reader stay engaged, improve comprehension and create study tools. It provides a purpose for reading and increases concentration. The document demonstrates how to annotate, including covering text and reading annotations aloud to test understanding. It emphasizes active reading by focusing on text and learning as you read.
The document provides instructions for writing a summary. It explains that a summary is shorter than the original text, includes the main ideas and thesis, and is objective. It outlines a 7-step process: 1) read to understand main ideas and context, 2) annotate by highlighting key parts, 3) identify the introduction, conclusion, and stages of thought, 4) label each stage with its main idea, 5) write a 1-3 sentence summary of each section, 6) identify the overall thesis, and 7) draft the summary using the notes.
This document provides guidance on academic writing, including the structure and components of essays. It discusses the key elements of an introduction (background, thesis), body paragraphs (topic sentences, evidence, transitions), and conclusion (recap, restatement). Sample essay structures are presented, such as a five-paragraph comparative analysis template. Revision and editing tips are also covered. Overall, the document serves as a reference for students on how to plan, write and format academic essays.
The document discusses different types of phrases in English grammar. There are two main types: noun phrases and adjective phrases. A noun phrase is a group of words that acts as a subject, object, or complement and includes modifiers and determiners. An adjective phrase is a group of words that describes or modifies a noun or pronoun, consisting of an adjective and any additional modifiers. Common examples of phrases are provided such as "a blue shirt" and "the big red apples."
This document provides an overview of descriptive writing. It discusses five key elements of descriptive writing: sensory details, figurative language, dominant impression, precise language, and careful organization. Sensory details use vivid language to appeal to the reader's senses. Figurative language like similes and metaphors help paint a picture. The dominant impression gives the reader an overall sense of the subject. Precise language uses specific words. Careful organization structures the description chronologically, spatially, or by order of importance. Transition words can signal descriptions of place, time, or importance. The structure of a descriptive essay incorporates these elements.
This document discusses the writing process and how to implement it in the classroom. The writing process includes prewriting, drafting, revising and editing, rewriting, and publishing. It mirrors how proficient writers write by breaking the process into manageable steps. Implementing the full writing process helps students produce higher quality work and score better on writing tests compared to only practicing specific skills. It also develops lifelong writing skills and allows students to write authentically across all subjects.
The document provides guidance on how to write an effective summary. It explains that a summary is a brief statement or account of the main points of a text that demonstrates reading comprehension and writing ability. The document outlines a 8-step process for writing a summary: read the text, identify the main idea, take notes while rereading, organize notes, write a thesis statement, draft a short paragraph summary, review the summary, and revise as needed. It emphasizes that a summary should be concise and objective, communicating only the essential facts of the original text in the writer's own words.
The poem laments the death of the poet's friend, Hallam. In the first stanza, the poet expresses the immense torment of his grief. The second stanza contrasts the joy of children with the poet's deep sorrow and inability to share in their happiness. The third stanza references the poet's lack of plans without his friend, whose voice and touch were tender. The last stanza asks the waves to continue striking the shore, as the poet cannot recall the past happiness shared with his deceased friend.
This document provides instructions for writing a comparison and contrast essay. It explains that a comparison and contrast essay analyzes the similarities and differences between two topics. It recommends including an introduction with background on the topics, a thesis statement describing the purpose of the comparison, supporting details and examples, and a conclusion summarizing the main ideas. The document also describes two methods for organizing the essay: point-by-point organization, where each paragraph addresses one point of comparison; and block organization, where similarities are discussed together in one section and differences in another.
This document provides instruction and examples for writing comparison and contrast paragraphs. It discusses two common patterns for organizing comparison/contrast paragraphs: point-by-point and block. The point-by-point pattern discusses each subject point-by-point, while the block pattern discusses all aspects of one subject before moving to the other subject. The document also provides examples of topic sentences, transition words to use, and sample outlines for organizing comparison/contrast paragraphs in both patterns.
This document provides information on writing effective paragraphs. It defines a paragraph as a group of sentences with a single topic. A paragraph includes a topic sentence, supporting sentences, and a conclusion sentence. Topic sentences introduce the main idea, supporting sentences provide details and examples, and conclusion sentences restate the main point. Other key points covered include common paragraph types, the process of writing paragraphs by brainstorming, organizing, drafting, and editing, and tips for writing good paragraphs such as using transition words and a logical structure.
The document discusses the importance of topic sentences and paragraph structure in writing. It defines a topic sentence as the main idea of a paragraph, usually in the first sentence. Good topic sentences state the topic clearly and draw the reader in. A paragraph should have unity with all sentences focused on a single main idea. Coherence between ideas in a paragraph can be shown through logical organization and using transition words. The conclusion of a paragraph should summarize the main point.
This document provides information about problem-solution essays, including their purpose, structure, and writing process. A problem-solution essay informs readers about a problem and suggests actions to solve it. It should clearly state the problem and its importance, causes and effects, as well as one or more solutions and how to implement them. The writing process involves choosing a problem, brainstorming solutions, drafting with an introduction stating the problem and thesis, body paragraphs explaining solutions, and conclusion reiterating the problem and solution. Sentence combining and revising can improve the essay.
The document provides guidelines for writing a descriptive paragraph. It explains that a descriptive paragraph uses vivid language to allow readers to visualize people, places, or things through their senses. It recommends including specific details about smells, tastes, textures, sounds, and colors to paint a picture for the reader. The document also notes that descriptive words and phrases like "as" and "like" can be used to compare subjects to other things and strengthen descriptions.
These tips will help you make an important transition:
away from writing poetry to celebrate, commemorate, or capture your own feelings (in which case you, the poet, are the center of the poem’s universe)
towards writing poetry in order to generate feelings in your reader (in which case the poem exists entirely to serve the reader).
Root words, prefixes, and suffixes are components of word structures that provide meaning.
Root words are the core meaning of a word, such as "graph" meaning to write. Prefixes are attached before root words to modify or change meaning, such as "photo" meaning light and "graph" meaning to write, making "photograph" mean to write with light. Suffixes are attached after root words, such as "-able" meaning able to or "-less" meaning without. Understanding word structures can help increase vocabulary.
The document discusses various prewriting techniques for developing ideas and forming thesis statements for essays, including listing, questioning, and freewriting. It provides examples of each technique and encourages experimenting with different prewriting methods to see what works best. Key details include making lists of images, characters, main points, and quotations from readings; questioning texts using who, what, when, where, why, and how; and freewriting for 10-15 minutes without stopping to generate content and ideas.
Useful argumentative essay words and phrasesenglishbites
This document provides a selection of words and phrases that can be used to structure an essay and link ideas. Some of the key phrases included are: moreover, furthermore, and in addition to add more to an existing point; by contrast and alternatively to introduce differing viewpoints; for example and such as to give examples; therefore, as a result, and so to show results or conclusions. The document also includes phrases for quoting sources and introducing them as well as words for listing points and summarizing.
This document defines and provides guidance on writing discursive essays. It explains that discursive essays discuss an issue, solution, or problem through presenting different viewpoints. There are three main types: for and against essays which discuss both sides of an issue; opinion essays which present the writer's view and an opposing view; and essays suggesting solutions to problems which analyze issues and potential solutions. The document provides tips for structuring and writing discursive essays effectively.
This document provides guidance on writing reports. It explains that reports are meant to convey information quickly and accessibly using short paragraphs, sections, and bullet points. A report typically includes a title, executive summary, table of contents, numbered sections and subsections, and references. Visuals like tables and diagrams can be included but must be properly labeled and referenced. The document stresses ensuring the report is well-organized, uses consistent formatting, has page numbers, and is carefully proofread.
The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as extremely resilient and indestructible pests. The topic sentence introduces how rats have survived extermination attempts, and the rest of the paragraph provides supporting details on the many strategies used against rats and how they continue to evade such efforts.
An article writing guide outlines the typical structure and elements of an effective article. It recommends first understanding the purpose and audience, then brainstorming ideas and researching the topic. The guide suggests creating an outline with headings before writing the introduction, body, and conclusion. Quotes and examples should be included to engage readers and add credibility. Proper grammar, spelling, and proofreading are also important. The key is to tell a story that grabs readers' attention and takes them on a logical journey from beginning to end.
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.
This document discusses different levels of formality in writing, including colloquial, informal, semi-formal, and formal. It explains that the appropriate level depends on factors like the audience and purpose. Colloquial language is informal everyday speech, while formal language is precise and avoids first-person pronouns. The document provides examples and exercises to help readers understand and apply the different levels of formality in their own writing.
This document provides an overview of descriptive writing. It discusses five key elements of descriptive writing: sensory details, figurative language, dominant impression, precise language, and careful organization. Sensory details use vivid language to appeal to the reader's senses. Figurative language like similes and metaphors help paint a picture. The dominant impression gives the reader an overall sense of the subject. Precise language uses specific words. Careful organization structures the description chronologically, spatially, or by order of importance. Transition words can signal descriptions of place, time, or importance. The structure of a descriptive essay incorporates these elements.
This document discusses the writing process and how to implement it in the classroom. The writing process includes prewriting, drafting, revising and editing, rewriting, and publishing. It mirrors how proficient writers write by breaking the process into manageable steps. Implementing the full writing process helps students produce higher quality work and score better on writing tests compared to only practicing specific skills. It also develops lifelong writing skills and allows students to write authentically across all subjects.
The document provides guidance on how to write an effective summary. It explains that a summary is a brief statement or account of the main points of a text that demonstrates reading comprehension and writing ability. The document outlines a 8-step process for writing a summary: read the text, identify the main idea, take notes while rereading, organize notes, write a thesis statement, draft a short paragraph summary, review the summary, and revise as needed. It emphasizes that a summary should be concise and objective, communicating only the essential facts of the original text in the writer's own words.
The poem laments the death of the poet's friend, Hallam. In the first stanza, the poet expresses the immense torment of his grief. The second stanza contrasts the joy of children with the poet's deep sorrow and inability to share in their happiness. The third stanza references the poet's lack of plans without his friend, whose voice and touch were tender. The last stanza asks the waves to continue striking the shore, as the poet cannot recall the past happiness shared with his deceased friend.
This document provides instructions for writing a comparison and contrast essay. It explains that a comparison and contrast essay analyzes the similarities and differences between two topics. It recommends including an introduction with background on the topics, a thesis statement describing the purpose of the comparison, supporting details and examples, and a conclusion summarizing the main ideas. The document also describes two methods for organizing the essay: point-by-point organization, where each paragraph addresses one point of comparison; and block organization, where similarities are discussed together in one section and differences in another.
This document provides instruction and examples for writing comparison and contrast paragraphs. It discusses two common patterns for organizing comparison/contrast paragraphs: point-by-point and block. The point-by-point pattern discusses each subject point-by-point, while the block pattern discusses all aspects of one subject before moving to the other subject. The document also provides examples of topic sentences, transition words to use, and sample outlines for organizing comparison/contrast paragraphs in both patterns.
This document provides information on writing effective paragraphs. It defines a paragraph as a group of sentences with a single topic. A paragraph includes a topic sentence, supporting sentences, and a conclusion sentence. Topic sentences introduce the main idea, supporting sentences provide details and examples, and conclusion sentences restate the main point. Other key points covered include common paragraph types, the process of writing paragraphs by brainstorming, organizing, drafting, and editing, and tips for writing good paragraphs such as using transition words and a logical structure.
The document discusses the importance of topic sentences and paragraph structure in writing. It defines a topic sentence as the main idea of a paragraph, usually in the first sentence. Good topic sentences state the topic clearly and draw the reader in. A paragraph should have unity with all sentences focused on a single main idea. Coherence between ideas in a paragraph can be shown through logical organization and using transition words. The conclusion of a paragraph should summarize the main point.
This document provides information about problem-solution essays, including their purpose, structure, and writing process. A problem-solution essay informs readers about a problem and suggests actions to solve it. It should clearly state the problem and its importance, causes and effects, as well as one or more solutions and how to implement them. The writing process involves choosing a problem, brainstorming solutions, drafting with an introduction stating the problem and thesis, body paragraphs explaining solutions, and conclusion reiterating the problem and solution. Sentence combining and revising can improve the essay.
The document provides guidelines for writing a descriptive paragraph. It explains that a descriptive paragraph uses vivid language to allow readers to visualize people, places, or things through their senses. It recommends including specific details about smells, tastes, textures, sounds, and colors to paint a picture for the reader. The document also notes that descriptive words and phrases like "as" and "like" can be used to compare subjects to other things and strengthen descriptions.
These tips will help you make an important transition:
away from writing poetry to celebrate, commemorate, or capture your own feelings (in which case you, the poet, are the center of the poem’s universe)
towards writing poetry in order to generate feelings in your reader (in which case the poem exists entirely to serve the reader).
Root words, prefixes, and suffixes are components of word structures that provide meaning.
Root words are the core meaning of a word, such as "graph" meaning to write. Prefixes are attached before root words to modify or change meaning, such as "photo" meaning light and "graph" meaning to write, making "photograph" mean to write with light. Suffixes are attached after root words, such as "-able" meaning able to or "-less" meaning without. Understanding word structures can help increase vocabulary.
The document discusses various prewriting techniques for developing ideas and forming thesis statements for essays, including listing, questioning, and freewriting. It provides examples of each technique and encourages experimenting with different prewriting methods to see what works best. Key details include making lists of images, characters, main points, and quotations from readings; questioning texts using who, what, when, where, why, and how; and freewriting for 10-15 minutes without stopping to generate content and ideas.
Useful argumentative essay words and phrasesenglishbites
This document provides a selection of words and phrases that can be used to structure an essay and link ideas. Some of the key phrases included are: moreover, furthermore, and in addition to add more to an existing point; by contrast and alternatively to introduce differing viewpoints; for example and such as to give examples; therefore, as a result, and so to show results or conclusions. The document also includes phrases for quoting sources and introducing them as well as words for listing points and summarizing.
This document defines and provides guidance on writing discursive essays. It explains that discursive essays discuss an issue, solution, or problem through presenting different viewpoints. There are three main types: for and against essays which discuss both sides of an issue; opinion essays which present the writer's view and an opposing view; and essays suggesting solutions to problems which analyze issues and potential solutions. The document provides tips for structuring and writing discursive essays effectively.
This document provides guidance on writing reports. It explains that reports are meant to convey information quickly and accessibly using short paragraphs, sections, and bullet points. A report typically includes a title, executive summary, table of contents, numbered sections and subsections, and references. Visuals like tables and diagrams can be included but must be properly labeled and referenced. The document stresses ensuring the report is well-organized, uses consistent formatting, has page numbers, and is carefully proofread.
The paragraph discusses how rats have managed to survive all efforts to destroy them through various means of poisoning, trapping, fumigating, flooding, burning, and even surviving atomic bomb tests. Despite all attempts to eliminate rats, they continue to prove themselves as extremely resilient and indestructible pests. The topic sentence introduces how rats have survived extermination attempts, and the rest of the paragraph provides supporting details on the many strategies used against rats and how they continue to evade such efforts.
An article writing guide outlines the typical structure and elements of an effective article. It recommends first understanding the purpose and audience, then brainstorming ideas and researching the topic. The guide suggests creating an outline with headings before writing the introduction, body, and conclusion. Quotes and examples should be included to engage readers and add credibility. Proper grammar, spelling, and proofreading are also important. The key is to tell a story that grabs readers' attention and takes them on a logical journey from beginning to end.
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.
This document discusses different levels of formality in writing, including colloquial, informal, semi-formal, and formal. It explains that the appropriate level depends on factors like the audience and purpose. Colloquial language is informal everyday speech, while formal language is precise and avoids first-person pronouns. The document provides examples and exercises to help readers understand and apply the different levels of formality in their own writing.
This document discusses different levels of formality in writing, including colloquial, informal, semi-formal, and formal language. It explains that the level of formality used should depend on the audience and purpose. Colloquial language is appropriate for everyday speech but not for academic, business, or legal writing. Informal language uses complete sentences but allows contractions and some sentence fragments. Semi-formal and formal language avoid contractions and first person pronouns. Formal language carefully uses specialized vocabulary and is used for academic, business, and government writing.
This document discusses levels of formality in writing and provides guidance on choosing an appropriate level of formality. It identifies four main levels - colloquial, informal, semi-formal, and formal - and provides examples and characteristics of each. The document stresses that the appropriate level depends on factors like audience and purpose. It encourages readers to consider context when choosing language and presents scenarios to practice determining the proper level of formality.
Personal Reflection End-of-Semester Letter 60 points DUE Sub.docxkarlhennesey
This document summarizes several court cases where plaintiffs faced discrimination for refusing to cover or downplay aspects of their identities, even though outright exclusion of their broader social groups was no longer legally permitted. It discusses how the pressure to conform and assimilate to dominant norms has become a new form of subtle discrimination, as exemplified by cases where workers were punished for behaviors like speaking Spanish at work or wearing natural hairstyles. While early civil rights laws addressed exclusions of entire groups, this new discrimination aims at those unwilling to cover or tone down differences, and existing laws often do not protect against such demands to assimilate.
T e a c h i n g C a s e R e s o u r c e s f r o m t h e MikeEly930
T e a c h i n g C a s e R e s o u r c e s f r o m t h e E v a n s S c h o o l o f P u b l i c A f f a i r s
T h e
E l e c t r o n i c H a l l w a y ®
Box 353060 · University of Washington · S e a t t l e W A 9 8 195-3060 www.hallway.org
This teaching resource was written by J. Patrick Dobel, Daniel J. Evans School of Public Affairs, University of Washington;
Richard Elmore, Harvard University Graduate School of Education; and Laurie Werner, Daniel J. Evans School of Public
Affairs, University of Washington.
The Electronic Hallway is administered by the University of Washington's Daniel J. Evans School of Public Affairs. This
material may not be altered or copied without written permission from The Electronic Hallway. For permission, email
[email protected], or phone (206) 616-8777. Electronic Hallway members are granted copy permission for
educational purposes per the Member’s Agreement (www.hallway.org).
Copyright 2003 The Electronic Hallway
MEMO WRITING
This note introduces memo writing to students training for careers in public service.
It focuses on memos rather than research papers or essays, because memos pervade the
daily life of any public servant.
A memo is a relatively short, written document. Memos address specific people or
groups for the purpose of recording an agreement, transmitting information, making a
case, or enabling action. Brevity is essential; most decision makers have little time and
must assimilate memo contents quickly. Long memos don’t get read.
Think of a memo as a precision tool. Tools may be beautiful things in themselves, but we
measure their value by how well they perform a task. In practical terms, every aspect of a
memo – its prose style, organization, appearance on the page and content – should have a
direct relationship to its purpose. Long flowery introductions, technical jargon, casual
chit-chat, and showy vocabulary all distract from a memo's essential purpose: to inform
or to enable action.
This note deals with four topics: identifying your audience or principal; getting yourself
engaged in writing; using language; and organizing the final product. Added to these are
notes on e-mail communications.
Know Your Audience or Principal
Specific people read memos. The more vaguely defined the target audience, the more
difficult for the writer to decide what to say. Knowing your audience is of primary
importance in memo writing. Ask yourself three questions about your audience: who are
they, what do they need to know, and how should you present it to them?
• Who is the audience of your memo? Memos are directed at decision makers.
Usually you write a memo for an individual or group to help them make a
decision. To influence decision makers, you must give considerable thought to
who they are. You have a duty to provide them with timely, accurate, and
comprehensive analysis.
2
• Wh ...
Nuevo documento de microsoft office word (5)Cindy_27
1. Politeness is culturally determined as different speech communities have different rules of polite behavior. Politeness involves selecting linguistic forms that express the appropriate degree of social distance or recognize status differences.
2. Speech serves different functions including expressive, directive, referential, metalinguistic, poetic, and phatic functions. Directives aim to get people to do things and can range from imperatives to interrogatives and declaratives, with the strength depending on factors like social status and familiarity.
3. Politeness also involves understanding dimensions like formality and address forms. Positive politeness emphasizes solidarity while negative politeness pays respect through social distance; both depend on cultural norms. Greeting formulas serve to establish rapport
In this presentation we show some students' mistakes in order to show that they basically fail due to incompetent syntagmatic competencies rather than grammatical inaccuracies. They are not able to understand the relationship between words, by just learning grammar rules.
Day 6--SDP-TPG-Writing Emails Professionally.pptSujatha Singh
This document provides tips for effective business English writing. It discusses the importance of clear, concise, and correct writing. Key tips include using active voice, eliminating unnecessary words, avoiding wasted words and redundancy. Proper punctuation, grammar, and knowledge of the intended audience are also emphasized. Effective business writing focuses on communicating the key points in as straightforward a manner as possible.
The document provides information on developing communication skills related to speaking and listening. It discusses why studying spoken language is important, both currently and in the future, and how skills in speaking and listening can help students now, in two years, and in ten years. The document also examines key features of spoken language like jargon, turn-taking, instant feedback, and overlaps that can be analyzed and applied to improve communication skills.
This document provides tips for communicating effectively across cultures on the i-rise platform, which aims to connect youth globally around discussions of human rights. Some key tips include writing formally, carefully reading what others write, being direct but understanding others may prefer indirectness, not assuming informal language can be used with all, and realizing that misunderstandings and conflicts may still occur despite best efforts at intercultural communication. Productive conflicts that further understanding are acceptable, while destructive conflicts should be reported.
This document provides guidance and exercises for effective last-minute preparation for the EGE English exam. It discusses common difficulties students face with EGE tasks and provides expanding exercises in grammar, vocabulary, listening, reading, writing and speaking to help address these challenges. These exercises include expanding wordlists, phrasal verbs, synonyms and antonyms, multiple choice questions, project work, personal opinions, essays, information gap activities, note-taking, photos, articles and sentence transformations. The goal is to go beyond just testing and provide teaching to help students improve their English skills and test-taking abilities.
Tips To Write An Essay Essay. Online assignment writing service.Nat Rice
This document provides tips for writing an essay through HelpWriting.net's essay writing service. It outlines 5 steps: 1) Create an account and provide contact details. 2) Complete an order form with instructions, sources, and deadline. 3) Review writer bids and choose one to complete the assignment. 4) Review the completed paper and authorize payment. 5) Request revisions until fully satisfied, with a refund offered for plagiarized work. The service aims to match students with qualified writers and provide original, high-quality content through a bidding system.
The document provides guidance for analysing text messages by having students identify texting techniques, the purpose of messages, debates around language use, and meaning implied through language. It discusses using thinking squares to explore these elements of text analysis and includes examples of analysing features like informal spelling and capitalization. Students are instructed to write a paragraph exploring social attitudes toward how text messages are affecting language use.
This document discusses spoken language and debates around its use. It provides examples of conversations in different sociolects and evaluates attitudes towards texting and multi-modal communication. The document outlines debates between those who see changes in language as detrimental versus linguists like David Crystal who see language evolution as natural. Students are tasked with understanding these debates, analyzing examples of sociolects, and evaluating how context shapes language variations and public perceptions of them.
This document discusses spoken language and debates around its use. It provides examples of conversations in different sociolects and evaluates attitudes towards texting and multi-modal communication. The document outlines debates between those who see changes in language as detrimental versus linguists like David Crystal who see language evolution as natural. Students are tasked with understanding these debates, analyzing examples of sociolects, and evaluating how context shapes language variations and public perceptions.
The document discusses the organization of paragraphs. It identifies several key aspects of paragraph organization: unity, coherence, faulty starts, lack of topic sentences, and underdeveloped ideas. Specific examples are provided to illustrate each concept. Vocabulary choice is also discussed as an important factor in effective writing. Overall, the document provides guidance on constructing well-organized paragraphs and choosing words carefully to improve writing skills.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. The goal of this lesson
Is to help you understand and master the
differences between different levels diction
that are appropriate/inappropriate for
different circumstances.
diction= the choice and use of words and phrases
in speech or writing.
Who is your audience?
What is your purpose?
To know what level of formality to use, you need to answer
these two questions first.
3. • Most people don’t speak to their classmates
the way they speak to their grandparents;
• they don’t speak to their grandparents the
way they write for their teachers; and the
way they write for their teachers is not how
they would write a college scholarship essay.
• The way they would write a letter to a friend
about their vacation is different from the way
they write a letter to the city council asking
for a dog park.
4. These differences are part of what is meant by
levels of formality.
Formality = the rules and etiquette that guide behavior
& language.
5. Think and Respond.
How would you answer this question -
“How are you today?”
If you were speaking to . . .
• A) a possible employer?
• B) writing on a friend’s Facebook page?
• C) your boy(girl)friend’s mom?
• D) talking to your great-aunt in the nursing
home?
• E) the principal?
• F) the President of the United States?
• G) a store clerk ringing up your groceries?
6. Levels of Formality
•For the most part, levels of formality can be
understood through 3 general areas:
– informal,
– semi-formal, and
– formal.
•Language that would be completely acceptable in
one context can be inappropriate in another.
Context = the circumstances that form the setting
7. Is it appropriate?
Language that would be completely acceptable in one context
can be inappropriate in another.
Think of words that you might say to a close
friend in conversation. You would not use the
same words in a conversation with the librarian.
You would not use the same words with her that
you would use to speak to the nice old lady at
church who baked you cookies.
8. It is important, therefore, to understand
the goals and the audience of your
writing, and use language consistent with
your goals and audience.
What is the purpose you want to achieve by using your
language at this time?
Who is your audience?
What is your purpose?
9. Colloquial Language
Colloquial language is the language of every day
conversation.
It changes rapidly by topic, audience, situation and can
be very different for various areas of the country.
Most people master several forms of colloquial
language for different situations.
Text messaging, personal emails, and the language of
social networking sites all use various written forms of
colloquial writing.
And as you already know...
10. ...colloquial language...
• ...is SELDOM appropriate for
– Academic
– Business, or
– Legal writing.
• If you are quoting someone directly, it
can be appropriate, but take care not
to disrupt your overall tone.
11. Tweeting and Texting...
• ...have created new and vital forms of written
colloquial language. Consider this tweet
#YouGetMajorPointsIf U dont tweet how gr8 u are..stay
humble, never 4get ur roots, the ppl who helped u, stay
loyal and never lie!
Ten years ago, this would have been gibberish!
12. Think and Respond
Using texting/tweeting shorthand, compose
messages about these situations:
1. It is Earth Day and you want to urge all your friends to
recycle and reuse.
2. It is close to election day and you want to spread the
message about how important it is to vote.
13. Informal Language
• Informal language tries to capture some
of the flow of every day speech.
• It mostly sticks to the rules of standard
written English, but imprecise word choice
and contractions are acceptable, so long
as the meaning is clear.
• It generally uses complete sentences, but
some use of sentence fragments is
common especially for emphasis.
14. Informal Language (continued)
• Informal writing is meant for a wide audience;
the purpose is usually to express a personal
idea; most online blogging and personal
essays use informal writing.
• Contractions are acceptable.
• Use of the first and second person (“I,” “you”)
is acceptable.
15. Semi-Formal Language
• Semi-formal language is the writing of
magazines like The Smithsonian or
websites like Mental Floss that are aimed
at a general but thoughtful audience.
• Complete sentences are used.
• Contractions are written out (“can not”
“did not,” etc.”
• Limited use of first and second person for
specific effect is common.
16. Formal Language
• Formal language is used in business,
academic, and government writing.
• It is written for an audience who already
knows something about the topic.
• It makes careful use of a specialized
vocabulary. (This can make formal
writing challenging to write and to
read.)
• Contractions are written out.
• First person writing is avoided.
18. For the following scenarios, indicate
which level of diction – colloquial,
informal, semi-formal, or formal–you
would be likely to use.
19. 3. You text a friend to say you’ll be
hanging out at the mall this afternoon.
4. You apply for a job at a large bank
where your uncle is a manager.
5. You write a personal essay about
your decision to start smoking when
you were thirteen and to stop when
you were sixteen.
20. For the following examples of writing –
decide what level of formality they
represent.
21. 6. She was sort of mad
because she couldn't find her
car keys and didn't have a
whole lot of time to get to her
class.
22. 7. She was upset because she
could not find her car keys and
did not have the time to look
before class.
23. 8. Unable to locate her car keys and lacking
sufficient time to both search for them and
to travel to class, she became agitated.
24. 9. The evolution and strategic positioning
of private equity firms (general partners)
themselves (versus previous research
focused on buyout portfolio firm
implications). Specifically, we provide a
conceptual configuration of private equity
firms along two dimensions: their financial
structure emphasis (the strategic use of
debt versus equity among private equity
portfolio firms) and the diversified scope of
their portfolio firms.
25. 10. Analyzing the causes and
effects of the civil war depends in
large part on the point of view of
who is talking.
26. 11. If you buy that garbage about how
teens don't know the difference
between a text message and a history
paper, you should read more.
27. The following sentences have a portion
of the sentence underlined and in red.
Decide which answer would best fit in
that part of each sentence.
28. 12. The continued increase in the
atmospheric concentration of carbon
dioxide due to manmade carbon dioxide
emissions is predicted to lead to significant
changes in climate, and there's nothing to
do about it but stop polluting.
A. which can be alleviated through a long term effort of
emission reduction.
B. and the best approach to solving this problem would be to
burn less stuff.
C. No change.
29. 13. The guest lecturer offered the
class a lengthy explanation for the
recent changes in the stock market,
but it was sort of clear from the
questions afterwards that most of us
just didn't get it.
A. but it was evident from the interlocution which followed that
comprehension had not been transmitted.
B. but it was clear from the questions afterwards that most of
the class did not understand.
C. No change.
30. 14. To eliminate sexual harassment in
the work place, companies should
develop defined guidelines that help
employees recognize actions to avoid.
A. help you try to figure out what to do and not do .
B. tell people like me what it is okay to do.
C. No change.
31. Look Back at Your Tweets…
…about recycling and voting. Imagine
that you are writing essays for the student
newspaper supporting those ideas.
What level of formality would such
essays use?
15. & 16. Rewrite each of those tweets in
the level of formality you think is
appropriate. Try to stick to 2-4 sentences.
32. A college-level instructor got this email
from a student:
• Dr. C.: This is malik. About my grade. I can't be
getting no c's, d's, or f's. Hope this is cool. M.
17. What level of formality is this
hypothetical student using? Is it
appropriate? Why or why not?
33. A teenage girl wants to make some new friends at
school so she starts a club that will learn how to
design and make jewelry. Her announcement for
Sophia M to read during 4th hour says:
“We are seeking young women of like minds
and artistic temperaments for the purpose of
creating personal adornments. Direct all
inquiries to Miss Smith. Meetings will
commence this Wednesday.”
18. What level of formality is this hypothetical
student using? Is it appropriate? Why or why
not?
34. 19. What level of formality is this hypothetical
message using? Is it appropriate? Why or why
not?
My neighbor keeps his recycling on his back deck. When it is windy out, a
lot of his garbage blows into my yard. I’m kind of getting tired of cleaning
it up all the time. I don’t really know him so, I wrote him this note.
Hi neighbor!
The weather sure is windy out lately, isn’t it? I’m sure
that you don’t have any idea this is happening but
when it is windy, your recycling blows into our yard and
stays there. I was hoping you could put something up in
front of your recycling so it was out of the wind. Also, if
you wouldn’t mind helping us pick up the fly-aways, we
would really appreciate it! Thanks!
Your neighbor, Marcya Grudzina
35. Unfortunately, it’s been a couple months and my neighbor still hasn’t
done anything about the problem with his recycling blowing all over
the neighborhood. I think I’m going to have to involve the Asbury city
government.
To the Asbury Mayor,
My stupid neighbor at 2311 Springreen lets his
recycling just sit uncovered on his deck. When the
weather is bad, it just blows all over the
neighborhood. He doesn’t ever help pick it up. It’s
littering. I tried going to him first but he didn’t change
so you have to do something. But don’t tell him that I
complained.
Thanks
A concerned citizen
20. What level of formality is this hypothetical
message using? Is it appropriate? Why or why
not?
36. Level of formality is not so much a
question of right or wrong, but
appropriate and inappropriate.
Even within the four major
categories (colloquial, informal,
semi-formal, formal), there is much
room for differentiation. It is
important to first determine who
your audience will be and what
the purpose of your writing is
before you begin to write.