The writing process 091
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This document discusses the writing process and provides guidance on establishing purpose, voice, and audience. It explains that writers should first determine their purpose by asking questions about their main point and desired effect. The document then outlines common writing types (narrative, descriptive, process, compare/contrast, argument) and their key characteristics. It emphasizes that voice and credibility are important, and that one must consider their audience to effectively reach them. The writing process involves defining these interconnected elements of purpose, voice, and audience.
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(Visual Aid + Interactive Activity)
· Visual Aid
· Wiki-page & Discussion Board
Use each item of the scoring menu as
Content Blocks. Add and post pictures and descriptions—get people to post!
· Powerpoint Presentation
Create a slideshow which outlines to details of your claim and literature.
· Other?
Handout, brochure, document, etc.
· Interactive Activity
· Panel Discussion
A discussion panel will take place between your group and the teacher. Have questions ready
· Question & Answer Session
Lead a discussion/activity with the class!
· Other?
Discussion prompt, survey, interview, etc.
Visual Aid
You’ve selected…Powerpoint Presentation!
Watch out for…
· People often rely too much on the slides—they read to the audience!
· Difficult to move “off the grid”!
· It’s rather cliché at this point…
· Difficult for others to interact!
In your favor…
· Makes for convenient presentation needs! (That’s what it’s made for!)
· Animated effects = creativity!
· Different format is unique!
· Everything can go on the slideshow! (Nice one-stop!)
Interactive Activity
You’ve selected…Panel Discussion!
Watch out for…
· Asking too specific of questions!
· Not being prepared could really work against you!
· No follow-up questions
· Lack of knowledge or understanding of literature/claim
In your favor…
· Excellent way to generate discussion and engage audience!
· Creates interesting debates!
· Difficult, but worth the effort!
· Demonstrates understanding and readiness!
Interactive Activity
You’ve selected…Question & Answer Session!
Watch out for…
· The “wrong” questions can have a n ...
· We are looking for a place (a wordphraseline) in the text· W.docx
· We are looking for a place (a word/phrase/line) in the text
· We are conversing with:
· The author of the text
· The readers of the text
· People who might be interested in the topic
· Culturally neutral pre-writing questions--- who is the author writing to?
· The readers of our writing
· Don’t write to me!
· Culturally neutral pre-writing questions
· Decide who we’re writing to before we get started!
· Fascinates
· Amaze
· Something very interesting
· Shocks
· Surprises you very much
· Sometimes good, sometimes bad
· Can be a violation of your morals, and deeply offensive
· Can just be a ‘holy crap! That happened!’ moment
· Perplexes
· Makes you very confused/puzzled
· Don’t agree with--can’t quite figure out how everything fits together/doesn’t make sense
· Maybe someone is lying and you can’t figure out why they would say such a thing
· When I don’t know much about the subject, and the author gets into detail about it
· When the author intentionally uses difficult words/writes in an old fashioned way
· When the author goes off topic and it’s hard to see how things are connected
· Something odd that doesn’t seem to belong
· Ideas/stuff from unrelated cultures
· Gap
· Space between things-- something that should be there is missing
· When someone goes off topic, why are they doing so?
· Some explanation of things is missing in the text that is necessary to understand another part
3. Sometimes we consider it worth it to track down this information and start a whole new hobby or area of inquiry in our lives
. Tension
8. Stretched tight, mental or emotional strain
8. The author is too tight in their definition/opinion and doesn’t make space for other ways of dealing with things
8. The author only entertains their own narrow worldview
8. The author is overly negative and doesn’t consider the positive
8. Sometimes someone is trying to keep everything in line to show us a specific perspective or message, but that wasn’t the right choice and so not everything fits together quite right.
. Ambiguity
9. unclear or inexact because a choice between alternatives has not been made.
9. open to more than one interpretation; having a double meaning.
9. We have to make a choice
9. Call the author out on not making a choice
9. Discuss why the author may have resisted making a choice
9. Explain what we found ambiguous- and what we can learn from that ambiguity
. Difficulty
10. Struggle- for meaning, for context, for specific answers, cultural differences and how hard they can be to understand
10. Style of writing
10. Find a place you didn’t understand and…
3. First, point out the difficulty
3. Say what you do understand
3. Say what you don’t understand
3. Fill in what you don’t understand
3. Be curious about everything
Interesting place:
“Least Force Necessary”- the Wall of Shame (this was punishment for people who used more than the least force necessary, a memorial to their stupidity)
“Implications of Doves”-- Sundown
Similarities--- difficult to write a.
101 week 4
This document provides an agenda and discussion for a class on analyzing genres and conducting language awareness projects. It includes discussions on writing personal essays, conducting genre analysis, interviewing participants for language awareness projects, and information literacy. Students shared ideas for their proposed language awareness projects, discussed tips for interviewing and collecting data through interviews, and were assigned homework to conduct interviews and gather more information about languages.
Writing Process and Planning *Updated
This document outlines the key elements that must be included in any paper: topic, audience, purpose, thesis statement, and support. It discusses choosing a topic that matches the assignment, understanding who the audience is, and determining the purpose for writing. The thesis statement is described as the main idea or position on the topic, while support provides evidence to prove the thesis. Various planning techniques are presented such as asking journalistic questions, creating cluster maps or lists, and free writing ideas to help develop a firm grasp on the paper elements before drafting.
Lecture - Rhetorical Analysis
This document provides an overview of rhetorical analysis and its key components. It defines rhetoric as persuasive communication and examines an author's audience, purpose, genre, argument components like claims and evidence, and types of evidence. The document instructs readers to analyze how an argument is made through its rhetorical elements, not just the topic itself.
Statement of explanation expository compare contrast
This document provides guidance on writing a statement of explanation (SOE) by posing a series of questions to consider in five key areas: choices made in writing style, how the chosen form fits the intended style, the intended audience, what the audience should understand, and choices made in vocabulary and language techniques. The questions prompt the writer to reflect on their intended audience, ensuring their writing achieves the goal of presenting a logical conclusion based on evidence rather than persuading readers. Writers should address a couple questions from each section concisely and with a clear understanding of their audience.
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
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 ...
Audorg
This document provides guidance on writing effective business messages by knowing your audience. It discusses the importance of understanding whether the audience is known personally or unknown. For unknown audiences, there are generally two types of readers - skimmers who need key points upfront, and skeptics who require evidence. The document also offers tips on getting to the point, keeping it simple, using active and passive voice appropriately, determining content, and organizing information to meet both skimmer and skeptic needs. Testing the message against audience expectations is also recommended.
Audorg
The document provides guidance on writing effective business messages by knowing your audience. It emphasizes the importance of understanding whether the audience is known or unknown. For known audiences, the writer should understand the reader's level of knowledge, interests, and expectations. For unknown audiences, the writer should address both "skimmers" who want the main point upfront and "skeptics" who need evidence and details. The document also offers tips on getting to the point, keeping it simple, using active and passive voice appropriately, determining relevant content, and choosing an organizational structure.
Audorg
This document provides guidance on writing effective business messages by knowing your audience. It discusses the importance of understanding whether the audience is known personally or unknown. For unknown audiences, there are generally two types of readers - skimmers who need key points upfront, and skeptics who require evidence to support claims. The document also offers tips on getting to the point, keeping it simple, using active and passive voice appropriately, determining content, and organizing information to meet both skimmer and skeptic needs. Testing the message against audience expectations is recommended.
Audorg
This document provides guidance on writing effective business messages by knowing your audience. It discusses the importance of understanding whether the audience is known personally or unknown. For unknown audiences, there are generally two types of readers - skimmers who need key points upfront, and skeptics who require evidence to support claims. The document also offers tips on getting to the point, keeping it simple, using active and passive voice appropriately, determining content, and organizing information to meet both skimmer and skeptic needs. Testing the message against audience expectations is recommended.
LESSON 1 CREATIVE WRITING.pptx
This document provides an overview of creative writing and compares it to technical writing. It defines creative writing as imaginative writing that covers genres of fiction like novels, short stories, and poetry, as well as some forms of non-fiction. The document notes that creative writing involves generating original ideas and descriptions through approaches like reading widely, observing others, and keeping a notebook. In contrast, it defines technical writing as straightforward writing that provides clear explanations, instructions, or directions about a particular subject through formats like manuals, reports, and instructions.
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Statement of explanation expository compare contrast
Statement of explanation expository compare contrast
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
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
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Narrative descriptive 2013
The document discusses how to write an effective descriptive narrative using the five senses to appeal to the audience. It emphasizes painting a picture with words and provides examples of how to use metaphors, similes, and personification to describe experiences vividly. The document also outlines the main patterns for organizing a descriptive narrative, including chronological, spatial, and psychological order. It stresses the importance of choosing which questions to answer like who, what, when, where, why, and how to include relevant narrative details.
Writing extended definition paper2
This document provides guidance on developing an effective thesis statement and structure for a research paper. It recommends beginning with broad questions about the topic to develop a focused thesis. An effective thesis should make a clear claim, position, or generalization that can be supported with evidence. The document then outlines sections to include in the paper such as defining the problem, presenting solutions that have been attempted, discussing opposing views, and concluding with a call to action.
Editing and proofreading
The document provides tips for effectively editing and proofreading academic papers, including checking that research agrees with the paper's arguments, having strong supporting evidence, and printing a hard copy for easier reading. It recommends ensuring grammatical correctness, clear structure and style, accurate information, concise wording, smooth transitions, proper referencing, varied sentence structures, elimination of passive voice and first-person pronouns, subject-verb agreement, coherent paragraphs, correct punctuation, and verification of sources in the works cited page. Following these steps results in a well-edited paper.
Thinking critically3
The document discusses different types of reasoning including induction, deduction, and logical fallacies. It provides examples of each:
- Induction involves reasoning from specific facts or instances to arrive at a general conclusion. An example is concluding the motor vehicle center is inefficient based on multiple unproductive visits.
- Deductive reasoning moves from a general statement to a specific conclusion. An example is concluding your time will be wasted at the motor vehicle center tomorrow based on the premise it wastes people's time.
- Logical fallacies are flaws in reasoning that seem logical but are invalid. Examples of fallacies discussed include hasty generalization, self-contradiction, guilt by association, and ambiguity.
The argument paper 2013
This document provides guidance on writing an effective argument paper. It explains that an argument paper must present a debatable topic or position. The paper should follow a classical structure, including an introductory paragraph with a clear thesis statement, background information, reasons and evidence to support the thesis, anticipated objections and rebuttals, and a concluding paragraph with a call to action. When developing the argument, writers should use logical reasoning supported by specific examples, consider opposing positions, and maintain a reasonable tone.
How to write definition essay(2)(2)
This document provides guidance on writing an effective definition essay. It emphasizes using vivid examples to support definitions rather than just providing generalizations. Definitions should grow from a definition into a powerful image. Examples are needed to clarify meanings, especially for abstract terms. The topic chosen needs to be something the writer can comment on and that others would want to read about. Strong support through relevant and representative examples is important. The conclusion should not just restate the introduction but could explain how the topic affects others.
Cause effect essay2
The document provides guidance on writing a cause and effect essay. It discusses identifying a topic with a clear relationship between causes and effects. Students are advised to brainstorm potential causes and effects, and organize these graphically to clearly see the relationships. The document also provides tips for structuring the essay, such as using chronological, least obvious to most obvious, or least to most important order. It suggests transitional words to link causes and effects like "because," "therefore," and "consequently." Finally, it lists some potential topics that could be analyzed in terms of causes and effects, such as the effects of air pollution, smoking, or being an athlete.
Adj and adv
The document provides information about adjectives and adverbs:
- Adjectives describe nouns and answer questions like "which" or "what kind". Adverbs describe verbs, adjectives, and other adverbs and answer questions like "how".
- Common adjectives tell readers qualities like color, size, or number. Adverbs tell how an action was done, when, where, or to what extent.
- Comparative adjectives/adverbs (-er, -ly) compare two things, while superlative (-est, -ly) compare more than two. The document also cautions about proper use of words like "good", "well", "bad", and "bad
Mla new
This document provides guidance on using MLA (Modern Language Association) style for citations and formatting. It discusses why MLA is important, how to avoid plagiarism, and the different components of MLA including in-text citations, works cited pages, paraphrasing, and quoting. Key resources for learning MLA are identified such as the MLA Handbook and library databases. Examples are given of how to format citations for different source types like books, websites, and interviews.
Style in Writing-Cut Wordiness
The document provides advice for improving writing style by eliminating wordiness and redundancy. It suggests cutting repetition, formulaic phrases, references to intentions, and redundant words. Other tips include using vivid verbs instead of "be" verbs or passive voice, putting the subject before the verb, placing new information at the end of sentences, and committing to a clear point of view with language of confidence.
Compare and contrast powerpoint
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Parallelism copy
The document discusses the use of parallel structure and parallelism in writing. It provides examples from historical figures that use parallel constructions to make ideas equally important and provide clarity, elegance and symmetry. Examples include phrases from Julius Caesar, Winston Churchill, Abraham Lincoln and others that pair grammatically similar elements like nouns, verbs, prepositional phrases for effect. The document also discusses correlatives used in pairs like "both...and", "not only...but also" and provides examples of their use and corrections of non-parallel phrases.
Brainstorming
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Descriptive writing1
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Process analysis
This document provides guidance on writing a process paper. A process paper explains how to make or do something by describing the steps in a series or sequence. It should have an orderly progression of events. Key points include:
- Explain how to perform a task or make something through clear, easy-to-follow directions divided into distinct steps.
- Be very familiar with the process and only write about topics you know well.
- Use chronological order and define any unfamiliar terms.
- Introduce the topic, explain each step in paragraphs using normal words rather than "Step 1", and conclude with a positive note.
- Include transitional words to smoothly guide the reader through the beginning,
The Power of Sentences
Sentences require a subject, a verb, and must form an independent clause to make sense. Phrases lack either a subject or a verb or both. Infinitive phrases contain "to" followed by a verb, and split infinitives insert words between "to" and the verb. Sentences can be fragments if they lack a subject or verb, or run-on if joined improperly with commas. Dangling modifiers are not grammatically linked to the words they modify.
Sentences 091
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The argument paragraph 091
The document provides guidance on writing an effective argument paper. It should begin with an introductory paragraph that sets up a debatable topic and thesis. The body should provide background information, reasons supporting the thesis with examples, and anticipate and rebut opposing positions. The conclusion should call the reader to action without an abrupt ending. Tone should be fair, credible, and avoid exaggeration.
Narrative for 091
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Style in writing copy
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The writing process 091
- 2. The Writing Triangle Purpose Topic Voice Audience
- 3. Ask the Right Questions Before You Begin to Write •What am I trying to say? •What effect do I hope to achieve? •What main point do I want to make? •What form/type of writing will I use? •What is my purpose?
- 4. Your strategy becomes the purpose and the goal you wish to reach with your paper. Description Narration Compare/Contrast Process Argument
- 5. A Narrative tells a personal story The narrative is told from first or third person point- of-view It’s important to follow a clear sequence of events.
- 6. A descriptive paper will put into words what you want your reader to see in his or her mind. Using concrete examples are very important in a descriptive essay.
- 7. Process A process paper says what is to be done and in what order. The process paper will include the steps necessary to reach a goal.
- 8. Compare/contrast papers can present one side at a time or it can present point by point. If you were writing an essay comparing city traffic to small town traffic, you would begin with a general statement and then compare one type of traffic then the other or present it point by point.
- 9. •All of our lives we have tried to persuade someone to do something or to think like we do…that is the beginning of an argument paper. •Your reader won’t believe you, just because you say something is true. •Most usually, the argument requires research to support your thinking.
- 10. Voice is the identity the writer adopts and his/her credibility as an authority.
- 11. Do you want to-- …tell a story … be descriptive … tell how to do something … compare and contrast ideas …be sincere and persuasive
- 12. A piece of writing is often judged by how effectively it reaches its intended audience.
- 13. Here are some questions to consider about audience: 1. Who are your readers (age, sex, income, belief systems, potential biases)? 2. Are your readers novices or experts on the subject? 3. What are your readers likely to know about your topic?
- 14. The writing process involves the way you define and combine the various components of the writing situation: your purpose for writing, your voice or how you wish to come across to your readers, and your audience.