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.
"Publish and prosper" is a series of posts about tips for researchers whose first language is not English but who submit papers to journals published in English. The series touches upon not only writing (spelling, grammar, punctuation, usage, and style) but everything else relevant to publishing research papers that journal editors wish their authors knew.
It gives a detail explanation for the devices and language used to write a speech according to the CAIE pattern. It explains the use of linguistic devices such as rhetorical question, parallelism, rule of 3, anecdote, and quotes. It will help the students to develop a strong base for their speech writing task as it will clear all of their misconcepts.
"Publish and prosper" is a series of posts about tips for researchers whose first language is not English but who submit papers to journals published in English. The series touches upon not only writing (spelling, grammar, punctuation, usage, and style) but everything else relevant to publishing research papers that journal editors wish their authors knew.
It gives a detail explanation for the devices and language used to write a speech according to the CAIE pattern. It explains the use of linguistic devices such as rhetorical question, parallelism, rule of 3, anecdote, and quotes. It will help the students to develop a strong base for their speech writing task as it will clear all of their misconcepts.
What is an Essay? - How to Write a Good Essay - essayassignmentwriting.comessayassignmentwriting
What is anEssay?
An essay is a formal piece of writing on a particular topic. There are several types of essays, but the requirement of formal tone is mandatory in all essay types.
Canons of Rhetoric Speech AnalysisSo what are the characteristi.docxhacksoni
Canons of Rhetoric: Speech Analysis
So what are the characteristics of an effective public speaker?
When beginning public speaking, students are asked the above question. It is often met with responses such as a strong voice, charisma, gestures, addressing the audience in a friendly tone, use of humor, and eye contact. These responses are very similar to one another; they are addressing a speaker's ability to perform for an audience. But this performance is complex, often including other important attributes, such as reasoning with solid information, explaining complex ideas clearly, and providing the audience a clear direction of where the presentation is heading.
Situations similar to this one are not uncommon. Many people think of public speaking as the ability to control nerves in front of a group but neglect considering the importance of having ideas well organized before presenting them or practicing a lot to reduce those nerves. Some people think that because they have apprehension about speaking in front a group, they are completely inept in a public speaking situation. They are often surprised to find out that they are only looking at one piece of the puzzle.
The Greek philosopher Aristotle and his contemporaries began writing about what has become the field of communication today. In writing about what was called the canons of rhetoric, they were laying the foundation for public speaking as we know it today.
Four canons, or categories of criticism, were established:
· invention,
· arrangement,
· style, and
· delivery.
Invention looks at the creation of ideas. When evaluating a speaker from this point of view, the critic may note whether or not the speaker was found to be an authority on the subject matter. This was known as ethos. The critic also may question the use of evidence presented by the speaker (known as logos) and whether the evidence seems to prove what the speaker leads the audience to think it proves. A speaker's credibility would be examined under this canon, and though opinion based, it plays an important role in a speaker's success.
Questions asked under the invention canon might include the following:
· How well informed is this speaker?
· Does the speaker support claims with reliable evidence that is current and from a credible source?
Arrangement allows a critic to analyze the components of a presentation to determine whether or not they accomplish what the speaker intends. For example, a strong introduction usually allows the speaker to capture the audience's attention, to address a central message concisely, and to provide the audience with a clear sense of what path the presentation will be taking. A critic looking at arrangement would be examining the arrangement of ideas and how they contribute to the overall message the speaker intends.
Questions for this canon might include the following:
· Were things presented in a way that was easy to understand and follow?
· Do the introduction, body, and conclusion .
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
3. How would you describe their voices?
The next two slides are short videos of comedians.
While you are watching, take notes over the following
questions:
• What creates each comedian’s distinct voice?
• How do they sound?
• What words do they choose, and why does it work for
them?
• What makes them distinctive?
• How are they different?
6. Thoughts?
• Did you notice the different word choices (one cussed
and one didn’t) of the comedians? Could that have to
do with their choice of audience? One is on HBO, and
one is on TV.
• Did you notice the tone of voice? One was more
sarcastic, while one was simply making fun.
• Did you notice the style? One used historical
references, while one used modern references.
7. What is tone?
• A writer’s tone creates the approach or attitude he or
she has towards a topic.
• Tone is expressed through the words and details the
author selects.
8. What are some tone words?
• Just as a speaker’s voice can create a range of
emotions, a writer’s voice can produce a range of
tones, feelings, or judgements.
• How many can you come up with?
9. Let’s practice 1
What tone is used in this sentence?
“I have no doubt that people
on welfare will go to college
and eventually become CEOs
and presidents of companies
because of all the
opportunities they received
as a benefit of early
childhood education.”
Choose an Answer
A. Persuasive
B. Sarcastic
C. Hopeful
10. Let’s practice 1a
What tone is used in this sentence?
“I have no doubt that people
on welfare will go to college
and eventually become CEOs
and presidents of companies
because of all the
opportunities they received
as a benefit of early
childhood education.”
Choose an Answer
A. Persuasive
B. Sarcastic
C. Hopeful
11. Explanation 1
• The clue in this sentence that indicates it is sarcasm
are the words “I have no doubt.”
• If read aloud, you can hear the speaker being
sarcastic. Plus, the idea is over exaggerated.
• Understanding tone, especially sarcasm, is vital for
understanding the point or purpose of a text.
12. Let’s practice 2
What tone is used in this sentence?
“The added benefit of early
childhood education, which
many low-income children
receive, can help move a
child from zero to
valedictorian by the time
they graduate.”
Choose an Answer
A. Praising
B. Bemoaning
C. Accusatory
13. Let’s practice 2a
What tone is used in this sentence?
“The added benefit of early
childhood education, which
many low-income children
receive, can help move a
child from zero to
valedictorian by the time
they graduate.”
Choose an Answer
A. Praising
B. Bemoaning
C. Accusatory
14. Explanation 2
• Here the tone is praising because the author is
explaining how well early childhood education works.
• Unlike the previous example, the ideas here more
realistic and could happen.
15. Let’s practice 3
What tone is used in this sentence?
“Welfare recipients’ children
must attend early childhood
education, or they will never
be able to learn and become
productive members of
society.”
Choose an Answer
A. Ashamed
B. Critical
C. Didactic
16. Let’s practice 3a
What tone is used in this sentence?
“Welfare recipients’ children
must attend early childhood
education, or they will never
be able to learn and become
productive members of
society.”
Choose an Answer
A. Ashamed
B. Critical
C. Didactic
17. Explanation 3
• Didactic means to teach a moral lesson. However, it
has a negative connotation. The didactic teacher is the
boring old professor who thinks he knows it all and
wants you to learn from him.
• This question was tricky, but the clue is the use of the
words “must attend” and “never learn.” They imply
it’s the speaker’s way or the highway.
18. What words do you choose?
• Your choice of nouns, adjectives, and verbs not only
creates tone, but can also develop voice.
• Descriptive nouns, adjectives, and verbs can help you
paint a picture in the reader’s mind that helps express
your unique voice.
19. Consider these examples
When people talk about the
harmful effects of fracking
on their homes and
properties, they often feel
that they have no say in what
companies do or how they
do it.
When neighbors discuss and
debate the devastating and
destructive effects of
fracking on their
neighborhoods, they express
how little control they feel
they actually have when it
comes to the regulation of
oil and gas companies.
20. Consider these examples with answers
When people talk about the
harmful effects of fracking
on their homes and
properties, they often feel
that they have no say in what
companies do or how they
do it.
When neighbors discuss and
debate the devastating and
destructive effects of
fracking on their
neighborhoods, they express
how little control they feel
they actually have when it
comes to the regulation of
oil and gas companies.
21. Word Choice Explanation
• The first example is just fine. Most teachers would
accept it as a B paper.
• However, you can clearly see that the second example
uses rich descriptive nouns, verbs, and adjectives.
• The second example just sounds better. It paints a
clearer picture in the reader’s head.
• The word choice enriches the text.
22. What is style?
• Style is how you write.
• Do you write long sentences with extensive
punctuation, or do you write short choppy sentences
that get right to the point?
• Style can also be how you present your text on the
page. Do you use dashes or commas?
23. Consider these examples: Style
This image caught my
attention because the
background scene almost
went unnoticed—until my
peripheral vision caught it
and pulled me away from the
attractive model staring
directly at me—demanding
my attention.
If it were not for the eyes
staring out at me, I would
have missed the point. The
background is of vital
importance. But it goes
almost unnoticed because of
the model. She draws the
viewer in to recognize the
focal point.
24. Consider these examples: Style with answers
This image caught my
attention because the
background scene almost
went unnoticed—until my
peripheral vision caught it
and pulled me away from the
attractive model staring
directly at me—demanding
my attention.
If it were not for the eyes
staring out at me, I would
have missed the point. The
background is of vital
importance. But it goes
almost unnoticed because of
the model. She draws the
viewer in to recognize the
focal point.
25. Style Explanation
• Both of these examples are well-written and would be
acceptable in a paper. There is nothing wrong
grammatically with either.
• The difference is in the style.
• The first example is all one sentence, whereas the
second one is three separate sentences.
• The first one uses dashes to make information stand
out, whereas the second one simply uses commas
26. How to develop your own writer’s voice
1. Read everyday
• Read widely! Read everything, not just genres you like. Read it all. You will get the chance to see
and hear a variety of voices and styles.
2. Write everyday and let your personality shine
• Writer’s voice develops over time, so you have to write everyday. The more you write the more
you develop your own voice and style.
3. Let go of fear and make mistakes
• Don’t be afraid to make mistakes. You only learn by making mistakes and taking risks.
4. Edit and revise (but later)
• Don’t edit while you write. Just put your words on the paper. You can always go back and edit it
later. This gives you the ability to focus on your voice and not get bogged down with grammar.
5. Pay attention to details
• Use strong, descriptive words (or don’t if that is your style!). But be sure you know the rules of
grammar and punctuation, so your voice can be heard! Your voice will be lost if your sentences are
not grammatically correct.
27. Think about writer’s voice
Complete the following sentences about writer’s voice.
You should write more than one sentence for each
prompt.
I used to think…
Now I think…
