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![Introduction
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post].
Retrieved from: http://digitaltattoo.ubc.ca/2017/07/25/17214/](https://image.slidesharecdn.com/writingclearly-170906001253/85/Writing-clearly-5-320.jpg)
![Thesis
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post].
Retrieved from: http://digitaltattoo.ubc.ca/2017/07/25/17214/](https://image.slidesharecdn.com/writingclearly-170906001253/85/Writing-clearly-7-320.jpg)
![Topic Sentence
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post].
Retrieved from: http://digitaltattoo.ubc.ca/2017/07/25/17214/](https://image.slidesharecdn.com/writingclearly-170906001253/85/Writing-clearly-10-320.jpg)
![Transition Phrases
Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post].
Retrieved from: http://digitaltattoo.ubc.ca/2017/07/25/17214/](https://image.slidesharecdn.com/writingclearly-170906001253/85/Writing-clearly-12-320.jpg)
![Body Sections
Section 1
Section 2
Image source: McAuley, V. (2017).
Citizen Lab: Leaks, Hacking, and
Fake News [blog post].
Retrieved from:
http://digitaltattoo.ubc.ca/2017/07/2
5/17214/](https://image.slidesharecdn.com/writingclearly-170906001253/85/Writing-clearly-14-320.jpg)
![Repetition “URL
shortenin
g
service”
“URL
shortenin
g
services”
Image source: McAuley, V. (2017).
Citizen Lab: Leaks, Hacking, and
Fake News [blog post].
Retrieved from:
http://digitaltattoo.ubc.ca/2017/07/2
5/17214/](https://image.slidesharecdn.com/writingclearly-170906001253/85/Writing-clearly-17-320.jpg)
![Paragraphs
Paragraph
1
Paragraph
2
Image source: McAuley, V.
(2017). Citizen Lab: Leaks,
Hacking, and Fake News [blog
post]. Retrieved from:
http://digitaltattoo.ubc.ca/2017/
07/25/17214/](https://image.slidesharecdn.com/writingclearly-170906001253/85/Writing-clearly-20-320.jpg)
![References
McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News. [blog post].
Retrieved from: http://digitaltattoo.ubc.ca/2017/07/25/17214/](https://image.slidesharecdn.com/writingclearly-170906001253/85/Writing-clearly-44-320.jpg)
More Related Content
Similar to Writing clearly
Writing clearly
- 1. Writing Clearly Developed by:Lindsay McNiff Revised by Navroop Gill & Anna Standish Re-designed and Narrated by: Victoria McAuley Led by: Kathleen Scheaffer
- 2. A Clearly WrittenPaper • Communicates ideas effectively • Uses direct language to present complex arguments • Is grammatically correct • Is formatted in a way that aids reader understanding
- 3. Structure • A clearlywritten paper is a well structured paper • Most graduate level papers need:
- 4. Structure • A clearlywritten paper is a well structured paper • Most graduate level papers need: • An Introduction • A Thesis • Topic Sentences • Transition Phrases • Body Sections • Paragraphs • A Conclusion
- 5. Introduction Image source: McAuley,V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post]. Retrieved from: http://digitaltattoo.ubc.ca/2017/07/25/17214/
- 6. Introduction • The firstparagraph of your paper • Introduces your topic to your reader • Primes your reader to understand your argument • Mentions any relevant framing literature • Presents your thesis
- 7. Thesis Image source: McAuley,V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post]. Retrieved from: http://digitaltattoo.ubc.ca/2017/07/25/17214/
- 8. Thesis • Typically sitsat the end of the introduction • An argument or claim that your paper will be supporting • A specific statement that will: • Indicate the basis for your argument • Demonstrate how you will support your claim
- 9. Your Thesis Should •Explain what your paper will argue • Describe how you will form your argument • Act as a map for your reader • Outline your points • Be appropriately specific and complex
- 10. Topic Sentence Image source:McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post]. Retrieved from: http://digitaltattoo.ubc.ca/2017/07/25/17214/
- 11. Topic Sentence • Introducesthe theme of the paragraph • Near the beginning of each new paragraph • Helps your reader make connections between points
- 12. Transition Phrases Image source:McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post]. Retrieved from: http://digitaltattoo.ubc.ca/2017/07/25/17214/
- 13. Transition Phrases • Typicallysit before your topic sentence • Increase your paper’s organizational clarity • Add continuity to your arguments • Help your reader make connections • Help you structure your paper
- 14. Body Sections Section 1 Section2 Image source: McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post]. Retrieved from: http://digitaltattoo.ubc.ca/2017/07/2 5/17214/
- 15. Body Sections • The5 paragraph “hamburger method” can be limiting • Instead, try using multi-paragraph sections • Each section should present a point that supports your thesis • Each paragraph should explore one dimension of its section
- 16. Body Sections • Eachsection should make a unique supporting point to your thesis • If two sections are similar, ask yourself: Have I made this point already?
- 17. Repetition “URL shortenin g service” “URL shortenin g services” Image source:McAuley, V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post]. Retrieved from: http://digitaltattoo.ubc.ca/2017/07/2 5/17214/
- 18. Repetition • Some repetitionwill help your reader stay on track • Can help re-enforce points • Will remind readers of points they may have forgotten
- 19. Repetition • Some repetitionwill help your reader stay on track • Can help re-enforce points • Will remind readers of point they may have forgotten • Be selective • Carefully use one point to clarify or emphasize another • Unnecessary repetition is redundant
- 20. Paragraphs Paragraph 1 Paragraph 2 Image source: McAuley,V. (2017). Citizen Lab: Leaks, Hacking, and Fake News [blog post]. Retrieved from: http://digitaltattoo.ubc.ca/2017/ 07/25/17214/
- 21. Paragraphs • Should containenough information to adequately explore one point • Each point must support the topic sentence • If your paragraph is too short: • Return to your notes • Ask yourself: Are there points you could add, or examples you could use to illustrate your point further?
- 22. Having Trouble withPoint? • Consider doing more research • Or removing the point entirely • Don’t waste a paragraph developing an irrelevant point • Each paragraph should help develop, support, or clarify your thesis
- 23. So what? Make sureyour paragraph answers that question
- 24. Clear Writing Strategies •Clear writing begins at the sentence level • Use proper grammar and punctuation • Write in a style that is easily understood, and that does not need to be re-read
- 25. Clear Writing Involves •Eliminating wordiness • Avoiding stock phrases • Rewriting and editing • Phasing out clichés • Removing the passive voice • Demonstrating appropriate formality
- 26. Eliminating Wordiness • Avoidoverly wordy, or complex sentences • Avoid using extra words or complex sentence structures • Aim for simplicity and clarity • Wordiness can frustrate your reader, and confuse your point
- 27. Avoiding Stock Phrases •Stock phrases use more words than necessary to make a point • Examples of stock phrases include:
- 28. Avoiding Stock Phrases •Stock phrases use more words than necessary to make a point • Examples of stock phrases include: • By virtue of the fact that • Due to the fact that • Because of the fact that • For the reason that • In light of the fact that • Regardless of the fact that • Under the circumstances in which
- 29. Don’t Write • Byvirtue of the fact that • Regardless of the fact that • Under the circumstances in which • Because • Although • When Instead Write
- 30. “Due to thefact that social inclusion is an important issue in today’s society, social inclusion for the purpose of creating equality in the library is an ongoing concern that is being continually dealt with by members of the library information field.” Don’t write
- 31. “Due to thefact that social inclusion is an important issue in today’s society, social inclusion for the purpose of creating equality in the library is an ongoing concern that is being continually dealt with by members of the library information field.” “Social inclusion is an ongoing concern for the library and information science field.” Don’t write Instead write
- 32. Always Re-read and edityour sentences
- 33. Phasing Out Clichés •Avoid unspecific filler sentences • Clichés sound unprofessional and boring • Instead, clearly explain what you mean • Even if you feel like you are over-explaining
- 34. Phasing Out Clichés •Examples of clichés: • In this day and age • Without a doubt • In today’s society • At the end of the day • Needless to say
- 35. Select Your WordsCarefully There is always a better word to use than “thing”
- 36. Removing the PassiveVoice • Hides the acting word in the sentence • Instances of the verb “to be” can signify that you’re using the passive voice
- 37. Removing the PassiveVoice • Hides the acting word in the sentence • Instances of the verb “to be” can signify that you’re using the passive voice • The opposite of the passive voice is the active voice • The active voice places the subject at the beginning of the sentence
- 38. Removing the PassiveVoice For example: • Glinda’s relationships were hindered by her vicious cat.
- 39. Removing the PassiveVoice For example: • Glinda’s relationships were hindered by her vicious cat. • were = to be • vicious cat = subject
- 40. Removing the PassiveVoice For example: • Glinda’s relationships were hindered by her vicious cat. • Glinda’s vicious cat hindered her relationships.
- 41. Removing the PassiveVoice For example: • Glinda’s relationships were hindered by her vicious cat • Glinda’s vicious cat hindered her relationships* * This is an example of a sentence in the active voice
- 42. Demonstrating Appropriate Formality • Avoidcontractions • Avoid emotional language • Present arguments clearly and rationally • Emotional language can sound biased or irrational
- 43. • Examples ofcontractions: • Don’t • Can’t • Won’t • Shouldn’t • Examples of emotional language: • Horrible • Disgusting • Out of this world • Evil Demonstrating Appropriate Formality
- 44. References McAuley, V. (2017).Citizen Lab: Leaks, Hacking, and Fake News. [blog post]. Retrieved from: http://digitaltattoo.ubc.ca/2017/07/25/17214/
- 45. Still feeling stuck? TheUniversity of Toronto has programs that can help! • The Writing Centre http://advice.writing.utoronto.ca/planning/ http://advice.writing.utoronto.ca/revising/ • Graduate Centre for Academic Communication (CGAC) https://www.sgs.utoronto.ca/currentstudents/Pages/GCAC.aspx • The Academic Success Centre http://www.studentlife.utoronto.ca/asc/writing • The Inforum Orientation Videos https://inforum.library.utoronto.ca/workshops/orientation
- 46. Librarians at Robartsare there to help! You can reach them… • At the AskUs desk on the 2nd Floor of Robarts • By booking a consultation https://onesearch.library.utoronto.ca/book-consultation • By emailing rob.ref@utoronto.ca • By calling 416-978-6215 • By the Ask chat reference service: https://onesearch.library.utoronto.ca/ask-librarian Robarts Reference and Research Services
- 47. Connect with the Inforum Inforum Facultyof Information (iSchool) 140 St. George Street, 4th & 5th Floors Toronto, Ontario M5S 3G6 Inforum Website 416-978-7060 help.ischool@utoronto.ca @ischooltorontoinfoservices @ischool_infosrv
Editor's Notes
- #2 Welcome to the iSchool’s instructional video on writing clearly. This video was developed by Lindsay McNiff, updated by Navroop Gill and Anna Standish, re-designed and narrated by Victoria McAuley, and lead by Kathleen Scheaffer.
- #3 Clarity is the most important characteristic of good academic writing. A clearly written paper communicates ideas more effectively and makes life easier on the reader. In a well written paper, the ideas as well as the sentences themselves are clear and easily understood by the reader.
- #4 A clearly written paper is a well-structured paper. Most graduate level papers need:
- #5 An introduction, a thesis, topic sentences, transition phrases, body sections, paragraphs, and a conclusion. We will explore each structural element individually.
- #6 The Introduction
- #7 Your introduction leads your reader into your paper. It is the first paragraph of your paper, and should introduce, and prime the reader to understand your argument. The introduction should mention any relevant framing literature, and present your thesis.
- #8 The Thesis
- #9 Your thesis should be stated as close to the first paragraph as possible; ideally at the end of the first paragraph.
- #10 Your thesis should explain what your paper will argue, describe how you will form your argument, act as a map for your reader, outline your points, and be appropriately specific and complex.
- #11 The Topic Sentence
- #12 To help your reader, consider starting each paragraph with a topic sentence that introduces the theme of that paragraph. Topic sentences should sit near the beginning of each new paragraph, and help your reader make connections between points.
- #13 Transition Phrases
- #14 Consider adding structure by transitioning between paragraphs. Transition phrases typically sit before your topic sentence at the beginning of a new paragraph. They can increase your paper’s organizational clarity, and add continuity to your argument. You can do your reader a favor by helping them make connections between points in your paper.
- #15 Body Sections
- #16 Flush out your ideas in sections rather than paragraphs. The traditional 5 paragraph essay structure is actually quite limiting because it places constraints on how much space a writer can use to develop an idea. While each paragraph should focus on one idea, you may require more than one paragraph to explore that idea fully. You may end up using three paragraphs to explore three different dimensions of one idea. This is perfectly acceptable and encouraged. Each paragraph or group of paragraphs will focus on a single topic. If you feel yourself starting to shift to a different topic, that topic should probably be the focus of a separate paragraph or a new section.
- #17 Each section should make a different point that is somehow related to your thesis. Avoid making the same point in different sections of the essay. If two separate paragraphs or sections seem similar ask yourself, have I made this point already? If so, consider possibly combining the two paragraphs. This does not mean you should never bring up a previous point
- #18 Repetition
- #19 Some repetition will help your reader stay on track and remind them of the points they may have forgotten.
- #20 Remember, using a previous point to develop or clarify new ones is a great strategy, but developing the same point twice is redundant.
- #21 Paragraphs
- #22 Make sure that each paragraph is adequately developed and contains enough information to actually be a paragraph. Each point in your paragraph should support the topic sentence of its section. If your paragraph is too short, return to your notes and check if there are points that you can add to the paragraph. Consider adding examples to illustrate the information you were trying to convey in that paragraph, using quotations or paraphrases from your research sources, or providing more specific details
- #23 If you are stuck, more research might be required to flush out the idea or perhaps the idea should not be included in the paper at all. Do not waste a paragraph developing an irrelevant point. Always ask yourself whether the paragraph actually helps to develop, support or clarify your thesis.
- #24 Make sure that each paragraph stands up to the question “so what?” If you can’t make a case in your own head for including a piece of information, chances are your reader will recognize that it is an unnecessary point.
- #25 Your writing needs to be clear at the sentence level. This means that the writing should be straight forward so that reader does not need to re-read what you wrote to understand your point. Grammatical correctness and appropriate punctuation are components of smooth writing, but the style of your writing is also very important. Certain errors in academic writing are easily avoided if we simply watch out for them.
- #26 Clear writing involves eliminating wordiness, avoiding stock phrases, rewriting and editing, phasing out clichés, removing the passive voice, and demonstrating appropriate formality. We will explore these strategies in the following slides.
- #27 First we will look at wordiness. You may have seen comments such as ‘wordy’ or ‘awkward’ on some of your past academic work and you are certainly not alone. When writing in an academic context, it can be tempting to write in an overly long-winded style and use impressive sounding words. Whenever possible avoid using extra words or complicated sentences for stylistic effect. Rather than impressing the reader, needless wordiness with simply frustrate your reader and confuse your point.
- #28 Many writers use excess wording also known as stock phrases when a simpler word would suffice. When editing your paper, try to look for spots where a single word could be used to replace multiple words. Because, although, and when are only a few of the words that could be used to tighten your writing
- #29 Examples of stock phrases are included on the slide in front of you.
- #30 Instead of writing: by virtue of the fact that, regardless of the fact that, or under the circumstances in which… try using because, although, or when
- #31 Take a look at this sentence: due to the fact that social inclusion is an important issue in today’s society, social inclusion for the purpose of creating equality in the library is an ongoing concern that is being continually dealt with by members of the library information field.
- #32 This sentence actually makes a very simple point, but when faced with a sentence like this, most readers will become exhausted very quickly. The version on the right side of the slide is much better: social inclusion is an ongoing concern for the library and information science field.
- #33 Always re-read and edit your sentences to ensure they read smoothly and are not unnecessarily tiring for the reader. A simple point should never be buried under complicated language.
- #34 Like unnecessarily wordy sentences, clichés are filler phrases that don’t say anything specific about your argument. While clichés are perfectly appropriate for everyday speech or letter writing, they sound unprofessional and boring in academic writing or creative writing.
- #35 Here are some examples of clichés: in this day and age, without a doubt, in today’s society, at the end of the day, and needless to say.
- #36 Instead of using a cliché, write exactly what you mean even if you feel you are over-explaining. Avoiding clichés will help you develop your own voice as a writer rather than relying on over-used language. Saying what you mean as clearly as possible involves conciseness, but it also involves precision and strength. Make sure you are using the best possible words to get your point across. For example, if you are tempted to use the word ‘thing’, think for a moment about what you are actually describing. Does “thing” actually describe a benefit, an aspect, or a trend? There is always a better word than thing.
- #37 Another symptom of weak sentence construction is over-use of the passive voice. Passive voice is sometimes tricky to recognize because like many examples of wordy or weak writing, there is nothing grammatically wrong with it.
- #38 Passive voice involves hiding the acting word in the sentence after the action. Usually when you find instances of the verb ‘to be’ in your writing, you’re dealing with the passive voice.
- #39 In this sentence, the vicious cat is doing the hindering meaning that the vicious cat is the subject of the sentence.
- #40 The first version has hidden the cat near the end of the sentence.
- #41 Move the subject to the front of the sentence and eliminate the ‘to be’ verb and you have a stronger sentence.
- #43 Academic writing should be appropriately formal. Avoid the use of contractions and to maintain formality, avoid emotional language in academic writing. Remember that the goal of academic writing is to present an argument clearly and rationally. Emotional language is more likely to cause your argument to sound biased and irrational than to convince your reader of your assertions.
- #44 Usually, judgmental subjective language like horrible, disgusting, out of this world, or evil are too strong for academic writing.
- #45 These are the references used in this presentation
- #46 If you’re still feeling stuck, the University of Toronto has programs that can help. Try visiting the links presented on the slide in front of you.
- #47 The Faculty of Information and Robarts Library have a great team of professionals here to help you with your writing, research and citation questions. For quick reference, you can visit the Inforum, visit our website, or reach us by telephone and email. Robarts has in depth reference help available to University of Toronto students. Their “Ask Us” desks can help with quick reference questions, and librarians are available by consultation, email, telephone, or their website.
- #48 Connect with the Inforum: Online: https://inforum.library.utoronto.ca Phone: 416.978.7060 Email: help.ischool@utoronto.ca Facebook: @ischooltorontoinfoservices Twitter: @ischool_infosrv This concludes the writing clearly tutorial. Thank you.