This document provides guidance on writing clearly structured academic papers. It recommends that papers include an introduction with a thesis statement, body paragraphs with topic sentences supporting the thesis, and a conclusion. It also offers tips for ensuring writing is grammatically correct, avoids unnecessary complexity or wordiness, and uses an active voice. Structuring papers with clear introductions, topic sentences, transitions and conclusions helps communicate ideas effectively.
An editorial is an opinion piece published in a newspaper that presents a stance on a particular issue. Editorials are found on the editorial page and include opinions and commentary. When writing an editorial, the writer should identify their purpose and intended audience, organize their content into an introduction presenting the issue and reaction, body with arguments supported by facts, and conclusion that restates their stance. The editorialist must present information honestly while drawing objective conclusions and not be motivated by personal interests.
This document discusses different types of headlines used in newspapers including banner headlines, crossline headlines, flush-left headlines, flush-right headlines, kicker/shoulder headlines, and sub-headlines. It provides details on the key characteristics of each type such as placement, size, width, and purpose. Banner headlines span the full width of the page and are used for major events. Crossline and flush headlines come in one or multiple lines and can be centered or flush with the left/right margins. Kicker headlines supplement the main headline above. Sub-headlines divide articles into sections.
The document outlines the stages of the writing process, including prewriting, writing (drafting), revising, and editing. It provides details on each stage, such as how to choose a topic, determine the audience and purpose, develop a thesis, write a draft with an introduction, body paragraphs, and conclusion, and then revise and edit the draft to improve content, organization, grammar, and style.
APA powerpoint presentation - 2009 updates
Slideshow was prepared by Stephanie Finley and used with permission by Gisele McDaniel
Tulsa Community College, Tulsa, OK
Jan 2010
Coherence refers to how well ideas flow smoothly from one sentence to the next in writing. In linguistics, coherence makes a text semantically meaningful by connecting ideas. For a paragraph to be coherent, the words, phrases and sentences must move logically from one to another so the reader understands the consistent relationship between ideas. Coherence comes from ideas fitting together in a logical and complete way with supporting facts. A coherent paragraph also maintains unity with a single topic throughout and a logical flow of information both within and between paragraphs.
This document provides guidance on writing essays. It discusses what an essay is, how to outline and structure an essay, and the steps to writing an essay. The key points covered include:
- An essay is a written collection of organized paragraphs that clearly communicates an idea.
- Outlining an essay involves analyzing the topic or question, mind mapping key ideas, developing a case study or main example, and creating a paragraph plan with an introduction, body, and conclusion.
- The steps to writing an essay are to study the topic following an outline or study plan, develop a draft with an introduction, body paragraphs supporting the main idea, and a conclusion. The essay should then be organized, reviewed, and
The document discusses the basics of copyediting and provides guidelines for editors. It explains that copyediting involves fact-checking, grammar editing, formatting stories consistently, and using standard symbols. The responsibilities of a copy editor include using a pencil for edits, typing "-30-" at story ends, and preparing headlines to summarize stories in a concise manner. Proper headline writing follows specific rules around grammar, style, and vocabulary to effectively communicate to readers.
This document outlines the purpose and functions of school publications as vehicles for development communication. It discusses how school publications should: 1) Foster national identity and culture among students; 2) Train student journalists to become future leaders; 3) Serve as links between schools, communities, and the government. It also provides guidelines for the content of school publications, stating that news, editorials, features, literary works, and sports reporting should all educate readers and promote community development.
The document summarizes a short story called "A Very Old Man with Enormous Wings" by Gabriel García Márquez. It describes the plot which involves a couple named Pelayo and Elisenda discovering an old man with wings in their backyard during a heavy rainstorm. They put him on display and charge the neighbors to see him. Eventually interest dies down due to rumors spread by a spider woman. In the end, the old man recovers from illness and flies away.
This document provides guidance on answering different types of essay questions. It discusses 7 common question formats: 1) pure description, 2) double whammy, 3) think critical, 4) quote-based, 5) "what makes" questions, 6) "how does" questions, and 7) "how far" questions. For each type, it explains what the examiner is looking for in the response and provides tips on how to structure the essay. The key advice is to identify the most important point to make and focus the essay around clearly communicating that central argument.
The document provides guidance on identifying themes in literature. It explains that a theme is the underlying central idea or message an author is trying to convey about life through a literary work. It is not the same as the topic. Readers must make inferences to understand the theme rather than having it explicitly stated. Common themes relate to big ideas like freedom, trust, and good vs evil. The document provides examples and exercises to help readers identify themes in specific works of literature.
The document discusses the importance and role of editorials in newspapers. It explains that editorials represent the opinion of the newspaper and are written by an editorial board. They can be used to explain issues, evaluate actions, or persuade readers. Effective editorials involve research, addressing opposing views, and concluding remarks. The document also discusses involving readers through letters to the editor and opinion features.
This document provides an overview of China, including its flag, national anthem, president, premier, history, opportunities, threats, economic indicators, imports, exports, industries, and trade policies. It discusses key facts about China's government leaders, economic growth over the past decade, major trading partners, imported and exported goods, and largest industries such as automobiles, steel, textiles, electronics, and petrochemicals. The document aims to give a broad introduction to China's political and economic landscape.
This document discusses different types of leads that writers use in news articles. It describes declarative, descriptive, anecdotal, striking statement, prominent quote, and question leads. Examples are provided for each type of lead to illustrate their use. Common types used are declarative leads for hard news and descriptive leads for feature stories. Anecdotal leads hint at the whole story, while striking statements and quotes catch the reader's attention. The document also mentions delayed leads, which add intrigue before the main details. In the end, examples are provided to practice identifying different lead types.
This document discusses the rhetorical context that constrains all writing. It identifies the three main elements of rhetorical context as the author, audience, and purpose. The author is Alexis McMillan-Clifton from Tacoma Community College. They explain that personal attributes of the author, the intended audience, and the reason for writing all shape the writing. The intended audience is the group most directly affected by the writing's thesis or purpose. Considering the author, audience, and purpose can provide useful context for understanding any piece of writing.
The document summarizes the social classes in 19th century France, including the aristocracy, middle class, and working class/proletariat. The aristocracy still controlled a significant portion of the national wealth and married for political and financial reasons. The growing middle class occupied a wide range of professions and aspired to aristocratic lifestyles. Educational achievement was important. The large working class consisted of both rural and urban laborers, with higher-skilled workers earning more than unskilled laborers.
The document discusses different types of news and headlines. It defines hard news as event-oriented news focusing on the 5 Ws and 1 H, while soft news covers entertainment, human interest stories and less serious crime with more analysis. The key types of headlines are banner headlines, which span the full page; crossline headlines, which cover all columns; and flush left headlines with lines set flush left. Headlines should be attention-grabbing and follow rules like using active voice and avoiding verbs in one-line headlines.
This document discusses the process of evaluating writing. It outlines several key steps: assessing drafts using evaluation criteria, becoming your own critic by applying criteria to your own work, responding to writing as a reader rather than evaluator, and conferencing between teachers and students. Student self-evaluation is important, and teachers should emphasize the positive in their feedback and responses. Evaluating other students' work and receiving feedback helps build self-assessment skills. The goal of evaluation is to continue improving drafts through an interactive process.
The New Economic Policy (NEP) was introduced in 1921 by Lenin to transition away from war communism by allowing small businesses and private farming. Major industries remained under government control. The NEP improved the economy and benefited wealthy farmers. After Lenin's death in 1924, a power struggle emerged between Stalin and Trotsky for control of the Soviet Union. Stalin used his position as General Secretary to gain power by putting his supporters in key positions. He exiled Trotsky in 1929 and had him murdered. Stalin established a totalitarian state through policies like collectivization of agriculture and five-year plans, which rapidly industrialized the Soviet Union but had negative social impacts.
Why Pakistan will survive ppt by Kinza IRSHADKinza Irshad
This document summarizes a chapter about why Pakistan will survive its current crises. It outlines several positive factors for Pakistan's future, including a large youth population, established multi-party democracy, diversity of cultures and ethnic tolerance. However, it also notes several issues facing Pakistan, such as high corruption, an immature media, low GDP growth and major tax evasion. The document discusses how national identity and democracy could help drive change, and concludes that Pakistan has the potential for a prosperous future if problems like tax evasion and lack of transparency are properly addressed.
A talk delivered by Liz McCarthy at the Anybook Oxford Libraries Conference 2015 - Adapting for the Future: Developing Our Professions and Services, 21st July 2015
The document provides guidance on developing a thesis statement, explaining that a thesis should present a specific argument that will be supported in the paper. It advises the reader to understand the type of paper they are writing, conduct research to inform the thesis, and brainstorm ideas before drafting a working thesis that can be refined throughout the writing process. The document also offers additional resources for students needing help developing or strengthening their thesis statement.
Publication without Tears: Tips for aspiring authors - Emma Coonan, Guest Pre...LISDISConference
This document provides tips for aspiring authors on publishing articles in academic journals. It discusses framing an article by addressing what the research is, why it matters, and how it was conducted. It describes the peer review process and criteria reviewers consider, such as relevance, originality, approach, literature review, and clarity. The document advises responding to reviewer feedback by addressing comments or discussing disagreements with editors, and revising and resubmitting articles as needed. Overall, it aims to help make the publication process less intimidating by demystifying tasks like writing, revising, and interacting with reviewers and editors.
This document provides an overview of exposition writing. It defines exposition as writing that states an assertion and supports it with evidence. The document discusses different types of exposition works and their purposes, such as to inform, explain, persuade, or entertain. It offers guidance on choosing a topic, audience, purpose, evidence, structure, style, and revising exposition writing. The overall goal of exposition is to clearly communicate a central idea and support it.
This document provides tips for aspiring authors on getting published, including where and what to publish, what constitutes a journal article, the writing and peer review process. It discusses writing for the specific journal being presented to, the Journal of Information Literacy. Tips include choosing an appropriate journal based on scope, writing the what, why and how of the research, addressing peer reviewer comments, using the journal's style guide for formatting, and celebrating once published. The presentation aims to demystify the publication process for new authors.
This document provides an overview of exposition writing. It defines exposition as longer works like memoirs and histories, as well as shorter works like essays and letters. The purpose of exposition is to state an assertion and support it with evidence. It discusses specific uses of exposition like informing, explaining, and persuading. The document then offers guidance on choosing a point of view, developing a thesis statement, organizing evidence, citing sources, and revising writing.
As a young aspiring scientist, social media is one of the outlets to disseminate your work and connect to the community. This talk gives hints on the benefits and risks of science on social media. Talk at the ICSE 2022 New Faculty Symposium.
Classroom ready! Beautifully designed presentation which includes the academic vocabulary for writing a narrative. Common Core Standards covered: R.L.4 RI.4. W.S.3a.b.c.d.4. S.L.2.5.6. L.4.a.b.c.d. Even if you are not using the CCSS, this presentation is perfect for teaching narrative, as well as story writing for the secondary grades. Vocabulary practice is also included to help solidify understanding and knowledge of each of the terms. Includes
-- 11+ important vocabulary terms!
-- Definitions for each term
-- Explanations of importance for each of the terms
-- Beautifully designed to draw in your student's attention
-- Where to find more free lesson plans and teacher resources are identified in the presentation
-- Where to locate other published writing curriculum's identified where all work is done for you!
-- Saves you planning time as well as provides all the knowledge needed to teach writing in your classroom!
Download, then favorite the presentation and follow us as I continue to add more great resources to make your life easier. We are teacher1stop.com, your one stop for everything secondary English Language Arts!
Ch. 10 powerpoint improving college writing and speakingM Mudasir Usman
This document provides guidance on developing effective writing skills for college. It emphasizes that writing is important for success in college courses. It then discusses key aspects of the writing process like preparing, organizing ideas, drafting and revising. It provides tips for conducting research, developing a thesis, understanding audience and purpose. Finally, it discusses developing good writing habits and overcoming challenges like public speaking anxiety.
This presentation aims to demystify the experience of submitting an article to a journal. It explains what happens inside the ‘black box’ of the publication process, how peer reviewers evaluate articles, and what journal editors are looking for. The presentation contains lots of tips, including
• ways of dealing with peer reviewers’ comments
• key questions to help frame your research
• how to go about structuring your article
• ways to get started with writing - and to keep going!
The document provides tips for aspiring authors on publishing in the Journal of Information Literacy. It discusses framing an article around an arguable research question, using appropriate methods and structure. The peer review process is described, which may require revisions. Authors are advised to address reviewer comments and resubmit articles as the process is not rejection but improvement. Specific writing tips are offered such as keeping focused on the research question, writing sections incrementally, and getting feedback from others.
This workshop explored how students currently store, share and use information that they find for their studies. We'll discuss ideas our 'information behaviour' and look at some tools that can help, depending on our ways of working. The team will share their favourite tools and there will be a chance for the ambassadors to share ideas with each other using an online wall. We'll finally think about academic integrity - sharing is important but students must be mindful of plagiarism.
Activities:
- Review of the student ambassadors role and sharing activities
- Information behaviour activity and current techniques for managing, storing, citing information
- Review of tools that can help
- What is plagiarism - a quiz!
This document provides guidance on writing Task 2 of the IELTS Writing test. It discusses the types of questions that may be asked, such as discussing both sides of an argument or presenting a point of view. It emphasizes that this task is worth double the points of Task 1 and recommends developing a relevant vocabulary. Sample questions are presented on topics like communication trends and criminal recidivism. Finally, it outlines a structure for the essay, including an introduction, main body with arguments, and conclusion, and provides vocabulary for each section.
The document provides guidance on how to write an effective introduction for a formal paper. An introduction should attract the reader's attention with a hook, provide necessary background or definitions, and state the thesis clearly. The thesis should communicate the paper's significance and take an original position that others could challenge or oppose. An introduction typically includes a hook to engage the reader, a brief background if needed, and a clear thesis statement outlining the paper's argument or process. It should be concise and avoid long background details or definitions not essential to understanding the thesis. The goal is to attract and orient the reader to the central idea and purpose of the paper.
The document provides an outline for a workshop on developing effective workplace writing skills. It discusses considering the purpose and audience when writing, using clear structure and logical flow. It also covers using evidence and critical analysis, precision in language, and ensuring accuracy through careful editing and proofreading. Effective workplace writing is summarized as having a clear purpose, attention to the audience, logical structure, and using professional, simple and correct language.
This document provides guidance on writing strong introductions, bodies, and conclusions for papers. It discusses including a thesis statement in the introduction, forecasting the structure of the paper, and using different strategies like anecdotes or questions. For the body, it recommends using topic sentences and transitions to logically develop support for the thesis. Tips are given for achieving unity, coherence, and writing a strong conclusion that restates key ideas and their significance.
The document provides guidance on writing effective essays, including how to research a topic, take notes, plan an essay, write an introduction, body, and conclusion, and properly cite references. It discusses selecting a topic, researching sources, organizing notes, creating an outline, structuring paragraphs, and ensuring the essay answers the assigned question. Key aspects of essay writing such as developing arguments, using evidence, and linking paragraphs are also covered.
English Composition Lecture Powerpoint.pptxoliviawest18
Here are a few issues I see with this outline:
- The thesis/main point is not clearly stated. It's unclear if the writer is arguing cellphones do or do not cause problems.
- The subpoints under I and II are not parallel. One includes a cause and effect while the other just states a problem.
- Some points are not fully developed (e.g. "Cellphones cause more people to need glasses" lacks support/explanation).
- Grammar and spelling errors make some points unclear ("cellphones can develop addictions" and "rewire the b").
- No conclusion is included to wrap up the argument.
Overall, this outline would benefit from clarifying the thesis
Here are some key points that make someone a good speaker:
- Clear pronunciation so the listener can understand what is being said. The speaker needs to form words correctly.
- Using appropriate intonation (rising and falling of the voice) and stress on important words to make the meaning clear.
- Pausing in the right places so the speech has a natural flow and rhythm.
- Choosing vocabulary that fits the topic and level of the listener. Too simple or complex words may confuse.
- Speaking fluently without too many pauses or hesitations. The message is conveyed smoothly.
Accuracy is especially important in formal situations like presentations, debates or exams where precise communication is expected.
This document provides guidance for writing a response essay analyzing one of three novels: Night by Elie Wiesel, Outer Dark by Cormac McCarthy, or Room by Emma Donoghue. Students are instructed to write a 4-7 page thesis-driven essay analyzing an aspect of the novel using a critical lens from class. The document outlines choosing a focal point, asking analytical questions, formulating a thesis, writing an introduction, body paragraphs with evidence, and conclusion. It also lists learning outcomes, required skills, best practices, and things to avoid.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
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 Written Paper
• 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 clearly written paper is a
well structured paper
• Most graduate level papers
need:
4. Structure
• A clearly written 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 first paragraph 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 sits at 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
• Introduces the 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
• Typically sit 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
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/
15. Body Sections
• The 5 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
• Each section should make a unique supporting point to your
thesis
• If two sections are similar, ask yourself:
Have I made this point already?
18. Repetition
• Some repetition will help your reader stay on track
• Can help re-enforce points
• Will remind readers of points they may have forgotten
19. Repetition
• Some repetition will 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
21. Paragraphs
• Should contain enough 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 with Point?
• 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
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
• Avoid overly 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
• By virtue of the fact that
• Regardless of the fact
that
• Under the circumstances
in which
• Because
• Although
• When
Instead Write
30. “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.”
Don’t write
31. “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.”
“Social inclusion is an
ongoing concern for the
library and information
science field.”
Don’t write Instead write
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 Words Carefully
There is always a better word to use than “thing”
36. Removing the Passive Voice
• 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 Passive Voice
• 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 Passive Voice
For example:
• Glinda’s relationships were hindered by her vicious cat.
39. Removing the Passive Voice
For example:
• Glinda’s relationships were hindered by her vicious cat.
• were = to be
• vicious cat = subject
40. Removing the Passive Voice
For example:
• Glinda’s relationships were hindered by her vicious cat.
• Glinda’s vicious cat hindered her relationships.
41. Removing the Passive Voice
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
• Avoid contractions
• Avoid emotional language
• Present arguments clearly and rationally
• Emotional language can sound biased or irrational
43. • Examples of contractions:
• 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?
The University 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 Robarts are 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
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Editor's Notes
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.
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.
A clearly written paper is a well-structured paper. Most graduate level papers need:
An introduction, a thesis, topic sentences, transition phrases, body sections, paragraphs, and a conclusion. We will explore each structural element individually.
The Introduction
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.
The Thesis
Your thesis should be stated as close to the first paragraph as possible; ideally at the end of the first paragraph.
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.
The Topic Sentence
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.
Transition Phrases
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.
Body Sections
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.
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
Repetition
Some repetition will help your reader stay on track and remind them of the points they may have forgotten.
Remember, using a previous point to develop or clarify new ones is a great strategy, but developing the same point twice is redundant.
Paragraphs
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
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.
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.
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.
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.
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.
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
Examples of stock phrases are included on the slide in front of you.
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
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.
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.
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.
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.
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.
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.
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.
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.
In this sentence, the vicious cat is doing the hindering meaning that the vicious cat is the subject of the sentence.
The first version has hidden the cat near the end of the sentence.
Move the subject to the front of the sentence and eliminate the ‘to be’ verb and you have a stronger sentence.
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.
Usually, judgmental subjective language like horrible, disgusting, out of this world, or evil are too strong for academic writing.
These are the references used in this presentation
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.
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.
Connect with the Inforum:
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This concludes the writing clearly tutorial. Thank you.