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UNIVERSITATEA DIN CRAIOVA TITULARUL DISCIPLINEI

FACULTATEA DE LITERE SORIN CAZACU

CATEDRA DE STUDII ANGLO-AMERICANE

PROGRAMA ANALITICA

DISCIPLINA: REDACTARE (CURS PRACTIC)

Specializarea: ROMANA - ENGLEZA

An de studiu: I, Sem II

I. OBIECTIVELE DISCIPLINEI:

Cursul practic urmareste familiarizarea studentilor cu principalele tehnici si standarde

folosite in exprimarea scrisa. Drept modele pentru analiza or seri articole de presa!

eseuri sau fra"mente din opere literare. #xercitiile de compozitie or reflecta "radul de

intele"ere a formelor literare a$ordate si capacitatea cursantilor de a pune in aplicare

tehnicile creatie studiate.

O$iectie: %a finalul cursului studentii tre$uie

Sa recunoasca principalele formate ale exprimarii scrise

Sa identifice tehnicile de redactare

Sa recunoasca fi"urile de stil

Sa cunoasca cerintele textului scris

b. TEMATICA

&. 'he sentence.

(. 'he para"raph.

). 'he essa*.

+. #ffectieness of expression

,. Narration

-. Description.


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. Definition.

/. Analo"*.

0. Comparison.

&1. Contrast.

c. BIBLIOGRAFIE

2ane! S. 'homas! Oxford Essential Guide to Writing! 3ar4le* 3oo4s! Ne5 6or4! (111

Derrida! 7ac8ues! Writing and Difference! Routled"e! %ondon! &0/

2ress! Nanc*!Beginnings, Middles and Ends! 9riters Di"est 3oo4s! Cincinnati! Ohio! &00)

Di$ell! Ansen! ;lot! 9riters Di"est 3oo4s! Cincinnati! Ohio! &0//


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CURS PRACTIC - REDACTARE

Asist. SORIN CAZACU

UNIVERSITATEA DIN CRAIOVA - FACULTATEA DE LITERE - CATEDRA DESTUDII ANGLO-AMERICANE

CONTENTS

I. INTRODUCTION

.. p. 3


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1. Types o !"iti#$ p.3

%. St&$es i# t'e p"o(ess o !"iti#$. p.)

II. ELEMENTS OF STRUCTUREp.*

1. T'e Se#te#(e p.*

%. T'e P&"&$"&p'. p.+

III. T'e Ess&y.. p.11

. T!e F"#m$%

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. T!e T!e* S%$%eme+%

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. T!e E'"*%"# /#*%*+0

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1. T!e Pe#2$*3e /#*%*+0

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&. '.1

4. T!e Re'"+e %" L*%e#$%2#e

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5. Re67ec%*3e /#*%*+0

&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

&&&&& '.8

8. /#*%*+0 Tec!+*c$7 D"c2me+%

&&&&&&&&&&&&&&&&&&&&&&&&&&&&& '.9

IV. D"c2me+%*+0 B*b7*"0#$'!*c E+%#*e

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'.

I. INTRODUCTION

T,E RITING PROCESS

Good writing does not just happen but it is the result of a process that canbe learned and used. Although the process appears to have a beginning, amiddle, and an end, it varies according to the purpose, audience, and the writingassignment or task. The important thing to know is what works for you as awriter and to apply the process exibly, knowing that sometimes you need tostop and to go back to an earlier step even though you might feel nished withother portions of your paper. !riting in its broad sense " as distinct from simplyputting words on paper " has three steps# thinking about it, doing it, and doing

it again $and again and again, as often as time will allow and patience willendure%. The rst step, &thinking,& involves choosing a subject, exploring ways ofdeveloping it, and devising strategies of organi'ation and style. The second step,&doing,& is usually called &drafting&( and the third, &doing again,& is &revising.&

&. TPES OF /RITING

'he arious effects a 5riter ma* 5ish to hae on his or her readers@to inform! to

persuade! to entertain@result in different 4inds of prose. 'he most common is prose that

informs! 5hich! dependin" on 5hat it is a$out! is called exposition! description! or narration.

Ex(osition explains. acts of eer*da* life@ho5 man* people "et diorced.


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politics! reli"ion. 3ut 5hateer its su$ect! exposition reeals 5hat a particular mind thin4s

or 4no5s or $eliees. #xposition is constructed lo"icall*. It or"anizes around causeBeffect!

trueBfalse! lessBmore! positieBne"atie! "eneralBparticular! assertionBdenial. Its moement is

si"naled $* connecties li4e therefore, however, and so, *esides,*ut, not onl+, 'ore

i'(ortant, in fact, for exa'(le.

Descri(tion deals 5ith perceptions@most commonl* isual perceptions. Its centralpro$lem is to arran"e 5hat 5e see into a si"nificant pattern. Unli4e the lo"ic of exposition!

the pattern is spatial: a$oeB$elo5! $eforeB$ehind! ri"htBleft! and so on.

'he su$ect of narration is a series of related eents@a stor*. Its pro$lem is t5ofold:

to arran"e the eents in a se8uence of time and to reeal their si"nificance.

Persuasion see4s to alter ho5 readers thin4 or $eliee. It is usuall* a$out

controersial topics and often appeals to reason in the form of argu'ent, offerin" eidence or

lo"ical proof.

Another form of persuasion issatire, 5hich ridicules foll* or eil! sometimes su$tl*!

sometimes crudel* and coarsel*. >inall*! persuasion ma* $e in the form of elo)uence,

appealin" to ideals and no$le sentiments.

9ritin" that is primaril* entertaining includes fiction! personal essa*s! s4etches. Suchprose 5ill receie less attention here. It is certainl* important! $ut it is more remote from

eer*da* needs than exposition or persuasion.

%. STAGES IN T,E RITING PROCESS

)rewriting# Getting ideas. !hat do you have to say*

!hether you are given a specic prompt $writing assignment% to answeror a general purpose such as writing a persuasive essay or writing aboutsomething that you have experienced, you need to think through and to gatheryour ideas. Ask yourself# !hat do + know about this topic, or what would + like towrite about* +deas may come from your past experiences, your reading, yourinterests, your thoughts or feelings about a subject, or your class discussion.

Get your ideas written down in some way so that you can see them on thepage. ou might brainstorm by clustering, listing, or freewriting to discover whatyou have to say.

)recomposing-)lanning# rgani'ing your ideas in a way that gets you started onyour writing.

This stage may take formal forms such as graphic organi'ers or outlines,or informal formssuch as a numbering system on a cluster or list. +n other cases it may be anactual draft of some kind further exploring your ideas. /ow you organi'edepends on your purposes and your time frame. The larger the task $a termpaper% or the less time available $a timed writing%, the more important it is toplan rst if you can.

!riting# Getting your ideas into a draft.

0or some people this is a distinct stage that comes after they haveorgani'ed their ideas in


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some fashion( for others, the movement from prewriting to writing is less clear.1ome people start with the introduction and work straight through to theconclusion, while others start with the thesis or the body and then go back towrite an introduction and a conclusion.

2evising# Going back to your draft to add, delete, substitute, and rearrange theparts into a more e3ective paper.

All good writers spend signicant time revising their papers. Theyunderstand that writingmust be carefully crafted both for content and for style.

4diting for 5orrectness# 0ixing Grammar, )unctuation, 1pelling, etc.

+f the reader sees grammar, punctuation, and spelling errors in the naldraft, all of theprevious e3ort to produce a good piece of writing will be lost. 6ost readers will

be annoyed by these kinds of errors and will lose their focus on what you have tosay.

II. ELEMENTS OF STRUCTURE

. T;E SENTENCE

=ood sentences are the sine5 of st*le. 'he* "ie to prose its for5ard thrust! its

flexi$ilit*! its stron" and su$tle rh*thms. 'he cardinal irtues of such sentences are clarit*!

emphasis! concision! and ariet*. irst! ho5eer! 5e must understand! in a $rief and rudimentar* 5a*! 5hat a

sentence is.

It is not eas* to sa*. In fact! it is pro$a$l* impossi$le to define a sentence to

eer*ones satisfaction. On the simplest leel it ma* $e descri$ed as a 5ord or "roup of5ords standin"

$* itself! that is! $e"innin" 5ith a capital letter and endin" 5ith a period! 8uestion mar4! or

exclamation point. In speech the separateness of a sentence is mar4ed $* intonation and

pauses.E

And *et an effectie sentence inoles more than startin" 5ith a capital and stoppin"

5ith a period. 'he 5ord or 5ords must ma4e sense! expressin" an idea or perception or

feelin"

clear enou"h to stand alone. >or example! consider these t5o sentences:

The (ac$age arrived. inall+.


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'he first consists of a su$ect and er$. 'he second is onl* a sin"le 5ord! an ader$

detached from a er$ arriedE. 'he idea mi"ht hae $een expressed in one sentence:

The (ac$age finall+ arrived.

The (ac$age arrived, finall+.

inall+, the (ac$age arrived.

3ut 5e can ima"ine a situation in 5hich a spea4er or 5riter! 5antin" to stress

exasperation! feels thatfinall+ should $e a sentence $* itself. As that example indicates! there

are sentences 5hich contain su$ects and er$s and sentences 5hich do not. 'he first 4ind

-The(ac$age arrived is F"rammaticall* completeF and is the conentional form sentences

ta4e in composition. 'he

second t*pe of sentence -inall+ in our exampleE does not contain a su$ect and er$ and is

called afrag'ent. >ra"ments are more common in speech than in 5ritin"! $ut een in formal

composition the* hae their place! 5hich 5ell consider in a su$se8uent chapter.

T!e G#$mm$%*c$7 Se+%e+ce

'he "rammaticall* complete sentence is independent! contains a su$ect and a

predicate! and is properl* constructed. 'hat definition ma* sound a $it formida$le! $ut it

reall* isnt. %ets $riefl* consider each of those three criteria.

G#$mm$%*c$7 I+de'e+de+ce

=rammatical independence simpl* means that the 5ords constitutin" the sentence are

not actin" as a noun or modifier or er$ in connection 5ith an* other 5ord or 5ords. >or

example!

/arr+ was late is independent.Beca'e /arr+ was late is not.Because turns the 5ords into

an ader$ more exactl*! an ader$ial clauseE. 'he construction should modif* another er$

or clause as in The 'en were dela+ed in starting *ecause /arr+ was late.

&. 'he fact thatBecause /arr+ was late is not independent does not mean it cannot sere as a

sentence. In the ri"ht context it could effectiel* stand alone. 3ut it 5ould $e a fra"ment.

'o ta4e one more case. The+ failed to agree is a "rammatical sentence. That the+ failed to

agree is not. It is a noun clause and could function as the su$ect of a er$:

That the+ failed to agree was unfortunate.

Or as the o$ect of one:

9e 4no5 that the+ failed to agree.

Su$ect and ;redicate

'he heart of a "rammatical sentence is the su$ect and predicate. In a narro5 sense

the su$ect is the 5ord or 5ords identif*in" 5ho or 5hat the sentence is a$out! and the

predicate is the er$! expressin" somethin" a$out the su$ect. In a $roader sense! the su$ect

includes the su$ect 5ordsE plus all modifiers! and the predicate includes the er$ to"ether5ith its o$ects and modifiers. >or instance in The 'an who lives next door decided last wee$


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to sell his house, the narro5! or "rammatical! su$ect is 'an, and the narro5! or "rammatical!

er$ is decided. 'he $road! or notional! su$ect is The 'an who lives next door, and the

$road! or notional! predicate

is decided last wee$ to sell his house.

'he er$ in a "rammatical sentence must $e finite! that is! limited 5ith reference totime or person or num$er. #n"lish has seeral nonfinite er$ forms called participles and

infinities

-*eing, for example! and to *e. 'hese can refer to an* interal of time and can $e used 5ith

an* person or 5ith either num$er. 3ut $* conention these nonfinite forms cannot $*

themseles ma4e a sentence. 'hus/arr+ was late is a "rammatical sentence! $ut/arr+

*eing late isnt $ecause it contains onl* the participle *eing instead of a finite form such as

was.

Clauses

A clause is a functional 5ord "roup that does contain a su$ect and a finite er$.'here are t5o $asic clauses@independent and dependent. An independent clause can stand

alone as a sentence. In fact a simple sentence li4e We saw +ou co'ing is an independent

clause. 3ut usuall* the term is resered for such a construction 5hen it occurs as part of a

lar"er sentence. 'he sentence $elo5! for instance! consists of t5o independent clauses:

9e sa5 *ou comin"! and 5e 5ere "lad.

A dependent clause cannot stand alone as a "rammaticall* complete sentence. It seres as

part of a sentence@a su$ect! o$ect! adectie! or ader$. If 5e 5ere to place when$efore

the openin" clause in the example a$oe! 5e 5ould turn it into a dependent ader$ialE

clause modif*in" the second clause 5hich remains independentE:

When we saw +ou co'ing 5e 5ere "lad.

Dependent clauses ma* also act as nouns! either as su$ects as in the first of the follo5in"

sentencesE or as o$ects as in the secondE:

Wh+ he went at all is a m*ster* to me.

9e 4ne5 that she would *e (leased.

And as adecties:

'he point that +ou"re tr+ing to 'a$eust isnt er* clear.

S2mm$#

&. A sentence is a "roup of 5ords and sometimes a sin"le 5ordE that ma4es sense standin"

alone.

(. Some sentences are "rammaticall* completeG others@called fra"ments@are not.

). =rammatical sentences must satisf* three criteria: the* must aE $e "rammaticall*independent! $E hae a su$ect and a finite er$! and cE $e properl* constructed.


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+. 'he parts of a sentence are su$ect! er$! o$ect! and modifier.

,. 'hese parts ma* $e filled $* sin"le 5ords or $* functional 5ord "roups.

-. >unctional 5ord "roups act "rammaticall* as thou"h the* 5ere one 5ord. 'he* include

phrases and dependent clauses.

. A phrase does not contain a su$ectHfinite er$ com$ination! thou"h it ma* hae a su$ect

and a nonfinite er$ form! either a participle or an infinitie./. 'here are seeral 4inds of phrases@er$ phrases! prepositional! participial! "erundie! and

infinitie.

0. Clauses ma* $e independent or dependent. Onl* dependent clauses act as functional 5ord

"roups.

&1. Dependent clauses are classified accordin" to their "rammatical role as noun! ader$ial!

or adectial clauses.

&&. An a$solute is more than a functional 5ord "roup $ut less than a sentence. It is related in

idea $ut not in "rammar to the rest of the sentence in 5hich it occurs.

&(. =rammatical sentences come in three $asic t*pes@simple! compound! and complex@

plus a com$ination of the last t5o! the compoundHcomplex sentence.

. T;E PARAGRAP;

#xpositor* para"raphs deal 5ith facts! ideas! $eliefs. 'he* explain! anal*ze! define!

compare! illustrate. 'he* ans5er 8uestions li4e 9hat 9h*


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5e are tal4in" a$out a er* $road aera"e. An occasional short para"raph of &, to (1 5ords

ma* 5or4 er* 5ellG so ma* an occasional lon" one of )11.

T!e T"'*c Se+%e+ce

A "ood topic sentence is concise and emphatic. It is no lon"er than the idea re8uires! and itstresses the important 5ord or phrase. rederic4 %e5is Allen

Notice seeral thin"s. &E Allens sentence is $rief. Not all topics can $e explained in

six 5ords! $ut 5hether the* ta4e six or sixt*! the* should $e phrased in no more 5ords than

are a$solutel* necessar*. (E 'he sentence is clear and stron": *ou understand exactl* 5hat

Allen means. )E It places the 4e* 5ord@FdeadF@at the end! 5here it "ets hea* stress and

leads naturall* into 5hat 5ill follo5. Of course! if a topic sentence ends on a 4e* term! it

must do so naturall*! 5ithout iolatin" an* rules of 5ord order or idiom. +E 'he sentencestands first in the para"raph. 'his is 5here topic statements "enerall* $elon": at or near the

$e"innin".

'o attract attention topic sentences sometimes appear in

the form of rhetorical 8uestions:

9hat then is the modern ie5 of 7oans oices and messa"es from =od =eor"e 3ernard

Sha5

9hat did %incolns #mancipation ;roclamation accomplish

7. =. Randall

P$#$0#$'! U+*%

;ara"raph unit* inoles t5o related $ut distinct concepts: coherence and flo5.

#oherence means that the ideas fit to"ether.low means that the sentences lin4 up so that

readers are not conscious of "aps. >lo5 is a matter of st*le and exists in specific 5ords and

"rammatical patterns t*in" one sentence to another. Coherence $elon"s to the su$structure of

the para"raph! to relationships of thou"ht! feelin"! and perception. 3oth are necessar* if apara"raph is to $e trul* unified.

C"!e#e+ce

'o $e coherent a para"raph must satisf* t5o criteria: >irst! relevance@eer* idea

must relate to the topic. Second! effective order@ideas must $e arran"ed in a 5a* that

clarifies their

lo"ic or their importance. 'here is! in addition! a ne"atie criterion@inclusiveness, that

nothin" ital must $e omitted.

Re7e3$+ce


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A topic sentence ma4es a promise that the para"raph must fulfill. Do not 5ander from

the topic. No matter ho5 attractie an idea ma* seem! let it "o if *ou cannot fit it into the

topic *ou hae sta4ed out or cannot reise the topic to include it.


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5riters point of ie5! $e"innin" means announcin" and limitin" the su$ect! indicatin" a

plan! catchin" the readers attention! and esta$lishin" an appropriate tone and point of ie5.

Not all of these matters are e8uall* important. Announcin" and limitin" the su$ect are

essential. %a*in" out the plan of the paper and an"lin" for the readers interest! on the other

hand! depend on *our purpose and audience. 'one and point of ie5 are ineita$le: 5heneer

*ou 5rite *ou impl* them.In the $e"innin"! then! *ou must esta$lish a tone and point of ie5 conducie to *our

purpose. 'he len"th of the $e"innin" depends on the len"th and complexit* of 5hat it

introduces. In a $oo4 the openin" mi"ht ta4e an entire chapter 5ith dozens of para"raphs. In

a short article a sin"le sentence mi"ht $e ade8uate. >or most essa*s a

sin"le para"raph is enou"h. 9hateer their len"th! all effectie openin"s fulfill the same

functions.

1. T'e o"&t

6any academic assignments re7uire a ve paragraph essay. +n reality, theve paragraph essay is a exible frame that can easily be expanded orcontracted depending on your thesis. 0or example, it might take threeparagraphs just to discuss the rst idea in the thesis, which would expand thisframe to a seven8paragraph essay. n the other hand, it might re7uire only fourparagraphs to support another thesis.

)aragraph 9 +ntroduction $: to ; sentences, ; words approximately%? 1tarts with an interesting lead.? 4nds with your thesis statement.

)aragraph @ 0irst ody )aragraph $B to 9= sentences, 9@;8@== words

approximately%? egins with a transition and a topic sentence that is the rst idea to developthe thesis.? Gives appropriate examples, information and explanation to support the topicsentence $chunks containing concrete details-commentary%.? 6ay provide a transitional sentence to conclude the paragraph and link it tothe next.

)aragraph : 1econd ody )aragraph $B to 9= sentences, 9@;8@== wordsapproximately%? egins with a transition and a topic sentence that is the second idea to

develop the thesis.? Gives appropriate examples, information and explanation to support the topicsentence $chunks containing concrete details-commentary%.? 6ay provide a transitional sentence to conclude the paragraph and link it tothe next.

)aragraph < Third ody )aragraph $B to 9= sentences, 9@;8@== wordsapproximately%? egins with a transition and a topic sentence that is the third idea to developthe thesis.? Gives appropriate examples, information and explanation to support the topicsentence $chunks containing concrete details-commentary%.

? 6ay provide a transitional sentence to conclude the paragraph and link it tothe next.


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)aragraph ; 5onclusion $; words approximately%? Ties back to the thesis. $6ay or may not restate or use key words from thethesis. 4nglish teachers may prefer few repeats( teachers in other subject areasmay have other re7uirements.%

? rings together or sums up the information or the arguments presented.? 6akes the paper feel &nished.&? Goes beyond the thesis to show insight, make connections, or apply theinformation in a new way, depending on the subject of the essay.

%. T'e t'esis st&tee#t

6ost academic essays contain a thesis statement located at the end ofthe introductory paragraph. The thesis states the subject of the essay and takesa stand, gives a position, or makes a claim about the subject which will besupported or argued throughout the essay. +f you are answering a writing

prompt, you may think of the thesis statement as your short answer to the7uestion. +f you are developing your own subject, the thesis lets the reader knowwhat subject you will discuss and what your position is on that subject. +naddition, the thesis should suggest the organi'ation or overall movement of yourdiscussion.

!rite your thesis after you have generated ideas. Cook at your clusters,lists, freewrites, orgraphic organi'ers to see what you have available to write about and whatgroups together. !hat do you think about your subject* !hat facts led you toyour ideas* /ow can you support your position and convince others of yourposition* /ow will you organi'e your essay so that others can follow your logic*Dow put your thinking into one or two sentences. This will be your thesis. Themore specic your thesis is, the easier it will be for the reader to follow yourargument.

0or example#General# )ollution should be stopped.6ore specic# 4veryday pollution by household products such as oil and lawnfertili'er should be stopped because these products are entering our sewagesystems and critically damaging our sea life.

The second example narrows the subject of pollution to household products andforecasts the discussion. ou can expect that the essay will show how these

products are entering the sewage systems and then how this hurts sea life. Thissubject is more manageable than the general subject of pollution. Cikewise, youknow the direction the argument will take, a presentation of the critical damagethe household products are creating for sea life.

3. E/posito"y !"iti#$

The main goal of expository writing is to inform or explain. 4xpositorywriting is used to share knowledge and convey messages, instructions or ideas.

The writer skillfully produces a thesis statement and supports it with relevantevidence to provide the reader with knowledge that answers the &who, what,


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where, when, why, or how& of a subject. 5onnections are made between thethesis and primary and secondary sources to support claims and enhance thereaderEs understanding of the subject. This genre re7uires the writer to use arange of thinking skills from recall to analysis and evaluation. This type of writinghas many functions# to present information through reporting, explaining,

summari'ing, and dening( or to organi'e and analy'e information throughexplaining, comparing, contrasting, stating cause-e3ect. The most successfulexpository compositions provide the reader with new knowledge. 5lear andinteresting information is shared through a condent authoritative voice givingthe reader the impression that the writer is truly knowledgeable about the topic.

The introduction engages the readerEs interest. Faluable and signicantinformation is given from a variety of sources to support the thesis. Theinformation provided goes beyond the obvious. The composition synthesi'es theideas and information into a thoughtful conclusion.

To write a successful expository essay, the writer#

? nows the topic? 5reates a meaningful and interesting thesis? 4ngages the readerEs interest in the introduction? Hses valuable and signicant information from a variety of sources to supportthe thesis? )rovides information that goes beyond the obvious? Hses relevant and interesting details to support ideas? Anticipates readersE 7uestions, misunderstandings, biases, and expectations? 1ynthesi'es the ideas and information into a thoughtful conclusion? 5orrectly uses the conventions of the 4nglish language

1ample expository topics

? 4xplain in writing how something works.? 4xplain how to complete a task you know how to do well.? !rite an article about an event that occurred at your school.? !rite a letter to a younger person explaining how to succeed at your school orin a specic class at your school.? !rite a report about an event in history that you know well.? Iescribe your classroomEs appearance.? Iescribe an invention that has had an impact on society.

). Pe"s0&sie !"iti#$

The main goal of persuasive writing is to convince. The writer skillfullydefends a position about a topic and supports it with relevant evidence toprovide the reader with a convincing argument about the topic. 1upport is givento each claim to persuade the reader of the validity of the writerEs position on

the topic. )ersuasive writing moves the reader to take an action or to form orchange an opinion. +t re7uires thinking skills such as analysis, synthesis and


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evaluation. )ersuasive writingEs functions are to state and support a position,opinion or issue( or to defend, refute or argue.

The most successful persuasive compositions provide the reader withconvincing evidence. 5lear and persuasive support is shared through a condentand authoritative voice, giving the reader the impression that the writer is truly

knowledgeable about the topic. The writer knows the topic, creates a convincingthesis, and appeals to the readerEs interest in the introduction. A position isclaried and defended with precise and relevant evidence. 1upport goes beyondthe obvious and details are relevant and convincing. The readerEs concerns,counterclaims, biases, and expectations are addressed. The ideas in thecomposition are structured in a logical fashion.

To write a successful persuasive essay, the writer#

? nows the topic.? 5reates a convincing thesis.? Appeals to the readerEs interest in the introduction.

? 5laries and defends a position with precise and relevant evidence.? )rovides support that goes beyond the obvious.? Hses relevant and convincing details to support ideas.? Addresses readersE concerns, counterclaims, biases, and expectations.? 1tructures the ideas in a sustained and logical fashion.? 5orrectly uses the conventions of the 4nglish language.

)ossible modes of )ersuasive !riting#

? 5ontroversial issues? 4valuations? 4ditorials? 1peculations of causes and e3ects? Advertisements? Cetters to 4ditor? ook 2eviews? 1peeches? Ceaets? Articles? Citerary 2eviews? Cetters of 5omplaint

1ample persuasive topics

? !rite to persuade someone that itEs better to eat healthy food than junk food.? !rite to persuade a reader that the best class in school is JJJJJJJJ and why.? !rite a letter to a younger person explaining why itEs important to do well inschool.? !rite about what the best invention is and why*? !rite about what is the best place to visit and why*? !rite about what is the most important thing to maintain a friendship andwhy*? !rite an essay explaining the best way to study and explain why itEs the best.? !rite a book or movie review that convinces your readers that it is the best.? !rite about whether there should be a dress code at your school* !hy*


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*. Respo#se to 2ite"&t0"e

The main goal of responding to literature is to demonstrate thoughtfulcomprehension ofa literary passage. The process of responding to a piece of literature involves the

thinking skills of analy'ing, evaluating, making inferences, and drawingconclusions. The writer skillfully produces an idea about a text and supports itwith textual evidence to demonstrate a thoughtful response to the text.5onnections are made among the main ideas of the text, the readerEs viewpointand the authorEs style.

The most successful responses to literature or text are supported withtextual references. These responses illustrate a clear, comprehensive grasp ofthe main ideas of the text and extend beyond what is present in the text withoriginal ideas, thoughts, and connections. To successfully respond to literature,the writer reads and understands the literature, creates a meaningful andinteresting thesis about the text, and engages the reader. Thoughtful conclusionsare drawn about the text. The response demonstrates an awareness of the

authorEs style and purpose within the text and is a reection of the readerEsexperiences.

!riting about literature also provides students with the opportunity toexpress their opinions on a wide range of topics and respond in8depth. !ritingabout literature also provides students with the opportunity to express theiropinions on a wide range of topics and respond in8depth.

To successfully respond to literature or text, the writer#

? 2eads and understands the literature or text.? 5reates a meaningful and interesting thesis about the text.? 4ngages the readerEs interest in the introduction.? )rovides textual evidence to support the thesis.? Iraws thoughtful conclusions about the text.? Hses relevant and interesting details to support ideas.? Iiscusses the ambiguities, nuances, and complexities within the text.? Iemonstrates an awareness of the authorEs style and purpose within the text.? 5orrectly uses the conventions of the 4nglish language.

)ossible modes of 2esponse to Citerature !riting#

? Kournal responses? Iouble entry journals-Iialectical journals

? 5ritical book reviews? 2eading response logs? +nterpretive or response to literature or text essays? )oetry inspired by literature

Luestions to 1tart ou Thinking About Theme# Theme is insight abouthuman life that is revealed in literary work. Themes are rarely stated directly inliterature. 6ost often, a reader has to infer the theme of a work afterconsiderable thought. Theme is di3erent from subject. A storyEs subject might bestated as &growing up,& &love,& &heroism,& or &fear.& The theme is the statementthe writer wants to make about the subject# &0or most young people, growing upis a process that involves the pain of achieving self8knowledge.& Theme must be

stated in at least one sentence( most themes are complex enough to re7uireseveral sentences, or even an essay.


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"The answers you get from literature depend on the questions you pose" Margaret Atwood

9. +s the central character static or does s-he learn or mature in the story* +s this

a child8to8adult initiation story*@. !hat insight does the central character experience, if any* /as the insightbeen benign or destructive*:. Ioes the character take a real or psychological journey* +s it symbolic* !hatis the destination* +s the journey successful*


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? 4xplain how the author supported the main idea of the passage.? !rite an essay in which you explain how the events in the story motivated theprotagonistor main character.? !rite a response to the story in which you predict what may happen next and

explainwhy you feel this way.? !rite an essay in which you explain the meaning of the title of the passage.? 4xplain how the clues the author provided leads the reader to predict whatmight happennext in the story.? 4xplain how the protagonist, or main character changed throughout the storyand explainwhy.? +dentify the protagonist or main character as static $unchanging% or dynamic$changing%.

. Re4e(tie !"iti#$

The main goal of reective writing is to allow a writer to explore anddiscover meaning in hisor her own experiences( often an ordinary thing that is seen, done, read,overheard or experienced will, upon reection, trigger a comment on life. !ritersare provided the opportunity to consider feelings, concerns, or reactions toimportant issues. Anything that is a part of your life provides the starting pointfor a reective essay. 5onsider ideas in your journal as possible topics.

To produce a reective essay, writers use a variety of strategies to exploretheir beliefs aboutideas or issues. The writer may use a narrative style to share personalexperiences. )ersuasive strategies are often used when writing about personalbeliefs and strong convictions. !hen the writer wishes to convey a sense ofauthority about the topic, an expository strategy may be the best choice.

To compose a reective essay, writers#

? choose a topic that is personally signicant and will encourage readers to thinkor wonder.? craft an introduction that will create interest about a topic.? include a controlling thesis in the introduction.

? connect the ideas, events, or issues with beliefs or convictions.? organi'e the essay to maintain a balance between the issue or ideas $topic%and beliefs and reections.? write from a personal point of view. The essay becomes a form of self8study.? choose a tone that is candid and sincere.? searches for a meaning applicable to the human condition.? write a retrospective with some distance between the writer and the subjectbeing written about.? correctly use the conventions of the 4nglish language.

1ample 1trategies to 1timulate 2eective Thinking

? 5ollect possible occasions for reection# eep a journal chart of everything thathappens


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during a @


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? 4xplain how an incident or event in a novel or play are similar to an incident orevent that youOve experienced.? Iiscuss how experience is the key to learning.? 4xplain how the experiences of a famous person made that person who he-sheis today.

? 1elect someone who has been inuential in your life $a relative, a teacher, acoach, or a friend% and explain the e3ect of his-her inuence.? )redict what might happen in the future based on an event that has alreadyoccurred.? Any 7uotations from the 5hicken 1oup for the 1oul series.

5. "iti#$ te('#i(&2 6o(0e#ts

The main goal of writing technical documents is to report information andideas. The writer skillfully introduces what the document will explain andsupports this explanation with details and specicity. Technical documentsprovide the reader with the who, what, where, when, why, or how of the

information and ideas being explained. The purpose may be to explain howsomething works, what the rules of behavior are in an oPce, procedures forconducting a meeting, the minutes of a meeting, etc. 5lear and accurateexplanations are provided in a logical way to ensure the readersE comprehension

The most successful documents present information in a straight8forward andauthoritative manner to give the reader the impression that the writer knows thetopic well.

To write a successful technical document, the writer#

? learns the specics of the information and ideas being presented.? creates a clear and meaningful introduction.? claries the readersE need to know the information.? organi'es the information in a logical manner to help aid the readersEcomprehension.? includes critical information using accurate and specic language.? anticipates readersE problems, mistakes, and misunderstandings.? incorporates scenarios, denitions, and examples to aid the readersEcomprehension.? synthesi'es the ideas and information into a thoughtful conclusion.? correctly uses the conventions of the 4nglish language.

1ample ideas for writing a technical document#

? !rite the minutes of a meeting.? )repare a plan for how to put on a school function $dance, fundraiser, festival,art show, etc.%.? 4xplain how to complete a task.? !rite a report on how a science project was completed.? 5reate a document explaining the results of an event that occurred at yourschool.? Ievelop a school brochure explaining how to succeed at your school.? 1ubmit a proposal to a teacher on how youEd like to change the appearance ofthe classroom.? 5raft a proposal to your principal explaining the need for more computers in

your school.? )roduce a brochure explaining how a make8believe invention works.


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? !rite a document in which you describe the activities and rides at your favoriteamusement park.? )repare a document in which you explain the rainy day procedures andbehaviors atyour school.

? Iesign a brochure in which you campaign for a student body oPce at yourschool.? )repare a document that explains the dress code at your school for boys andgirls.? !rite a document in which you identify activities families can do instead ofwatchingtelevision in the evenings.

IV. DOCUMENTING 7I7LIOGRAP,IC ENTRIES


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The 61T 566D T)41 0 1H2541 are listed below with both a descriptionof the information needed and an example. 1ee the seful A!!reiations sectionthat follows to interpret abbreviations that are new to you. Dotice that only therst line of a bibliographic entry begins at the left margin( any following lines areindented.

ookCast Dame of Author$s%, 0irst. Title of ook. )lace of )ublication# )ublisher, earof )ublication.

Gunther, Kohn. Ieath e Dot )roud. Dew ork# /arper 5ollins, 9N


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9. Dame of the author, editor, compiler, or translator of the source $ifavailable and relevant%, reversed for alphabeti'ing and followed by anabbreviation, such as ed., if appropriate.

@. Title of a poem, short story, article, or similar short work within ascholarly project, database, or periodical $in 7uotation marks%( or title of a

posting to a discussion list or forum $taken from the subject line and put in7uotation marks%, followed by the description:. Title of a book $underlined%.. Dame of the editor of the scholarly project or database $if available%.B. Fersion number of the source $if not part of the title% or, for a journal, the

volume number, issue number, or other identifying number.

N. Iate of electronic publication, of the latest update, or of posting.9=.0or a work from a subscription service, the name of the service and88if a

library is the subscriber88the name and city $and state abbreviation, ifnecessary% of the library.

99. 0or a posting to a discussion list or forum, the name of the list or [email protected] number range or total number of pages, paragraphs, or other

sections, if they are numbered.9:.Dame of any institution or organi'ation sponsoring or associated with the

!eb site.9. +ndiana H. @M Apr.9NN>Shttp#--www.indiana.edu-Uletrs-vwwp-.

)rofessional 1ite

)ortuguese Canguage )age. H of 5hicago. 9 6ay 9NNNShttp#--humanities.uchicago.edu-romance-port-.

)ersonal 1ite

Cancashire, +an. /ome page. 9 6ay 9NN> Shttp#--www.chass.utoronto.ca#B=B=-Uian-index.html.

ook

Desbit, 4dith. allads and Cyrics of 1ocialism. Condon, 9N=B. Fictorian !omen!riters)roject. 4d. )erry !illett. Apr. 9NN>. +ndiana H. @M Apr. 9NN> Shttp#--www.indiana.

edu-Uletrs-vwwp-nesbit-ballsoc.html.)oem


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Desbit, 4dith. &6arching 1ong.& allads and Cyrics of 1ocialism. Condon, 9N=B.Fictorian!omen !riters )roject. 4d. )erry !illett. Apr. 9NN>. +ndiana H. @M Apr. 9NN>Shttp#--www.indiana.edu-Uletrs-vwwp-nesbit-ballsoc.htmlVpN.

Article in a 2eference Iatabase

&0resco.& ritannica nline. Fers. N>.9.9. 6ar. 9NN>. 4ncyclopaedia ritannica. @N6ar. 9NN>Shttp#--www.eb.com#9B=.

Article in a Kournal

0lannagan, 2oy. &2eections on 6ilton and Ariosto.& 4arly 6odern Citerary1tudies @.:$9NNM%# 9M pars. @@ 0eb. 9NN> Shttp#--unixg.ubc.ca#>==9-=-e8sources-emls-=@8:-

anmilt.html.

Article in a 6aga'ine

Candsburg, 1teven 4. &!ho 1hall +nherit the 4arth*& 1late 9 6ay 9NN>. @ 6ay9NN>Shttp#--www.slate.com-4conomics-N>8=;8=9-4conomics.asp.

!ork from a 1ubscription 1ervice

oret', Gene. &4conomic Trends# Hh8h, !arm !ater.& usiness !eek @9 Kuly9NN># @@.4lectric Cib. 1am arlow /igh 1chool Cib., Gresham, 2. 9> ct. 9NN>Shttp#--www.elibrary.com-.

0ilm or Fideotape

6uch Ado about Dothing. Iir. enneth ranagh. !ith 4mma Thompson, ennethranagh,Ien'el !ashington, 6ichael eaton, and eanu 2eeves. Goldwyn, 9NN:.

Through the !ire. Fideotape. Iir. Dina 2osenblum. Darr. 1usan 1arandon.0ox-Corber /ome

Fideo, 9NN=.

2adio or Television )rogram

5oracao rasileiro. !62, oston. 9 Aug. 9NN:. QThis ld )yramid.R !ith 6arkCehner and 2oger /opkins. Dova. )1. !G/, oston. < Aug. 9NN:.

USEFUL A77REVIATIONS

The following is a key to some of the most common abbreviations you willencounterand possibly use in preparing your research paper#

dir. Qdirector,R used to identify the director of a lm or play.


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ed., eds. Qeditor$s%R or Qedition,R used in the rst sense to identify the compileror compilers who also added notes, introductory statements, and the like.e.g. exempli gratia $Catin% Qfor example,R always preceded and followed bycommas.et al. et alii $Catin% Qand others,R used to refer to others involved in the writing of

a source without naming them.i.e. id est $Catin% Qthat is,R Qin other words,R preceded and followed by commas.narr. Qnarrator,R used to identify the narrator of a lm or sound recording.p., pp. Qpage$s%R used before the number, means on page$s%( used after thenumber, means merely Qnumber of pages.Rrev. Qreview,R used to indicate the item reviewed in a book or lm review.


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7I7LIOGRAP,8

2ane! S. 'homas! Oxford Essential Guide to Writing! 3ar4le* 3oo4s! Ne5 6or4! (111

Derrida! 7ac8ues! Writing and Difference! Routled"e! %ondon! &0/

2ress! Nanc*!Beginnings, Middles and Ends! 9riters Di"est 3oo4s! Cincinnati! Ohio! &00)

Di$ell! Ansen! ;lot! 9riters Di"est 3oo4s! Cincinnati! Ohio! &0//

cp_engleza_an1_sem2_cazacu

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