Patterns for a Purpose Test 2

Learning log

a journal in which you write about course content. It is not where you write lecture notes; rather it is a separate notebook in which you reflect your class reading, lectures, and discussions. • As you record items in your learning log, you consider course content, its significance, and your response, and thereby better understand and remember important concepts. • It can include one or more of the following: o Your reflections on course content, including your personal associations, observations, inferences, points of agreement and disagreement, and areas of uncertainty o A list of ways the course content relates to content in other courses you are taking o Notes on how you can use the course content in your life o Questions you think of as you read assignments. Ask the questions in class and then write the answers into your log.

Plagerism

a serious academic offense, occurs if you download, purchase, borrow, or otherwise use someone else's work and pass it off as your own. • Plagiarism can occur as a result of uncredited borrowing of as little as a few words of someone else's work, and it need not be intentional. • To avoid plagiarism: o When you paraphrase and summarize rewrite the author's ideas in your own words; do not imitate the author's style. o Introduce your paraphrases, summaries, and quotations with a phrase that gives the author and/or source of information. o When you paraphrase or summarize, do not add ideas or change the meaning in the source. o When you quote, place quotation marks around the author's exact words. o Be sure to quote accurately, using ellipses and brackets as needed. o Include a parenthetical citation and works cited entry.

• Objective details-

give a factual, impartial, unemotional account of your subject.

Summary

giving the main points of a reading in your own words

• Revising

is improving your draft until it is ready for your reader.

• When the quotation comes both before and after the speaker or writer is mentioned

o "Most people," the police officer explained, "overestimate their ability to handle threatening situations." (The words that come before the speaker or writer is mentioned do not form a grammatically complete sentence). o "Most people overestimate their ability to handle threatening situations," the police officer explained. "They mistakenly believe they can talk themselves out of danger." (The words that come before the speaker or writer is mentioned do form a grammatically complete sentence.) o "Should online auctions be regulated," asked Delia, "or is the business sufficiently self-regulating?" (The words that come before and after the speaker or writer is mentioned are the two parts of a compound sentence).

• Examples of conclusions are:

o Draw a conclusion from the information in the essay. o Present the final, most important point. o Offer a solution to a problem mentioned in the essay. o Call your reader to action. o Look to the future. o Leave your reader with a final impression.

Guidelines for editing

o Look for the kinds of mistake you typically make. o Learn the rules. o Use computer grammar and spell checks with caution. o Trust your instincts. o Edit print your copy.

• When the quotation comes after the speaker or writer is mentioned.

o The police officer explained, "Most people overestimate their ability to handle threatening situations." o The senator asked, "How will price controls affect foreign trade?" o Do you believe the senator asked, "How will price controls affect foreign trade?" (The entire sentence, not just the quoted words, form a question).

• Guidelines for Using Visuals.

o Use images only to help explain, illustrate, or prove a point. o Consider your audience and purpose. o Consider the quality of the visual. o Write the caption carefully. o Properly credit the source of visuals.

Writing a Personal Response

o What does the reading make you think of? How does it make you feel? o What similar experiences have you had? o What have you observed that is or is not compatible with ideas in the reading? o What did you learn from the reading?

The Introduction

one-or two-paragraph introduction aimed at stimulating the reader's interest and many times, presenting the thesis.

A personal response essay is not

the license to write just anything and defend it by saying, "Well that's how I feel." You must give reasons for your response, which you can do by citing the text and explaining your ideas, relating your relevant experience, and noting your pertinent observations. • Any meaning, personal response, or association you have is valid and important-as long as you can back it up with evidence from the text, along with your ideas, experience, or observation.

Dominant impression

to keep complex descriptions manageable, use one notable quality and write only those details that express that impression. • The quality is dominant because it is the characteristic your description will focus on.

• Four strategies can help you achieve coherence

transitional words and phrases, repetition of words or ideas, synonyms, and sentences that look backward and forward.

Purpose for a personal response

• A personal response essay expresses feelings and relates experiences. It can also inform your instructor about how you are reacting to a text and the understanding you are taking from it.

The Purpose of Summarizing

• A summary can be a stand-alone piece of writing. In addition, summarizing has many uses in the classroom. It is a valuable study strategy because writing out the major points of a reading or chapter gives you a study guide for that material and helps set learning,

Proofreading

• After editing, make any changes necessary to put your essay into the proper form for your reader. Then, check carefully for typing error. • Read very slowly, lingering over each word and punctuation mark, so you do not build up too much speed and miss something.

Tips for Revising

• Allow plenty of time • Remember your writing context. • Revise in stages by considering one or two of the revision concerns at a time. • Return to idea generation or adjust your thesis, if necessary. • Revise typed copy at least once • Think like a reader. • Avoid editing, which comes later. • In Microsoft Word, use Track Changes.

Organizing Details

• An essay developed with description often included a thesis that mentions both what is being described and the dominant impression. • You can use spatial order, progressive order, or chronological order.

Organizing details

• Arranging narrative details usually involves placing the events in chronological order. For some stories, you may want to begin at the end or in the middle, then shift back to the beginning, using flashback. • To signal chronological order, move smoothly through your time sequence, and help your reader follow the events in your narrative, you can use transitions.

Using description for a purpose

• Description can entertain, express feelings, relate experience, inform, and persuade. • Because well-written description can move a reader's emotions, it is often used to convince a reader to think or act a particular way. • Description is most often expressive, helping writers share their perceptions and thus their feelings and experiences with them. • A secondary source purpose of description is often to entertain.

Thinking Critically about Description

• Does the dominant impression misdirect the reader? • Does the descriptive language manipulate readers inappropriately? • Is the descriptive language accurate and complete? • Does the writer and reader share the same meaning for descriptive language?

Editing Your Draft

• Editing is finding and correcting mistakes in grammar, spelling, punctuation, capitalization, and usage. • Do most or all of your editing after you revise.

Visualizing a Descriptive Essay

• Introduction o Creates interest in what you are describing o Can state your thesis (underlined in the example), which indicates what you are describing and your dominant impression • First Body Paragraph o Begins the focus on the dominant impression o Included objective and/ or expressive details o Included specific words and sensory details o May include similes and metaphors o Arranges details in a suitable order, which may be spatial, chronological, or progressive • Next Body Paragraphs o Continue until the description is complete o Continue the focus on the dominant impression; include objective and/or expressive details, specific words and sensory details and possibly similes and metaphors o Arrange details in a suitable order, which may be spatial, chronological, or progressive • Conclusion o Provides a satisfying finish o Leaves your reader with a strong final impression

Summarizing

• Like a paraphrase, a summary restates an author's ideas in your own words and style, but unlike a paraphrase, it condenses an entire piece or large part of a piece to convey only the main ideas. • Summary is useful when you want to give just the highlights or gist of a piece as a part your supporting detail. • When you summarize you should: o Use your own wording and style. o Use quotation marks if you include exact words. o Avoid adding ideas or changing meaning. o Include parenthetical citations and a works cited entry.

Writing a Critical Analysis

-reports on one or more of the conclusions you drew during your critical reading and demonstrates the soundness of your conclusion(s). • To write a critical analysis, you can consider the validity of one or more ideas in the reading, or you can evaluate the worth of the piece, or you can judge how well the piece is written by evaluating one or more of the strategies an author uses to make his or her points.

Rewriting Lecture Notes and Class Readings in New Ways

• Rewrite your lecture notes after class, while your abbreviations and jottings still make sense. Try to use parahrpah formats with topic sentences, supporting details, and transitions to understand how ideas relate to one another. • Outline your lecture notes and class readings to foreground the main ideas and most important supporting details. • Put your lecture notes or class readings into an outline tree for a visual depiction of important points. • Summarize sections of your notes or textbook. Placing the material in your own words will help you retain it. • Paraphrase definitions and difficult concepts to be sure you understand them

Establishing Tone

• Speakers use tone of voice to help convey feelings and meaning. • The tone can be angry, sarcastic, serious, preachy, and so on. • Most often, tone is established by the words you choose to convey supporting details. • Your tone should be appropriate to your writing context.

Guidelines for a critical analysis

• Step 1: As you read critically, think about which aspect of your analysis and assessment you want to consider in your written critical analysis. Answering these questions can help: -Would you recommend the reading to others? Why or why not? -Which features help the writer achieve his or her purpose? Which do not? How do these features help or hinder? • Step 2: Identify the evidence in the reading that will support the assertion you will make in your critical analysis. • Step 3: Draft a preliminary version of your thesis and an outline to guide your draft. Draw on one or more of the patters on development if they can help you support your analysis or assessment. • Step 4: Check any paraphrases, summaries, and quotations to be sure you cite them properly.

Process Guidelines: Strategies for Writing a Synthesis

• Step 1: Be sure you understand everything in all the sources you are dealing with. • Step 2: Underline or list the major ideas in each source. • Step 3: Review all major ideas and determine how they relate to each other. • Step 4: Decide how you want to use the material in the sources. • Step 5: Draft a preliminary version of your thesis and an outline to guide your draft. • Step 6: Check any paraphrases, summaries, and quotations to be sure you cited them correctly.

• Description

when writers use words to create mental pictures

• Exemplification

when you use specific examples, or instances, to clarify a point, add interest, or persuade.

Thinking Critically about Exemplification

• Are the examples real or made up? • Are there enough examples in enough detail?

Using the Idea Generation Strategies

• Examine a concept in your notes or textbook from different angles to explore its significance and to remember more about it? • Use listing to help remember material. • Use clustering to see the relationships among ideas in your notes or textbook • Use freewriting to explore important ideas.

Hypothetical Examples

• Hypothetical examples-not actual examples drawn from real life but are examples created by the writer as typical examples based on knowledge, experience, observation, and so on, • To be effective, hypothetical examples must be plausible, and they must not be overused. They should be clearly recognized as hypothetical examples.

Using Exemplification for a Purpose

• No matter what your writing purpose, examples will clarify, support, or explain a generalization, which is a statement of a general point you consider to be true in your own life or in a broader context.

Process Guidelines: Strategies for Writing Description

• Selecting a topic • Establishing a dominant impression • Drafting • Revising

Process Guidelines: Strategies for Writing a Personal Response

• Step 1: If you need help deciding on the response to write about, reread the notes you made when you read and studied the text. • Step 2: Follow the procedures you learned in Chapter 2 to generate ideas, develop a thesis, and order your ideas. • Step 3: Follow the procedures you learned in Chapter 3 to draft and revise your essay. To support your point, remember to cite the text and draw on your own ideas, personal experience, and observation. In addition use one or more of the patterns of development. • Step 4. If you used paraphrase, summary, or quotation, be sure you did so according to the conventions explained on pages 106-112 and that you provided parenthetical citations and a Works Cited page as explained in Chapter 15.

Writing a Synthesis

• Synthesis-integrates material from a source with your own ideas and/ or with material from one or more other sources.

Revising with Peer Review

• When you find readers on your own, be sure they are reliable readers, people who know the qualities of effective writing and who will not hesitate to offer constructive criticism. • Use more than one reader to go over your writing.

Direct quotation

-reproduce the author's exact words within quotation marks. • You should limit the number of quotations you use because with too many quotations, your writing may seem choppy and will lack your distinctive style. • Ways to use direct quotations: o Use ellipses to indicate that something in the orginal text has been left out. o Use brackets to add clarification or to make changes needed to work the quotation into your sentence. o Use single quotation marks for a quotation within a quotation. o Reproduce italics that appear in the source. o Set off long quotations (more than four lines in your paper) by indenting instead of using quotation marks. o Include a parenthetical citation and works cited entry

• Anecdote-

a brief narrative that is often a secondary pattern in essays developed primarily with patterns other than narration.

Works Cited Entry

a citation located on the Works Cited page at the end of the paper, which gives complete publication information on the source from which the paraphrase, summary, or quotation was taken.

Essay Structure

introduction, body paragraphs, and a conclusion.

Tone

the writer's attitude or feelings toward the reader of the writing subject.

Narration beyond the Writing Classroom

• Narration helps writers achieve their purpose in many writing situations. o In academic writing and reading. o At work and in the community

Process Guidelines: Strategies for Writing Narration

• Selecting a topic. • Establishing the point. • Generating ideas. • Drafting • Revising

• Expressive details-

-present a more subjective, personal, or emotional view.

Process Guidelines: Strategies for Writing a Summary

• Step 1: Read the material over as many times as necessary in order to understand it. Look up unfamiliar words and get help with any passages you do not understand. • Step 2: Identify the major points and underline them in the text or list them on a piece of paper. You can omit examples, description, repetition, or explanations that support major points, unless these are necessary for clarification, Be sure to identify all the major points so your summary is complete. • Step 3: Draft an opening sentence that mentions the author's name, the title of the piece you are summarizing, and one, two, or three of the following: the author's thesis, the author's purpose, the author's point of view. • Step 4: Following your opening statement, draft your summary by writing out the major points you underlined or listed. Bes surer to express these points in your own distinctive style by using your own wording and sentence structure. • Step 5: To keep your summary flowing smoothly, use transitions to show how ideas relate to each other. In addition, repeat the author's name with a present-tense verb as a transition device. • Step 6: Check to be sure you have altered wording and style without adding or changing meaning. • Step 7: IF you have quoted, be sure you followed the conventions beginning on page 108. Also provide a parenthetical citation and a works cited entry.

Supporting Details

• Supporting details in a descriptive essay should give your reader a clear mental image of your subject. In addition, they should convey your dominant impression of your subject and establish why you formed that impression.

Providing Relevant Supporting Detail

• Supporting details must be relevant, which means they must be clearly related to the thesis and to the topic sentence.

Using Visual Material for Support

• Technological advances have made it so much easier for you to include visual material in your writing.

Body Paragraphs

• The body paragraphs, which form the middle of the essay, prove or explain your thesis. • Each body paragraph has two parts. One part expresses the paragraph's main idea-the point the paragraph will develop to help support or explain the thesis. • That part is the topic sentence, which can be specifically stated or strongly implied. • The other part consists of the rest of your paragraph-the supporting details.

The Conclusion

• The conclusion provides closure for your essay. It may be one or more final paragraphs or just the last sentence of your final paragraph. Your conclusion is an important part of your essay because it influences the reader's final, lasting impression.

Supporting Details

• The examples you use to support a generalization can come from a variety of sources: personal experience, observation, general knowledge, class lectures, reading research, and so forth. • Examples can also take the form of a narration

Achieving Coherence

• To achieve coherence, the supporting details in your body paragraphs, and the body paragraphs themselves, must connect to one another in ways your reader can easily understand and follow.

Writing Explanations and Definitions for Different Audiences

• To learn difficult concepts, vocabulary and specialized terms, write explanations and definitions so different audiences will understand

Paraphrasing

• To paraphrase, you restate author's ideas, using your own style and wording. • When you paraphrase you should: o Use your own wording and style, not the source's. o Use quotation marks around keywords or phrases that are the author's distinctive expression, if these are included in the paraphrase. o Avoid adding ideas or changing meaning. o Provide a parenthetical citation and works cited entry.

Knowing When to Paragraph

• Typically, writers begin a new body paragraph each time they move to a new main idea to support the thesis. However, if you have a great deal to say about one point, you can break up the discussion into two or more paragraphs. • If you have a point that deserves special emphasis, you can place it in its own paragraph, or if you have an extended example or narration, you can set it off by placing it in its own paragraph.

Integrating Paraphrases, Summaries, and Quotations

• Use sources to help you fulfill your writing purpose. • Introduce the paraphrase, summary, or quotation with the author and/or source of information. • Vary the verbs in the present tense to work in the paraphrase, summary, or quotation. • Indicate the purpose of each paraphrase, summary, and quotation by choosing verbs and including language to demonstrate how the source material relates to the ideas before or after.

Descriptive Words

• Whether you are writing objective or expressive description, choose your words carefully. Most often this does not mean turning to the dictionary or thesaurus. • To write effective description language, expect to work through a series of refinements as you revise your drafts. Look for opportunities to use modifiers and to substitute specific nouns, verbs, and modifiers for more general ones.

The Source and Form of Supporting Details

• Your supporting details can come from your own experience and observation, as well as from what you learn in the classroom and as a result of reading, watching television, listening to the radio, or surfing the Internet. • You can use the patterns of development to organize and present your supporting details.

Writing Your First Draft

• draft produces raw material that requires shaping and polishing through multiple drafts.

Writings in Response to Reading

•will engage with a text in many ways-for example, by considering its meaning judging its worth, connecting its ideas to other concepts, and determining its usefulness. This writing will also enable you to connect with other readers, by exchanging ideas, debating points, and collaboratively coming to new understandings.

Topic sentence

a generalization that must be developed with adequate, relevant supporting details.

• When the quotation comes before the speaker or writer is mentioned.

o "Most people overestimate their ability to handle threatening situations," the police officer explained. o "How will price controls affect foreign trade?" the senator asked.

• Guidelines for Responding to Drafts.

o Comment on strengths and weaknesses. o Put your responses in writing. o Be specific. o Offer suggestions.

• Body Paragraphs: Middle Paragraphs

o Each Body Paragraph o Helps explain or prove the thesis o Includes a topic sentence stating a main idea relevant to the thesis or implies such an idea o Includes supporting details o Each topic sentence o States the main idea of the paragraph o Is relevant to the thesis o Supporting Details o Are adequate o Are relevant to the topic sentence o Have coherence

Description beyond the Writing Classroom

o In academic writing and reading o At work and in the community

• Kinds of Academic Writing

o Lecture Notes o Notes from textbooks o Outlines of course content o Summaries of important readings o Journal entries o Solutions to problems o Essays o Essay exam answers o Online discussions o Self-reflection essays for portfolios o Oral presentations o Book or article reviews o Lab reports o Case studies o Research papers o Idea generation o Collaborative Writing

• Introduction examples:

o Tell a story. o Establish yourself as someone knowledgeable about the subject. o Provide helpful background information. o Explain why your topic is important. o Describe something. o Define something. o Use an interesting or pertinent quotation.

Paraphrase

restating ideas in a reading in your own words

Quotation

restating the words in a reading

Organizing Body Paragraphs

• Each body paragraph focuses on one main idea, to help support or explain the thesis. • This main idea can be expresses in a topic sentence or implied.

Exemplification beyond the writing classroom

• Exemplification helps writer's achieve their purpose in many writing situations. o In academic writing and reader. You will use exemplification in most of your academic writing, including essay examinations and required papers. o At work and in the community. Workplace writing also requires examples.

Writing with your classmates

• For a group with two or three classmates, meet regularly to engage in activities like the following: o To prepare for an exam, write essay questions based on your lecture notes and class readings. Trade questions with a classmate and write the answers to the questions you are given. Trade back and check the responses for missing or inaccurate information. o Write a brief reelection about and idea in your lecture notes or textbook. Give the reflection to one of your classmates and have that person write a response to your reflection and pass it on to the next classmate, who should respond to either of the reflections. Continue until no one has anything left to write.

Deciding on a Dominant Impression

• If you describe something small and uncomplicated, such as a chair you can probably describe all its features. However, if you are describing something larger or more complex, including all of its features would be difficult for you and overwhelming to your reader.

Tips for Drafting

• If you get stuck, move on. • Use your outline. • Write from start to finish in one sitting. • Write the way you speak • Turn off your computer's AutoCorrect function.

Organizing details

• In an exemplification essay, you might have as your thesis the generalization your examples will prove or clarify. • You can arrange your examples in progressive order, chronological order, or spatial order.

Visualizing an Exemplification Essay

• Introduction o Creates interest in the essay o States the thesis, which can embody the generalization that will be supported with examples • First body paragraph o Gives one or more examples, which can be introduced with a topic sentence and can take the form of simple fact, explanation, narration, or description o May include brief or extended examples o May include hypothetical examples o Arranges details in progressive, chronological, or occasionally spatial order • Next body paragraphs o Continue until all the examples, which may take whatever form is most appropriate, are given and developed o Arrange details in progressive, chronological, or occasionally spatial order • Conclusion o Provides a satisfying finish o Leaves your reader with a strong final impression

Visualizing a narration essay

• Introduction o Creates interest in the story o Can state the thesis, indicating the point of the story • First body paragraph o Begins the story o Answers the appropriate journalist's questions o May include description o May include background information or explanation o May include dialogue o Arranges details in chronological order; arrangement may include flashback • Next body paragraphs o Continue until the story is complete o Answer the appropriate journalist's questions; may include description, background information or explanation, and dialogue o Arrange details in chronological order; may include flashback • Conclusion o Provides a satisfying finish o May state the point of the story if not done elsewhere

The Purpose of Critical Analysis

• Most critical analyses try to persuade readers by convincing them of the truth of an analysis or assessment.

Using Narration for a Purpose

• Narration can entertain because a good story can amuse readers and help them forget about themselves for a time. Through narration you can express your feelings and relate your experience, and you could also persuade the reader through your narration.

Quotations

-a speaker's or writer's exact words

Generalization

a broad statement that asserts something is true in most cases or in every case: thesis

Journalist Questions

a narration usually includes the answers to theses questions: who, what, when, where, why, and how • The narration explains who was involved, what happened, when it happened, where it happened, why it happened, and how it happened. • Narration often included descriptive detail that supports the answers being emphasized.

Parenthetical citation

an in-text notation, given in parentheses after the paraphrase, summary, or quotation, to direct readers to a complete citation of the source on the Works Cited Page.

• Narration

another name for a story

Providing Adequate Supporting Detail

back up every generalization, including your thesis and each topic sentence, with enough detail to prove or explain it to your reader's satisfaction.

• Conclusion: The Final Paragraph (s)

o Brings the essay to a satisfying close o Leaves the reader with a positive final impression

• Introduction: The Opening Paragraph(s)

o Engages the reader's interest o Presents the thesis (the statement of the essay's central point)

The Title

• A title is usually composed last because a good title often suggests itself after the essay is written.

Dialogue

• Dialogue can advance the story and make it more vivid.

Thinking critically about narration

• Is the story truth or fiction? • Is the purpose of the narration hurtful? • Is the narration original?

The Purpose of Synthesis

• Synthesis is important in academic work, because in addition to helping you learn information and understand concepts, it helps you connect information and concepts and understand those connections. • You will use synthesis to inform and persuade in many types of classroom writing.

Supporting Details

• Your narration should make a point and have a purpose. Be sure to choose supporting details that convey your point and purpose, or may go off on a narrative tangent which will cause readers ask themselves what the point of the essay is.