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WordPress Shortcode. Share Email. Top clipped slide. Download Now Download Download to read offline. Luis York Follow. Elements of style 2. College writing 2. Patterns for College Writing Part 2. Paragraph Writing. Eliminating shifts and mixed constructions. Annotated mla citation pages. Related Books Free with a 30 day trial from Scribd.
Dry: A Memoir Augusten Burroughs. Related Audiobooks Free with a 30 day trial from Scribd. You will generally move from planning to drafting to revising, but as your ideas develop, you will find yourself circling back and returning to earlier stages. Begin by taking a look at your writing situation. Consider your subject, your purpose, your audience, available sources of information, and any assignment requirements such as genre, length, document design, and deadlines see the checklist on p.
Purpose In many writing situations, part of your challenge will be determining your purpose, or your reason, for writing. The wording of an assignment may suggest its purpose. The checklist on page 5 includes questions that will help you analyze your audience and develop an effective strategy for reaching your readers. Genre Pay close attention to the genre, or type of writing assigned. Instead of plunging into a first draft, experiment with one or more tech- niques for exploring your subject and discovering your purpose: talking and listening, reading and annotating texts, asking questions, brainstorm- ing, clustering, freewriting, keeping a journal, blogging.
Whatever tech- nique you turn to, the goal is the same: to generate ideas that will lead you to a question, a problem, or a topic that you want to explore further. Talking and listening Because writing is a process of figuring out what you think about a sub- ject, it can be useful to try out your ideas on other people.
Conversation can deepen and refine your ideas even before you begin to draft. By talking and listening to others, you can also discover what they find hackerhandbooks. What questions would you like to explore? How might readers benefit from reading about it? To persuade them? To call them to action? Some combination of these? How well informed are they about the subject?
What possible objections will you need to anticipate and counter? A proposal? An analysis of data? An essay? Direct observation? CMS Chicago? If not, what length seems appropriate, given your subject, purpose, audience, and genre? If so, do you have guidelines or examples to consult?
A writing tutor? Your classmates? How much time will you need for the various stages of writing, including proofreading and printing or posting the final draft? Editor, Author and editor, Translator, Editor and translator, Articles and other short works Article in a journal, a. Print, b. Web, c. Database, Article in a magazine, a.
Article in a newspaper, a. Web, Abstract, a. Abstract of a journal article, b. Abstract of a paper, Supplemental material, Article with a title in its title, Letter to the editor, Editorial or other unsigned article, Newsletter article, Review, Published interview, Article in a reference work encyclopedia, dictionary, wiki , a.
Two or more works by the same author in the same year, Two or more works in the same parentheses, Multiple citations to the same work in one paragraph, Web source, a.
No page numbers, b. Unknown author, c. Unknown date, An entire Web site, Multivolume work, Personal communication, The wording of an assignment may suggest its purpose. The checklist on page 5 includes questions that will help you analyze your audience and develop an effective strategy for reaching your readers. Genre Pay close attention to the genre, or type of writing assigned. Instead of plunging into a first draft, experiment with one or more techniques for exploring your subject and discovering your purpose: talking and listening, reading and annotating texts, asking questions, brainstorming, clustering, freewriting, keeping a journal, blogging.
Whatever technique you turn to, the goal is the same: to generate ideas that will lead you to a question, a problem, or a topic that you want to explore further. Talking and listening Because writing is a process of figuring out what you think about a subject, it can be useful to try out your ideas on other people. Conversation can deepen and refine your ideas even before you begin to draft.
By talking and listening to others, you can also discover what they find. Has the subject been assigned, or are you free to choose your own? Why is your subject worth writing about? What questions would you like to explore?
How might readers benefit from reading about it? Do you need to narrow your subject to a more specific topic because of length restrictions, for instance? Why are you writing: To inform readers? To persuade them? To call them to action? Some combination of these? Who are your readers? How well informed are they about the subject?
Will your readers resist any of your ideas? What possible objections will you need to anticipate and counter? A proposal? An analysis of data? An essay?
If the genre is not assigned, what genre is appropriate for your subject, purpose, and audience? Does the genre require a specific design format or method of organization? Where will your information come from: Reading? Direct observation? What type of evidence suits your subject, purpose, audience, and genre? What documentation style is required: MLA?
CMS Chicago? Do you have length specifications? If not, what length seems appropriate, given your subject, purpose, audience, and genre? Is a particular format required? If so, do you have guidelines or examples to consult? Who will be reviewing your draft in progress: Your instructor?
A writing tutor? Your classmates? What are your deadlines? How much time will you need for the various stages of writing, including proofreading and printing or posting the final draft? APA-1 Supporting a thesis, a Forming a working thesis, b Organizing your ideas, c Using sources to inform and support your argument, APA-3 Integrating sources, a Using quotations appropriately, b Using signal phrases to integrate sources, c Synthesizing sources, Article in a journal or magazine, Article from a database, Book, Section in a Web document, CMS-3 Integrating sources, a Using quotations appropriately, b Using signal phrases to integrate sources, Book, Article in a journal, Article from a database, Letter in a published collection, Primary source from a Web site, Two or more works by the same author in the same year, Two or more works in the same parentheses, Multiple citations to the same work in one paragraph, Web source, a.
No page numbers, b. Unknown author, c. Unknown date, An entire Web site, Multivolume work, Personal communication, Course materials, Part of a source chapter, figure , Indirect source source quoted in another source , Sacred or classical text, Single author, Two to seven authors, Eight or more authors, Organization as author, Unknown author, Author using a pseudonym pen name or screen name, Two or more works by the same author, Two or more works by the same author in the same year, Editor, Author and editor, Translator, Editor and translator, Article in a journal, a.
Print, b. Web, c. Database, Article in a magazine, Database, Article in a newspaper, a.
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