Authors Purpose THE REASON FOR WRITING Four Types

Author’s Purpose THE REASON FOR WRITING

Four Types of Academic Purposes To Inform To Instruct To Persuade To Entertain

To Inform �The author is presenting a well rounded factual presentation of the topic Unbiased, No opinion, like… Newspaper stories and textbooks

How do you recognize To Inform? Facts are given that can be verified Material is presented objectively The issue is viewed from more than one viewpoint

To Instruct � Information presented step by step � Tells you how to do something � Or how something works � Factual, no opinion

How do you recognize to Instruct? There are signal words such as numbers or first, second, etc. You must do one step before another There’s a listing of tasks There’s a prescribed method

To Persuade The author is trying to convince the reader of a particular point of view

How do you recognize Persuasion? Only one side of an issue presented Bias is evident in vocabulary: “should, ought to, must” Loaded language may be used Example = Newspaper Editorial

To Entertain � The reason for the writing is to provide pleasure � It could not only grab the reader’s attention, but it could also be informative or persuasive.

How do you recognize To Entertain? The author is telling a story The purpose of the story is to grab your attention It can also provide information or opinions Not often found in academic writing

Read the following and determine the author’s purpose � � “If a person who seems to be choking on food or a foreign object can speak, do not interfere with his/her attempt to cough up the object. However, if the person is unable to speak, it is appropriate to provide emergency intervention by using the Heimlich maneuver. Stand behind the victim and place both your arms around his/her waist. Grasp one first with the other hand place thumb side of the first against the victim’s abdomen, slightly above the navel and below the rib cage. Press your first into the victim’s abdomen with a quick inward and upward thrust. Repeat this procedure until the object is dislodged. Caution: the Heimlich maneuver should not be used with infants under one year of age. Source: Marvin Levy, Mark Dignan, and Janet Shirrreffs. Targeting Wellness: The Core, Mc. Graw-Hill. New York, 1992, pp. 284 -285

How do you know? � � � If a person who seems to be choking on food or a foreign object can speak, do not interfere with his/her attempt to cough up the object. However, if the person is unable to speak, it is appropriated to provide emergency intervention by using the Heimlich maneuver. Stand behind the victim and place both your arms around his/her waist. Grasp one first with the other hand place thumb side of the first against the victim’s abdomen, slightly above the navel and below the rib cage. Press your first into the victim’s abdomen with a quick inward and upward thrust. Repeat this procedure until the object is dislodged. Caution: the Heimlich maneuver should not be used with infants under one year of age. Source: Marvin Levy, Mark Dignan, and Janet Shirrreffs. Targeting Wellness : The Core, Mc. Graw-Hill. New York, 1992, pp. 284 -285 To instruct because it is giving step by step directions on how to perform the Heimlich Maneuver

Read the following and determine the author’s purpose � Time is dangerous. If you don’t control it, it will control you! If you don’t make it work for you, it will work against you. You must become the master of time, not the servant. In other words, as a college student, time management will be your number –one problem. � Source: E. N. Chapman. “The Time Message” in Frank Christ, ed. SR/SE Resource Book SR. Chicago, IL, 1969, p. 3

How do you know? � Time is dangerous. If you don’t control it, it will control you! If you don’t make it work for you, it will work against you. You must become the master of time, not the servant. In other words, as a college student, time management will be your number –one problem. � Source: E. N. Chapman. “The Time Message” in Frank Christ, ed. SR/SE Resource Book SR. Chicago, IL, 1969, p. 3 � To Persuade because it uses words like must and will. It uses connotative language “dangerous” in context with time. It is the author’s opinion but isn’t supported with examples and facts.

Read the following and determine the author’s purpose The difference between the first and the second semester at college is enormous. During the first semester, most students are transitioning to the college environment. They may be unfamiliar with college and individual instructor policies. Although resources are available, new students may not know what they are; they can be shy about using them. By the second semester, students have found what is working and what is not. They have often devised some type of study system, and they realize that asking for help often leads to success.

How do you know? The difference between the first and the second semester at college is enormous. During the first semester, most students are transitioning to the college environment. They may be unfamiliar with college and individual instructor policies. Although resources are available, new students may not know what they are; they can be shy about using them. By the second semester, students have found what is working and what is not. They have often devised some type of study system, and they realize that asking for help often leads to success. To Inform because the author is comparing and contrasting the two college years. The information given is fact based and he is not trying to persuade.

Read the following and determine the author’s purpose � When I got out of the hospital, I looked like death. They had cut off my hair, real short, and I weighed next to nothing. I could not get enough to eat. Mama was so worried that she fixed a small basket of fruit each morning for me to carry with me all day, so I could eat whenever I wanted. For a long time I was on crutches, and I was not expected to recover fully. They used to say that typhoid fever left its mark on people. Well nothing has shown up yet, so I guess I’m in the clear! � Source: Sarah and Elizabeth Delany with Amy Hill Hearth. Having Our Say. Dell, New York. 1993. P. 83

How do you know? � � � When I got out of the hospital, I looked like death. They had cut off my hair, real short, and I weighed next to nothing. I could not get enough to eat. Mama was so worried that she fixed a small basket of fruit each morning for me to carry with me all day, so I could eat whenever I wanted. For a long time I was on crutches, and I was not expected to recover fully. They used to say that typhoid fever left its mark on people. Well nothing has shown up yet, so I guess I’m in the clear! Source: Sarah and Elizabeth Delany with Amy Hill Hearth. Having Our Say. Dell, New York. 1993. P. 83 To entertain because it is just a story with no other message than recounting a personal experience.

Read the following and determine the author’s purpose � “Humor is one of the best on-the-spot stress busters around. It’s virtually impossible to belly laugh and feel bad at the same time. If you’re caught in a situation you can’t escape or change (a traffic jam, for example), then humor may be the healthiest form of temporary stress release possible. � Source: Steven Lilly, “Laugh Your Stress Away. ” Prevention, June 1991. P. 284.

How do you know? � Humor is one of the best on-the-spot stress busters around. It’s virtually impossible to belly laugh and feel bad at the same time. If you’re caught in a situation you can’t escape or change (a traffic jam, for example), then humor may be the healthiest form of temporary stress release possible. � Source: Steven Lilly, “Laugh Your Stress Away. ” Prevention, June 1991. P. 284. � To inform because the author is giving you information about how humor can relieve stress. He gives a fact: “It’s virtually impossible to belly laugh and feel bad at the same time. ” He also provides an example of a stressful situation, a traffic jam.