The Lively Art of Writing Chapter 1 Note

The Lively Art of Writing

Chapter 1 Note the non-biblical perspective. To communicate To share knowledge, ideas, and feelings Purpose of all writing Beware of what hinders communication

The Essay- written expression of its author’s opinion Blends fact with imagination and knowledge with feeling—BALANCE! Purpose- to express an opinion An essay author is not a machine, but a human being. You must have an opinion before you can write an essay!

Subjects for Essays Limitless choices You can write about anything you know enough ab/ to have an opinion. Essays of knowledge and experience Know what you’re talking about! You must have an opinion!

Opinion- a belief not based on absolute certainty or positive knowledge but on what seems true, valid, or probable to one’s own mind; what one thinks; judgment- p. 17 Must be debatable on some level Ask yourself questions about your subject. Yes/No questions How, Why? What?

Interesting Opinions Usually have some opposition The beginner will find it easier to write his first essays on topics that have a clearly defined opposition. No argument, no essay!

Examining Opposition Helps to form your opinion Study, don’t just blindly argue! Use the other side to form your argument. Every opinion should be checked against these questions: Can a valid argument be made against it? Can I defend it logically against this argument? You should be able to answer “yes” to both these questions.

Believe What you Say You should have an honest and intelligent argument, not a bizarre one. Do not arrive at an opinion without examining, thoroughly and fairly, every legitimate argument against it.

Summary Pick a subject. Examine what you know about it. Arrive at an honest opinion. Think before you write. Opinion always comes first. You can write an essay only when you have something to say.

Chapter 1 Assignment- p. 24 Due Monday, 12/16/13 Typed, 12 pt. Times New Roman font, double-spaced MLA heading (Name, Miss Mac. Quarrie, English 12, 16 December 2013 in the top left-hand corner) Follow the directions for numbers 1 -4 under Assignment. Save this assignment and all other writing assignments. We will return to several of these assignments throughout the year.

Chapter 2: “From Opinion to Thesis” Again, you cannot write an essay without first having an opinion. Opinion for an essay- thesis Thesis- your opinion boiled down to one arguable statement Your one major point On which your entire essay depends What your entire essay proves

“Closing In” on Your Thesis Is your essay formal or informal? Do you want to research for your essay?

5 Step Process 1. Take inventory. What do you know? - usually taken from experience 2. Ask questions. Avoid yes/no questions Ask how? Why? What? Avoid questions that can be directly answered with simple facts. Keep on topic.

5 Step Process 3. Look for relationships. 4. Ask the yes-or-no question. Is there an opposing viewpoint to your opinion? Avoid the words always and never unless dealing with a biblical absolute. Should bring you to an either/or position that you can defend 5. Qualify To what degree will you prove your point? Use words like many, some, often, mostly, etc.

5 Step Process 5. Qualify Avoid the negative. Do not use the word not in your thesis. Make it positive. Does the opposing argument seem valid? After having considered both sides, you can settle on thesis that you believe is closest to the truth. You may have to qualify even more to line your thesis up with your point. You must be able to defend your thesis with real conviction.

Example on p. 30 Your thesis should become more accurate with every step. Remember to make sure that your thesis can be proved. Avoid “sweeping” words like perfect. Avoid vague words like wonderful. Remember to qualify. Usually the other side does have at least one point, or no one would hold to that position.

Summary Every essay is an opinion, but not every opinion is a good essay topic. A good topic can be boiled down to one arguable statement about one major point (thesis).

Miss Mac. Quarrie’s Method Although drag racing can develop skilled mechanics and good drivers, today’s drag-racing teenager is usually an irresponsible show-off whose ignorant love for speed makes him a public menace. (Thesis) Even though teenagers can improve their driving skills and foster mechanical abilities by participating in drag-racing, drag-racing usually cultivates show-offs who endanger others with their need for speed. (Restatement of Thesis)

Chapter 2 Assignment- p. 32 Follow the seven steps. Also for an eighth step, format your thesis like I showed you on the previous slide. For a ninth step, format a restatement of thesis like I showed you on the previous slide.

Chapter 3: “The Full and Final Thesis” Your thesis is a kind of ignition key to your essay; until you turn it your writing will generate no power. A full thesis contains the following three elements: Thesis Points that can be made against your thesis Points in favor of your thesis The full thesis statement never appears in its original form in the finished essay.

“The Full and Final Thesis” The three elements of a full thesis represent the psychology of all argument, whether written or oral. The goal in an argument is identical to the goal in any essay—to win others to a particular point of view, to persuade. Nothing softens the opposition so much as a graceful admission that it has some points in its favor. The strongest argument should be listed last.

“The Full and Final Thesis” Every successful argument, written or oral, conforms to the pattern: statement of case, recognition of opposition, and defense, with the strongest argument placed last. An essay, regardless of how it is written, should have this core or iron logic. You should compose your full thesis as soon as you come up with your topic. Keep it in view while you write your essay. Example on p. 37

“The Full and Final Thesis” Your thesis should guide you, it does not have to dictate you, the but the basic core of your thesis should remain the same. Focusing on your thesis will keep you on track and prevent you from wandering completely off course. Your full thesis is your check against the temptations of irrelevancy.

“The Full and Final Thesis” The full thesis disciplines the writer who has too many ideas, forcing him to organize his scattered thoughts and to check each one for relevance. The full thesis stimulates the writer who has too few ideas, reminds him of the exact points that he must bring out. Prepare your thesis carefully, refer to it often, and use it wisely.

Chapter 3 Assignment Due Monday, 1/27/14 Typed, 12 pt. Times New Roman font, double-spaced Write a full thesis statement for the topic you have chosen for your essay. You may use a topic from p. 39 or chapter 2’s assignment topic.

Chapter 3 Assignment Using your full thesis statement as a guide, write an essay of three to five paragraphs on your topic. You must work into your essay most of the pro material suggested by your full thesis. You should also consider the cons wile you shape your essay. Develop and arrange your paragraphs in any way that seems effective, bearing in mind that your purpose is to persuade the reader to agree with your thesis, but please remember that your strongest argument should probably be placed last. Hold on to this assignment. You will use it again later.

Chapter 4: “Structure” 3 parts- introduction, body, conclusion Funnel structure- see diagram on p. 41 This basic structure should NEVER change regardless of the length of the paper.

Introduction Prepares the reader Begins broadly and narrows to a point Grabs the reader’s attention (quotation, questions, story, hypothetical situation, startling fact, statistic, definition, etc. ) Ends with the paper’s thesis statement The thesis should not be the first sentence of a paper: This would explode the author’s opinion in the reader’s face. Your opening statement will relate to your thesis but will not take a position on it.

Openings to Avoid Don’t try to be cute! Sound effects Exclamatory sentences “Recipe-writing”

Introduction You may want to write your introduction after the body of your paper.

Body Can be any length Your argument Refer to your full thesis! Make the necessary concessions (for an argumentative essay). Consider the other side. Address all your pro points. Save your best argument for last. Simple to complex Transitions!

Conclusion Should begin with your restatement of thesis Opposite of introduction Specific to general Do not completely list your points; suggest the points instead. Remind your reader of your argument. Your last words to prove your argument

W Assignment for Tuesday, 2/11 Revise your chapter 3 essay. Transform it into a 5 paragraph essay. Keep in mind the points from W ch 4. This essay should be double-spaced in 12 pt. Times New Roman font.

“First Steps Toward Style”: Chapter 5 The final judgment of a piece of writing depends upon the writer’s use of words. Writing Choosing the best words Shaping sentences Developing paragraphs Saying what you want to say

Style Some special quality that commands interest and/or gives pleasure The ability to do something difficult as though it were easy Not laborious, painful, dull, or awkward Easy to understand as a conversation Holds interest without apparent effort

Style The secret is control. Can be learned through self-discipline and practice Not a mysterious gift reserved for select people You can learn style because style is a technique. The “how” of writing, not the “what” of writing.

The Two Commandments Can be broken only when you are more experienced- let’s just say the graduate level 1. Do not use first person. 2. Do not use word “there”—ever.

The First Commandment Shows conviction I believe that God exists. It is my opinion that smoking causes cancer. Smoking causes cancer. Makes an opinion authoritative instead of apologetic, weak, and defensive Don’t write about yourself; write about the subject.

The First Commandment “I think” and “I feel” are not needed; they are redundant. Don’t conceal an “I think” with “this writer thinks. ” This is the same thing. Also, you should never use the second person unless otherwise instructed. The word one makes your writing impersonal. Examples on p. 63

The First Commandment Shortens writing and makes it more direct, vigorous, and powerful This allows you to say what you mean, directly and forcefully. Enables clear thinking and improves logic Practice!

The Second Commandment Simply, “there” adds nothing but clutter to a sentence. Often, you will also have to remove a be verb. Examples on p. 65 Use a thesaurus! Use active verbs! In freshman English, you are not allowed to use passive voice. Active verbs- verbs of doing

The Second Commandment Sometimes the word “there” is required, such as when indicating a place or position. Learn to play with language. Experiment, juggle, shape

Chapter 5 Assignment pp. 68 -69 Questions 1 -3 (all parts)

“The Size and Shape of Middle Paragraphs”: Chapter 6 Middle paragraphs blocks What goes into a paragraph? How long should a paragraph be? What is a paragraph? Paragraphs make the physical job of reading easier, but they cannot be random.

Paragraphing The purpose of paragraphing is to separate ideas. Your full thesis statement should detail your three points and therefore at least three paragraphs. Some subpoints will need their own paragraphs. Consider “Oh, and by the way. . . ” “Another thing. . . ”

Length of Paragraphs Cannot be predetermined Get the “feel” 6 to 7 sentences, 100 to 125 words Encourage yourself to “think long. ” This class- 5 to 7 sentences

Basic Paragraph Structure Paragraphs- solid, self-contained, fully developed units Paragraph blocks build the foundation of your thesis. Like the essay itself, every paragraph has three parts: a beginning, middle, and end. Paragraph- a miniature essay

Basic Paragraph Structure Beginning- topic sentence Middle- explanation/illustration of the topic sentence End- concluding sentence

Topic Sentence The 1 st sentence of a paragraph Announcement of the point Taken from the full thesis Tells the reader what the paragraph is about

Developing a Paragraph Like a conversation Illustration/explanation More formal than conversation, but same basic concept

Picture-Frame Paragraphs Visualize what you want to say! Show your reader your point; don’t tell them! Examples on pp. 76 -77 Use color, sound, and movement. Concrete!- real, specific, actual

Assignment P. 79 Question 3, 4, OR 5

“Chapter 7: Connections Between Paragraphs” A paragraph must stand alone, but it also must be united to rest of the essay. Like a moving train- You need every part of a train, not just the cars. Bad example on p. 82

Transitions Links between paragraphs- transitions 1 purpose- to help the reader follow a main line of thought The writer must show the shift in his thought to the reader. Words on a page do not have facial expressions.

Transitions 3 categories Standard devices Paragraph hooks Combinations of the above two

Standard Devices Words such as admittedly, obviously, nevertheless, and but Lead your reader through your argument, point out the opposition’s points, and your points. Examples on p. 83 Constantly remind the reader! Pro, con, shifting, and emphasis transitions List on p. 84

However is best used inside a sentence. Examples on p. 85 Utilize your inner ear—or your physical ear! Surround however with commas or a semicolon and a comma. Experiment!

Paragraph Hooks You cannot depend on one-word transitions completely. Perhaps repeat the last word of the first paragraph in the topic sentence of the second paragraph. Generally, repeat word(s) from the first paragraph in the first sentence of the second paragraph. Idea hook- compress a thought in a summarizing phrase in the second paragraph (more subtle) Examples on pp. 88 -89 Can be annoying if overused!

The Combinations Consider the reader Consider the natural rhythm of your writing

Summary Help your reader follow your train of thought! Link your paragraphs! Use variety!

W Chapter 7 Assignment pp. 91 b-93 a Steps 1 -3

“Chapter 8: The Passive Voice” Sentences are lifeless when verbs are lifeless. Verbs are lifeless when they are in the passive voice.

2 Voices Active Voice Direct, vigorous, strong John drove the car. The subject does something. Example on the top of p. 96 Passive Voice Indirect, limp, weak, sneaky The student’s worst enemy The car was driven by John. The subject has something done to it: The subject is acted upon. Example at the bottom of p. 95

Passive Voice Chief weakness- anonymity The “nobody” voice The room was cleaned. – Who cleaned the room? We don’t know! Sometimes the one who does the action is tagged on to the sentence with a by prepositional phrase The room was cleaned by Mary. Life is full of action; we don’t like it when people are passive. Complete passivity offends us and bores us. Passivity is also boring in writing.

Fixing Passive Voice Make the object of the by prepositional phrase the subject. Mary cleaned the room. Come up with a subject if one is not listed in a by prepositional phrase. Thunder was heard in the mountains. Everyone heard the thunder in the mountains. OR Thunder growled in the mountains.

Fixing Passive Voice The more precise the verb, the more vivid and real the subject becomes. The best active verbs you can hear (“audio active”) or picture. The car was driven down Perrine Road. The car crept down Perrine Road. Make your subject do something! You will need a thesaurus.

Acceptable Passive Voice? Rarely! Sometimes passive voice can provide a necessary tone or connotation. –But try active voice first! Disaster uses the passive voice to portray the helplessness of the victim. The child was kidnapped. Occasionally for clarity or for a change When the subject is not known

5 Steps to Avoid Passive Voice 1. Pick your subject and a corresponding verb that makes the subject do something. 2. If you use a passive verb, try to change it. Look for be verbs. They often indicate passive voice. 3. If you can’t change it, try a new sentence. 4. If that doesn’t work, try skipping the sentence altogether. 5. As a last resort, use passive voice.

Summary Train yourself to spot passive voice. Attack all passive voice in your writing. Make sure your subject is doing the action. Discipline yourself. Use a thesaurus. Note: You cannot use passive voice at all in freshman English papers. Learn to get rid of it now!

Writing Ch 8 Assignment p. 102 All steps! Typed in 12 point Times New Roman font Double-spaced- Don't forget the box that says “Don't add space between paragraphs. " Correct heading (Name, 11/19/12, W ch 8 assignment in the top right-hand corner) Questions?

“Chapter 9: The Sound of Sentences” Early on, you learned to shape spoken sentences with your ear. Later, you were taught to write and hate sentences. You grew up believing that spoken sentences sounded one way and written sentences were suppose to sound another way. You must learn to preserve talk on paper so that the words can be heard, not simply seen, again

The Sound of Sentences Every reader has an inner ear, and reading is an act of hearing as well as seeing. Writing sentences should sound like natural speech, but they can’t be natural speech. Natural speech encompasses more than written speech, but it is much too disorganized, repetitive, and careless to stand up in print. You much transfer the rhythm of speech onto paper.

The Rhythm of Speech All spoken language has rhythm. Examples on pp. 106 -107 Length of sentences should be erratic. The first principle of rhythm is writing, to capture the basic rhythm of speech, is variation of sentence length. Short sentences give emphasis. Long sentences give depth and color. Find your own particular rhythm.

Getting Inside the Sentence You must make sentences better. It is easy to chop down a sentence but harder to write longer sentences. Don’t add meaningless phrases or repeat words. Examples on p. 109 To make a sentence longer you must add material smoothly and naturally. Don’t just tack information on. No sentence is truly hopeless.

The Basic Sentence The sentence reduced to its essentials. You cannot subtract from a basic statement; you can only add to it.

The Strung-Along Sentence Basic statement with a string of details added to it Examples on pp. 111 -112

The Periodic Sentence Additional details are added inside the basic sentence. Examples on p. 112 Delay is the secret weapon of the periodic sentence. This builds suspense.

The Combinations A perfectly patterned sentence must fit with the other sentences in the paragraph. Take advantage of the flexibility of sentences. Experiment. Listen to your sentences.

Selecting Details Try to picture what you are writing about. Enrich and extend your subjects, verbs, and anything that follows the verb.

Expanding the Subject Ask questions about your subject. Write the subject’s description before or after it. Be as graphic as possible!

Expanding the Verb Show its action progresses. Think how or when Adverbs that describe verbs can usually be moved anywhere in the sentence.

Expanding the Rest of the Sentence Look for the most important noun and follow it with an appositive. Use prepositional phrases. Transform some prepositional phrases into adjectives.

Summary Use your inner ear. Employ variety in sentence length and patterns. Remember sentences can be changed and moved. Play boldly with sentences. Combine, convert, shift, change, add, subtract, divide, multiply. Take chances. The more you experiment, the more you will learn.

Writing Chapter 9 Assignment pp. 121 -122 All of step 1 3 sentences for step 2 3 sentences for step 3 3 sentences for step 4 Step 5 - Expand the subject 1 way. All of step 6 3 sentences for step 7 Don’t do steps 8 -10.

Chapter 10: “Parallel Structure” Can be called “instant style” The best way to learn parallel structure is by listening to it.

Look for the Common Denominator. Everything that is parallel has at least one thing in common. What things are common in the list on p. 124? Don’t read the answers later in the chapter! Balance is always inherent in parallelism. Phrases with phrases Clauses with clauses Ideas with ideas Practice!

In- Class Assignment pp. 125, 126 #s 1 -10

Complete the unfinished sentence below with a series of who clauses. He always made trouble. He was the kind of boy who

Complete with a series of infinitive phrases, using a different infinitive for each phrase. To be popular, she though, she need only to

Using to as your preposition, complete this sentence with a series of prepositional phrases. In desperate search for a cure went to

Using of as your preposition, complete this sentence with a series of prepositional phrases. She was afraid of everything, of

Complete this with a series of that clauses. He complained that the children made too much noise, that

Write a sentence beginning with three if clauses. If

Write a sentence ending with three if clauses.

Complete the sentence below by interrupting it with two parallel if clauses. The problem of race relations, if , and if must be solved.

Write a balanced sentence modeled on #6 on p. 124 but using different infinitives. To you are right is one thing; to , quite another.

Write a sentence that contains a double parallel.

Smaller Parallels Whenever a sentence contains two or more similar elements, these elements must be kept parallel, no matter how small they are. Series- all nouns, all adjectives, all verbs of the same tense, all adverbs, etc.

Examples on p. 127 Not: She liked ball games, hootenannies, hikes and going to picnics. But: She liked ball games, hootenannies, and picnics. Not: He was lazy, good-humored, likeable, and sort of a crook. But: He was lazy, good-humored, likeable, and slightly crooked. Not: She walked steadily and in a big hurry. But: She walked steadily and swiftly. Not: She combed her hair, powdered her nose, and her lipstick was checked. But: She combed her hair, powdered her nose, and checked her lipstick.

Pairs must also be balanced. Joined by and, but, and or Joined by other conjunctions Elements following transitions

And, But, and Or- Examples on p. 127 He was an expert driver and could also repair cars. He was an expert driver and mechanic. He was intelligent but a boring boy. He was intelligent but boring. He was a brain but a bore. Her ambition was to act in movies and playing certain roles. Her ambition was to act in movies and to play certain roles. She wanted either money or to be famous. She wanted either money or fame.

And, But, As Well As. Examples on p. 128 The trip into town had been both difficult and a great expense. The trip into town had been both difficult and expensive. He wanted to pour all his effort into the job, to do it well, but keeping the time down as much as possible. He wanted to pour all his effort into the job, to do it well, and to do it quickly. She worked hard to maintain her high grades, but she yearned for popularity as well as being recognized as a good student. She worked hard to maintain her high grades, but she yearned for popularity as well as academic success.

Either/Or, Neither/Nor. Examples on p. 128 Either I’m always in debt or in trouble. Either I’m always in debt, or I’m always in trouble. I’m always either in debt or in trouble. She is the kind of woman who will neither change her mind nor her hair style. She is the kind of woman who will change neither mind nor her hair style.

Correlative Conjunctions. Examples on p. 128 She could be either kind nor That will scare not only Sally but also the cat. They hoped go not only to London but also to Paris. cruel.

First/Second/Third. Example on p. 129 After he entered college he realized clearly, first, that he should have worked harder in high school; second, that he would have to work hard now to keep up; and third, that he could succeed only by learning self-discipline.

Repetition If you repeat an article or a preposition once, repeat it every time—or not at all. Examples on p. 129 A house, a yard, a garden, and a pool A house, yard, garden, and pool For love, for honor, for fame, or for money For love, honor, fame, or money It is usually better to omit the article or preposition, but they may be inserted for emphasis.

Summary Parallels are a matter of simple logic. Find the common element. Match elements. Control your writing! Balance your writing!

Writing Chapter 10 Assignment Read writing chapter 11. Assignment on pp. 130 -132 Numbers 1 and 3 (all parts)

“A Way with Words” Chapter 11

Your Vocabulary Better, perfect Improve Laziness - Read - look it up Use + conversation Thesaurus - nuances

Using Words Little Sound Vague Own Fluffy concrete

Figurative Language Vivid, Show Clichés Similes mix

Allusions Indirect Bible

Summary Play, perfect

Chapter 11 Assignment Read writing chapter 12. Writing chapter 11 assignment due Monday, 12/10/12 pp. 143 -144 Numbers 1, 3, 4, and 6

“Chapter 12: Odds and Ends and Means”

The Terrible Three 1. The –wise suffix: Not as common now 2. The type and type of habit: Either remove or change to kind or sort Examples on p. 146 3. Manner and nature phrases: usually redundant, fluffy phrases Remove these words altogether!

The Troublesome 27 1. 2. 3. 4. 5. 6. 7. 8. as far as- must be followed with is concerned center around- change to center on different than- change to different from disinterested/uninterested- disinterested (impartial), uninterested (not interested) due to- Do NOT use this phrase. enthuse- Do NOT use this word. fabulous- Do Not use this word. feel bad- adjective, badly- adverb; informal anyway

The Troublesome 27 9. fewer/less- fewer (numbers, can count), less (amounts, things you cannot count) 10. imply/infer- imply (suggest or indicate), infer (draw a conclusion from, figured it out) 11. Indefinite pronouns each, everyone, everybody, either, nobody- always singular, examples on pp. 148 -149 Everyone is doing his/her own assignment. Not- Everyone is doing their assignments. 12. irregardless- redundant, use regardless

The Troublesome 27 13. like/as- Make sure that as, as if, as though, or in the way cannot replace the word like. If one of these words can, please switch the words. Examples on p. 149 14. Mixed metaphor- Do not mix metaphors. Examples on p. 149 15. off- Never use off of; simply use off! 16. perfect/unique- beyond comparison, Do not use more or most with perfect or unique. 17. Plus- Use only with arithmetic; instead use and.

The Troublesome 27 18. Redundancies- list on p. 150 Also each and every and whether or not 19. regarding- Do not use this word. 20. similar to- instead use like 21. slang- Do not use slang in academic writing! 22. so- Do not use so as a substitute for very or terribly. So is not an intensifier. So usually can be followed with that and/or a clause. 23. Split infinitive- Do not put other words such as adverbs between the to and the verb of an infinitive. This is more accepted now.

The Troublesome 27 24. the reason is- NEVER use the reason is because; this is redundant! Say the reason is that. Also, do not use the reason why! 25. Trite expressions- Avoid the list on p. 151. 26. Try- Use try to instead of try and. 27. while- While means “time” or “at the time” not and, but, or although. Try to substitute at the time. Example on p. 151

Punctuation A necessity, not a matter of style! Learn punctuation rules, don’t just listen for pauses!

Chapter 12 Writing Assignment Due Monday, 4/28 Read writing chapter 13. Number 5 on pp. 155 -156 Number 6 on pp. 156

Chapter 13 Assignment Due 2/4/13 Read chapter 13. Do assignment 1 on pp. 157 -159. Follow all the instructions. Type the assignment in 12 point Times New Roman font. Double-space Use the correct heading (name, date, chapter 13 assignment). Do NOT put this off! Making up assignments is harder than doing them when they are supposed to be done.