In today's Writing Rundown, I want to leave the brainstorming process for a bit and discuss responding to a prompt. Take a look at the prompt I used for my last Literature Spotlight, “The Blanks Left Empty”:
AP Literature Open-Ended Prompt, 1975, #2:
Unlike the novelist, the writer of a play does not use his own voice and only rarely uses a narrator’s voice to guide the audience’s responses to character and action. Select a play you have read and write an essay in which you explain the techniques the playwright uses to guide his audience’s responses to the central characters and the action. You might consider the effect on the audience of things like setting, the use of comparable and contrasting characters, and the characters’ responses to each other. Support your argument with specific references to the play. Do not give a plot summary.
Whew! That's a lot of information to sift through. Unfortunately, many high school and college-level writing prompts are as...
As a special educator who has worked in the public schools and tutored privately, I've observed that all students learn best in an emotionally supportive environment. Most students with special needs have accumulated a long history of negative learning interactions over the years. They feel inferior to "better" students, they sense that teachers expect less of them, and above all, they are painfully aware of their parents' disappointment and anxiety. I have tutored students at very different grade levels and found many of them full of anxiety, to the extent that in some cases absolutely no work was accomplished due to emotional roadblocks. Why? The problem may be an emotional one to start with, or it may arise because by the time parents decide to pay for help from a professional, they have exhausted themselves trying to understand and explain why their child is blocked. An emotionally supportive environment, paradoxically, may not be the one in which they are most loved:...
I specialize in teaching essay structure and style. When I began tutoring, I had a vague idea that I'd work with college students like the friends for whom I'd proofread during university: young Americans who've grown up in a public school system which emphasized group work over individual learning, and who therefore never got a chance to develop their writing skills.
I've certainly worked with students from a background very much like this. However, I've also had the pleasure of building a strong ESL clientele. At this point, I've spent enough time with ESL students to have made some observations about the nature of ESL learning and the way it is discussed. I'm certainly no expert, but by now I am a reliable dilettante. I speak with the authority of firsthand experience. From that vantage, I'd like to address one mistake which is frequently made in conversations about ESL learning. It is a very serious mistake and I have to believe that it muddles teachers' thinking considerably...
English. Writing. Creative. Analytical. Technical Writing. Reading. Need to advance your career? Blow your boss away? Get an A? I can help. I do online tutoring and in-person circa 22304 in libraries/public places.
Last week in my
Literature Spotlight, I discussed the idea of science-fiction as a reflection of the time period in which it was written. For this week's Writing Rundown, let's take a look at my brainstorming process.
As I mentioned in this blog post, there are many ways to brainstorm for a project. For this one, I decided to use a technique I hardly ever use myself: free-writing. Free-writing is a great tool for projects for which you have the beginnings of a lot of ideas bouncing around in your head, but none are quite fleshed out enough for you to contemplate their connections. It generally requires another form of prewriting such as a word cloud or outline to get it into a state that helps you write the essay, but it's a great place to start.
So, as a brief recap: in freewriting, sometimes called “stream-of-consciousness” writing, you put your pen down on a blank piece of paper and just start writing – and you don't stop writing for at least ten or fifteen...
The introductory paragraph of a paper or writing should capture the reader’s attention and engage their mind. You should always approach your papers expecting a reluctant or busy reader. Your job is to relate to them, give them useful information, and intrigue them to capture their interest. The first sentence of an introduction can be thought of as “the hook:” The sentence that grabs the mind of your reader.
Who is reading this paper (your audience)?
Is my reader sympathetic or opposed to my view?
What personal experiences or interests will my reader have?
How can I relate to the topics or things that my reader would care about?
What was the most interesting or unexpected fact that I learned?
Tone of Paper
The tone of your paper should determine the hook sentence that you use
For creative writing, you have more flexibility
For informative writings, the tone may limit the options you have
The topic bridging sentence provides a smooth topical transition from one idea to another for the reader. It is a segue of ideas and allows for a logically relevant transition. The topic bridge sentence also challenges you as a writer to relate and connect your ideas between paragraphs in order to have a cohesive paper.Topic bridging sentences are the first sentence in body paragraphs of an essay.
What is the main idea of the preceding body paragraph?
What is the main idea of the following body paragraph?
How are they related?
Share a feature
Basic Topic Bridge Sentence
“In addition to <main idea from paragraph one>, such and such also was influenced/affected by <main idea from paragraph two>.”
Complex Topic Bridge Sentences
Connect the ideas from the two paragraphs in a more global fashion. Explain how...
Prompt: Explain the popularity of Science Fiction. Use at least one work from this genre to explain its appeal.
Science fiction is one of my favorite genres. I love it (and I suspect many of its readers love it) because despite its trappings of the future, good science fiction is very much a reflection of the time period in which it is written. One of Sci-Fi's major draws for me is that it can highlight and discuss social issues that might be touchy to talk about in the present day. Through the skillful use of spaceships, aliens, utopian planet colonies, and other 'flight-of-fancy' scenarios, a science fiction author can hold a mirror up to the way our current society deals with an issue by showing how their fictional society does. By reading sci-fi from previous eras, then, we can catch a glimpse of what people of that era were thinking about – and what was considered an acceptable 'flight of fancy.'
The Skylark of Space, written by E. E. 'Doc' Smith in the...
This website is a great English resource, especially for secondary and post-secondary level students!
I used to teach engineers how to write. I loved it, but it was challenge; engineers are infamous for arguing a point into the ground.
Whenever I taught them Plain Language and urged them to use it, the hair would bristle on the backs of their necks. Generally, the course of events to follow went something like this.
• Using Plain Language would be writing down to their readers
• Making their writing understandable wasn’t necessary, because their audiences already understood the subject matter
• Writing technical documents has always been done this way
• This wasn’t the way they were taught to write
After which, I stand in front of them. I look at them. I finally speak. I say, “Your teachers were wrong.” And, just short of rending of garments and gnashing of teeth, all hell breaks loose. (Did I mention that engineers love to argue?)
Nevertheless, I continue. “It’s all because of a bunch of ancient Roman rhetoricians...
Writing is a skill. Just like with any other talents--being musical, athletic, artistic, some people are just better at writing than others. That doesn't mean you can't develop writing skills. It just takes more practice!
Many of my weak writers are excellent at math. I create formulas for a thesis, topic sentence, and each paragraph. If you can remember a formula, you can write an essay. I encourage daily reading. The more we read, the more vocabulary and sentence structure we are exposed to. This works its way into the brain, and enables recall when it comes time to write.
I also encourage my students to write about what they read. We do simple things like summarizing, list questions they may have, draw or describe the setting, predict what happens next, or even come up with an alternate title for the book. All of these things help people to become better readers, and that makes us good writers...
I cannot say enough about them. I am writing about the use of these wonderful writing tools. Yes, we have used graphic organizers etc., but these writing tools have proven their worth and value in so many ways. I can talk and demonstrate my knowledge, as well as share how much I continue to cognitive learn. Using and applying these 8 maps/writing tools to the learning/editing process really works for the visual learner! :)
Many people, myself included, feel that for all its advantages, the internet has precipitated a steady decline in the quality of writing. Anyone can write anything anywhere, and while that gives a voice to many who otherwise might not have a public forum to share what they have to say, it also makes it difficult and sometimes impossible to uphold any sort of standards.
That said, the internet also offers plenty of resources for improving your writing. Here are a few of my favorites:
Here you'll also find a thesaurus and several other reference tools. It may not be the Oxford English Dictionary, but it gives you plenty of good definitions and sometimes includes usage notes with practical implications for your writing, like differences in how similar words are typically used.
Difference Between http://www.differencebetween.com
Speaking of differences, this is a really cool site...
While I, as a writer, very much enjoy the act of putting pen to paper (or fingers to keyboard, more likely), I understand not everyone is as inclined. In fact, writing can be a very tedious task if you're not invested in your writing, whether an inbox full of emails that need responses or a 10-page paper. But I have a few quick tips that will hopefully make writing more fun for everyone!
Write to a soundtrack. Now, this tip may not be for everyone, as some people find it very hard to focus with any kind of distraction. But I find that music playing softly in the background while I type away takes some of the pressure of what I'm doing, as I'm less likely to track the minutes I spend staring at the same sentence if I have a song giving my work flow and momentum. Pick whatever music you like, but I suggest nothing too catchy that you'll be tempted to stop writing and have a karaoke break. I have a playlist of music without words, which doesn't have to be all classical...
A friend of mine recently posed a question to me: "What exactly IS a career student? Is that the guy that has been in his senior year of high school since 2009?" No, young grasshopper, a career student is not that guy. That guy or girl is what we call a senior-senior, and he or she is usually a pretty awesome person that just really enjoys high school.
I came up with the term "career student" (peep the tagline) in an effort to describe the types of high school and college students that might be interested in my services and/or what I hope students that use my services will become. A career student is a student that treats their academic life like a professional career. I know a lot of career students, and yes, you want to be one of them.
Career students have certain qualities that they have acquired with lots of effort and support. Anyone can be a career student (even people that HATE school). A lesson I learned after high school...
It seems to me that even most adults have an issue with grammar. I fairly often see the same mistakes repeated in essays and normal everyday chat. This isn't just an issue associated with younger children with little or no grasp on grammar, it's a common issue that I see even with graduate students.
I. First, is the "Their, They're, There" mistake.
Their implies ownership.
They left with their jackets on.
They're implies an action.
Today, they're going to the mall.
There implies a place.
Please place that book over there.
II. Second is the "You're and Your" mistake.
You're implies that you are going to do something.
Today you're going to take the dog for a walk after school.
Your implies ownership
You left your pencils on the floor.
III. Third is the "It's and Its" mistake
It's means it is or it has.
It's going to be hot outside today!
Its shows possession.
The cat needs...
College application essays are one of my favorite assignments to work on with students. They are a chance for me to get to know my students better as we brainstorm topics for their personal essays. I get to hear about childhood memories, unique family traditions, and uncommon hobbies. I love helping students find their voice and tell their unique stories to colleges.
My students do not share my enthusiasm for application essays. They feel immense pressure to produce their best pieces of writing to impress colleges. They have also probably heard vague tidbits of advice on how to accomplish this: stand out, don’t be cliché, and be interesting. It’s no wonder that a lot of students have trouble finding a place to start. Here are a few tips to make college application essays less scary:
1. Reading other essays: Read other well-written college application essays. Many colleges release strong application essays from previous years. Reading an array of these essays...
I received a draft of an essay from a student last week. She asked me to proof it and give her feedback. The essay was for a scholarship. In short, it was a mess. There was no introduction, no thesis, no clear points -- in other words, it was nearly a random collection of grammatically incorrect sentences. There was really no place to start editing/proofing.
I guess I could have said lots of comforting things about how the student had tried and how the thoughts were there but the format needed work. However, both comments would have been lies. Now that I am retired and out of the classroom, I have become more honest. In the college classroom, it was drilled into me as a young teaching assistant that I needed to have something positive to say on every assignment. As a retired professor, I do not feel that need - at least not as strongly.
Tearing students down is not the right thing to do. However, telling...
Looking for a second pair of eyes to review your final research papers for this semester? Please review my profile and contact me. I have extensive experience working with ESL writers and I specialize in nursing school (through graduate level) research paper review. My schedule is flexible and I can coach any writer online as well as via email and in person.
With South University and UCF's nursing programs in Orlando, I have worked with many nurses in Central Florida who are struggling to attain a master's degree while working full-time in the nursing profession. Hats off to all health care professionals, but especially these dedicated men and women, who want to achieve higher education. I also provide academic support online and via email for all writers for any writing project, creative and technical topics. Please review my profile for more details.
Contact me today to see how I can provide academic support during your graduate nursing career...
As a high school English teacher I am constantly asked the same question for writing assignments, “how many paragraphs does it need to be?”
I hate this question. I hate that somewhere students were taught that the number paragraphs dictates the quality of the writing. That someone has quantified how many paragraphs make a good essay. I can name names, but for anyone who knows writing instruction and the theories behind it, you know who I am referring to and probably know the disciples of her method. Perhaps you are one of them, preaching the structure of one paragraph for your introduction, complete with hook and thesis. Three paragraphs for your body, full of topic sentences and transitions. Finally the concluding paragraph, I can’t wait to hear you restate your thesis!
My question is a simple one. When do we see this method at work after high school?
When in a college class would a paragraph essay be sufficient for talking about the effects of over-expansion...