clear and effective writing
DESCRIPTION
tips in writing clearly and effectivelyTRANSCRIPT
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CLEAR AND EFFECTIVE WRITING
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Think first then write•Brainstorm•Gather materials•Research for references•Decide and finalize the TOPIC
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Get to the Point• Identify the main idea and focus with it.•Support with details that has connection with the main idea.•Tell what you need to say.
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Get to the Point•Persian, Siamese, Bengal, Maine Coon, Japanese Bobtail•Cat is...playful, intelligent, independent, required attention, very healthy....
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Use Familiar Words•Remember: unless they understand, you have accomplished nothing.•Use words your audience have in their mind/head.
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Use Familiar Words• That is a
supercalifragilidocious idea!• The idea is _____.•We are the workers; we are
the mobs.•We are the ____.
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Use Familiar Words• I cannot follow the
gobbledygook lecture.• The lecture is ____.• Is the lecture not going to
end? I am peckish!• I am ____.
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Omit Verbal Deadwoods•Drop unnecessary words from phrases or sentences.
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Omit Verbal Deadwoods•Every word should tell. There is no reason to call a spade “a long-handled instrument for turning earth in a garden.”
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Omit Verbal Deadwoods•Chop out the verbal deadwood. •For the reason that – b___________
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Omit Verbal Deadwoods•tendered his resignation – r________•told his listeners – s____ •in the immediate vicinity – n_____
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Omit Verbal Deadwoods•at the present time – n___•affixed his signature – s______•held a conference – m__
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Keep your sentences short
•She comes.•She is coming.•She is returning from a long journey.
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Keep your sentences short
•make the reader absorbs the idea faster.•The longer the sentence, the more words.
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Keep your sentences short
•Very Easy - 8 or less•Easy - 11 words•Fairly Easy - 14 or less words
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Keep your sentences short
•Standard - 17 words•Fairly Difficult - 21 words•Difficult - 25 words•Very difficult - 29 or more
words
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Shorten your paragraphs•Short paragraphs act as a brake on the writer.• . Once you lose a reader, you rarely get him back.• It signals the reader that a new step.
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Shorten your paragraphs•Begin each paragraph with a sentence that suggests the topic or transition sentence. •Each paragraph should complete a single thought.
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Shorten your paragraphs•After the paragraph has been written, see whether you can break it into two.
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Use specific concrete language
•Using your senses describe a:•Datu Puti vinegar•mint 20 pesos
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Use specific concrete language
•Use lots of concrete, specific words that stand for things you and your reader can see, hear, taste, touch, and smell.
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Use specific concrete language
•Concrete nouns help focus your reader’s attention.•A “word” that you can imagine.
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Use specific concrete language
•Always prefer the specific to the general, the definite to the vague, the concrete to the abstract.
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Use specific concrete language
•Vague Words•Tragedy (fire, explosion, drowning?)•Accident (collision, slip, fall from bldg?)
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Use specific concrete language
•Vague Words•Organization (Jaycees, Lions, Rotary?)•Ceremony (wedding, Mass, award?)
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Use specific concrete language
•Vague Words•Legal Action (damage suits, criminal cases?)•Document (deed of sale, certificate?)
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Use specific concrete language
•Vague Words•Monetary Consideration (salary, bribe?)•Community (town, barrio, city?)•
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Use specific concrete language
•Vague Words•Monetary Consideration (salary, bribe?)•Community (town, barrio, city?)•
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Prefer the Simple to the Complex
•atrocious or t_rr_bl_?• brickbat or _ns_lt?•benevolent or g_ _d?•camaraderie or fr _ _nd?
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Prefer the Simple to the Complex
•Prefer the simple word to the complicated word, simple sentence to the complex sentence, and simple paragraph to the involved one.
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Be positive
•Make definite assertions. Often this is best done by following the natural order of thought: subject, verb, object.
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Be positive
•Avoid being late in English 7 class.•Always be punctual.
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Use the Active Voice
•The cat scratched my feet.•My feet was scratched by the cat.
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Use the Active Voice
•I will buy a F______ l watch . (pre-historic)•The teacher prepares a long a_______t. (homework)
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Use the Active Voice
•You need a new e_____s.•(I see you.)• They helped the b____r.•(poor people)
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Use the Active Voice
•My mom cooks hotC ____e.(rice with water)• I mentioned it in my a_____a. (list of plan)
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Write as you talk.• pretentious words: • “subsequent to” instead of
“after” • “utilization” instead of “use” •optimum” instead of “best”
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Use adjectives sparingly
•Don’t use any - if possible. •He is a good dancer.•The dancer impressed us.
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Revise and sharpen
•Edit your own work.•My uncle were a wonderful woman. She were kind and acomodating.
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Revise and sharpen
•In spite of everything, i still belief that people is really good at heart.
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Revise and sharpen
•You has to work in order to survives and to gets what you desires – this things will not came to you on they’re own.
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Write to express and not to impress
•It’s not my fault if I am the smartest, brightest, superior, most brilliant student in this class.
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Write to express and not to impress
•Do you like to go out with me?•It is my utmost pleasure if you will grant me of your presence.
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Use restraint•Euphemism•To conceal the offending nature of the word or phrase, but still gets the meaning across.
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Use restraint•Euphemism•Adult entertainment – P•Armed intervention – W•Between jobs – U•Call of Nature – U
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Use restraint•Euphemism•Categorical inaccuracy - L•Character line - W•Collateral damage – C C•Correctional facility - P
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Use restraint•Euphemism•Expecting – P•Freedom fighters – R•Full bodied – O•Indisposed - S
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Use restraint•JARGON•These are technical terms only used in a specific profession or certain organization.
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Use restraint•JARGON•Lesson plan / LP for teachers•Debit/Credit for bankersWer na U? for Jejemon
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Use restraint•JARGON – Chat words•LOL•ASL•;-)•: - |
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Use restraint•CLICHÉ •trite expressions; something obvious; unoriginal terms; boring phrases
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Use restraint•CLICHÉ •It made my blood boil.• It made me _____.•I roll my eyes.•I did it because ____.•
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Use restraint•CLICHÉ •She was on the spot. • The teacher calls her to _____.
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Use restraint•CLICHÉ That was easy as pie.The exam is ________.That was pretty hard to swallow. The lecture is _.
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Use restraint•CLICHÉ There was a glimmer of hope in his eye.
If you are courting a girl, she will say ____.
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Use restraint•CLICHÉ •They couldn’t see eye to eye. •The father and his daughter cannot ____.
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Use restraint•CLICHÉ •There was a give and take.• If you love him, you should ___.
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Use restraint•SLANG•Colorful, lively language that is in and out of fashion.• Informal language
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Use restraint•SLANG•Coulda, woulda, shoulda think it through!•Whaddaya mean?•Wanna come? Gotcha!
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Use restraint•SLANG•Can you catch up in our lesson?•I am asking if ______.
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Use restraint•SLANG•Let’s check out the new mall!•I am asking you to ____.
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Use restraint•SLANG•You should cut out biting your nails.•I’m asking you to ____.
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Use restraint•SLANG•Did the president pass away?•The president ____.
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Use restraint•SLANG•I guess we should go over with our lecture one more time.•We should ______.
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Use restraint•SLANG•I cannot put up with her!•Maybe she is _______.•Too flashy outfit! Am I wearing appropriately?