The Lively Art of Writing

Chapter 1Note the non-biblical perspective.To communicate

To share knowledge, ideas, and feelingsPurpose of all writingBeware of what hinders communication

The EssayEssay- written expression of its author’s opinionBlends fact with imagination and knowledge with

feeling—BALANCE!Purpose- to express an opinionAn essay author is not a machine, but a human

being.You must have an opinion before you can write an

essay!

Subjects for EssaysLimitless choicesYou can write about anything you know enough ab/

to have an opinion.Essays of knowledge and experienceKnow what you’re talking about!You must have an opinion!

OpinionOpinion- 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 levelAsk yourself questions about your subject.

Yes/No questionsHow, Why? What?

Interesting OpinionsUsually have some oppositionThe beginner will find it easier to write his first

essays on topics that have a clearly defined opposition.

No argument, no essay!

Examining OppositionHelps to form your opinionStudy, 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 SayYou 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.

SummaryPick 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. 24Due Monday, 12/16/13Typed, 12 pt. Times New Roman font, double-spacedMLA heading (Name, Miss MacQuarrie, 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- thesisThesis- your opinion boiled down to one arguable

statementYour one major pointOn which your entire essay dependsWhat your entire essay proves

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

5 Step Process1. Take inventory.

What do you know?- usually taken from experience2. Ask questions.

Avoid yes/no questionsAsk how? Why? What?Avoid questions that can be directly answered with

simple facts.Keep on topic.

5 Step Process3. 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

defend5. Qualify

To what degree will you prove your point?Use words like many, some, often, mostly, etc.

5 Step Process5. 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 the

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. 30Your 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.

SummaryEvery 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 MacQuarrie’s MethodAlthough 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. 32Follow 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:ThesisPoints that can be made against your thesisPoints 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 AssignmentDue Monday, 1/27/14Typed, 12 pt. Times New Roman font, double-spacedWrite 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 AssignmentUsing 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, conclusionFunnel structure- see diagram on p. 41This basic structure should NEVER change

regardless of the length of the paper.

IntroductionPrepares the readerBegins broadly and narrows to a pointGrabs the reader’s attention (quotation, questions,

story, hypothetical situation, startling fact, statistic, definition, etc.)

Ends with the paper’s thesis statementThe 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 AvoidDon’t try to be cute!Sound effectsExclamatory sentences“Recipe-writing”

IntroductionYou may want to write your introduction after the

body of your paper.

BodyCan be any lengthYour argumentRefer 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 complexTransitions!

ConclusionShould begin with your restatement of thesisOpposite of introductionSpecific to generalDo 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, 2/11Revise 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.

WritingChoosing the best wordsShaping sentencesDeveloping paragraphsSaying what you want to say

StyleSome special quality that commands interest

and/or gives pleasureThe ability to do something difficult as though it

were easyNot laborious, painful, dull, or awkwardEasy to understand as a conversationHolds interest without apparent effort

StyleThe secret is control.Can be learned through self-discipline and

practiceNot a mysterious gift reserved for select peopleYou can learn style because style is a technique.The “how” of writing, not the “what” of writing.

The Two CommandmentsCan be broken only when you are more

experienced- let’s just say the graduate level1. Do not use first person.2. Do not use word “there”—ever.

The First CommandmentShows conviction

I believe that God exists.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 CommandmentShortens writing and makes it more direct,

vigorous, and powerfulThis allows you to say what you mean, directly

and forcefully.Enables clear thinking and improves logicPractice!

The Second CommandmentSimply, “there” adds nothing but clutter to a

sentence.Often, you will also have to remove a be verb.Examples on p. 65Use a thesaurus!Use active verbs! In freshman English, you are not

allowed to use passive voice.Active verbs- verbs of doing

The Second CommandmentSometimes the word “there” is required, such as

when indicating a place or position.Learn to play with language.Experiment, juggle, shape

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

“The Size and Shape of Middle Paragraphs”: Chapter 6

Middle paragraphs blocksWhat 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.

ParagraphingThe 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 ParagraphsCannot be predeterminedGet the “feel”6 to 7 sentences, 100 to 125 wordsEncourage yourself to “think long.”This class- 5 to 7 sentences

Basic Paragraph StructureParagraphs- solid, self-contained, fully developed

unitsParagraph 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 StructureBeginning- topic sentenceMiddle- explanation/illustration of the topic

sentenceEnd- concluding sentence

Topic SentenceThe 1st sentence of a paragraphAnnouncement of the pointTaken from the full thesisTells the reader what the paragraph is about

Developing a ParagraphLike a conversationIllustration/explanationMore formal than conversation, but same basic

concept

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

AssignmentP. 79Question 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

TransitionsLinks between paragraphs- transitions1 purpose- to help the reader follow a main line of

thoughtThe writer must show the shift in his thought to the

reader.Words on a page do not have facial expressions.

Transitions3 categories

Standard devicesParagraph hooksCombinations of the above two

Standard DevicesWords such as admittedly, obviously, nevertheless,

and butLead your reader through your argument, point out

the opposition’s points, and your points.Examples on p. 83Constantly remind the reader!Pro, con, shifting, and emphasis transitionsList on p. 84

However

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

and a comma.Experiment!

Paragraph HooksYou 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. 88-89Can be annoying if overused!

The CombinationsConsider the readerConsider the natural rhythm of your writing

SummaryHelp your reader follow your train of thought!Link your paragraphs!Use variety!

W Chapter 7 Assignmentpp. 91b-93aSteps 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 VoiceDirect, vigorous, strongJohn drove the car.The subject does

something.Example on the top of p.

96

Passive VoiceIndirect, limp, weak, sneakyThe student’s worst enemyThe 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 VoiceChief weakness- anonymityThe “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 phraseThe 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 VoiceMake 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 VoiceThe 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 changeWhen the subject is not known

5 Steps to Avoid Passive Voice1. 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.

SummaryTrain 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. 102All steps!Typed in 12 point Times New Roman fontDouble-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 SentencesEvery 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 SpeechAll spoken language has rhythm.Examples on pp. 106-107Length 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 SentenceYou 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. 109To make a sentence longer you must add material

smoothly and naturally. Don’t just tack information on.No sentence is truly hopeless.

The Basic SentenceThe sentence reduced to its essentials.You cannot subtract from a basic statement; you

can only add to it.

The Strung-Along SentenceBasic statement with a string of details added to itExamples on pp. 111-112

The Periodic SentenceAdditional details are added inside the basic

sentence.Examples on p. 112Delay is the secret weapon of the periodic

sentence. This builds suspense.

The CombinationsA 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 DetailsTry to picture what you are writing about.Enrich and extend your subjects, verbs, and

anything that follows the verb.

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

Expanding the VerbShow how its action progresses.Think how or whenAdverbs that describe verbs can usually be moved

anywhere in the sentence.

Expanding the Rest of the SentenceLook for the most important noun and follow it with

an appositive.Use prepositional phrases.Transform some prepositional phrases into

adjectives.

SummaryUse 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 Assignmentpp. 121-122All of step 13 sentences for step 23 sentences for step 33 sentences for step 4Step 5- Expand the subject 1 way.All of step 63 sentences for step 7Don’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 phrasesClauses with clausesIdeas with ideas

Practice!

In- Class Assignmentpp. 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 ParallelsWhenever 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. 127Not: 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.

PairsPairs must also be balanced.

Joined by and, but, and orJoined by other conjunctionsElements 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 her mind nor her hair style.

Correlative Conjunctions-Examples on p. 128

She could be either kind nor cruel.

That will scare not only Sally but also the cat.

They hoped go not only to London but also to Paris.

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.

RepetitionIf you repeat an article or a preposition once, repeat it

every time—or not at all.Examples on p. 129A house, a yard, a garden, and a poolA house, yard, garden, and pool

For love, for honor, for fame, or for moneyFor love, honor, fame, or money

It is usually better to omit the article or preposition, but they may be inserted for emphasis.

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

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

“A Way with Words”

Chapter 11

Your VocabularyBetter, perfectImproveLaziness- Read- look it upUse+ conversationThesaurus- nuances

Using WordsLittleSoundVagueOwnFluffyconcrete

Figurative LanguageVivid, ShowClichésSimilesmix

AllusionsIndirectBible

SummaryPlay, perfect

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

“Chapter 12: Odds and Ends and Means”

The Terrible Three1. The –wise suffix: Not as common now2. The type and type of habit: Either remove or

change to kind or sortExamples on p. 146

3. Manner and nature phrases: usually redundant, fluffy phrasesRemove these words altogether!

The Troublesome 271. as far as- must be followed with is concerned2. center around- change to center on3. different than- change to different from4. disinterested/uninterested- disinterested

(impartial), uninterested (not interested)5. due to- Do NOT use this phrase.6. enthuse- Do NOT use this word.7. fabulous- Do Not use this word.8. feel bad- bad- adjective, badly- adverb;

informal anyway

The Troublesome 279. 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, neither, nobody- always singular, examples on pp. 148-149Everyone is doing his/her own assignment.Not- Everyone is doing their assignments.

12. irregardless- redundant, use regardless

The Troublesome 2713. 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. 14915. 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 2718. Redundancies- list on p. 150

Also each and every and whether or not19. regarding- Do not use this word.20. similar to- instead use like21. 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 2724. 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

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

pauses!

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

Chapter 13 AssignmentDue 2/4/13Read chapter 13.Do assignment 1 on pp. 157-159.Follow all the instructions.Type the assignment in 12 point Times New Roman font.Double-spaceUse 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.