Writing Effectively

Writing EffectivelyWriting Effectively

Chapter 2, Lesson 2

OverviewOverview

• How can you make your writing How can you make your writing effective and powerful?effective and powerful?

• What is the three-part structure?What is the three-part structure?

• What are common style and substance What are common style and substance errors?errors?

Chapter 2, Lesson 2

OverviewOverview

• What is voice?What is voice?

• What is subject-verb agreement?What is subject-verb agreement?

• What are the proper uses of pronouns?What are the proper uses of pronouns?

• What are the basic of e-mail protocol?What are the basic of e-mail protocol?

Chapter 2, Lesson 2

Quick WriteQuick Write

• Why is effective writing important in almost Why is effective writing important in almost any field? any field?

• Why would a pilot, a computer engineer, or Why would a pilot, a computer engineer, or a biologist need to be able to write a biologist need to be able to write effectively? effectively?

Write down your thoughts and then share Write down your thoughts and then share with a partner or discuss with the classwith a partner or discuss with the class

Chapter 2, Lesson 2

Effective and Powerful WritingEffective and Powerful Writing

• Follow the Follow the processprocess you’ve learned—the basic you’ve learned—the basic checklist—and work on your stylechecklist—and work on your style

• StyleStyle is how you communicate through the is how you communicate through the words you choose, the order in which you words you choose, the order in which you place them, and their level of formality place them, and their level of formality

Chapter 2, Lesson 2

ToneTone

• One element of style is One element of style is tonetone. . Controlling your Controlling your tone in writing means picking the right wordstone in writing means picking the right words

• Words are a lot like fruits and vegetables: Words are a lot like fruits and vegetables: Some are like sweet like apple slices, and Some are like sweet like apple slices, and some are as hot as chili peppers some are as hot as chili peppers

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Chapter 2, Lesson 2

ClarityClarity

• ClarityClarity lets the reader understand your lets the reader understand your meaning quickly meaning quickly

• One of the enemies of clarity is jargon One of the enemies of clarity is jargon

• JargonJargon is specific or technical language used is specific or technical language used by people within a specialty or cultural area by people within a specialty or cultural area

• Using jargon simply to try to seem smart is Using jargon simply to try to seem smart is unfair to readers and may confuse themunfair to readers and may confuse them

Chapter 2, Lesson 2

ContinuityContinuity

• Effective writing holds together in a natural Effective writing holds together in a natural way—it has way—it has continuitycontinuity

• Every part of the writing piece works toward Every part of the writing piece works toward the goal of communicating meaning clearly the goal of communicating meaning clearly and quickly and quickly

• Understanding the three-part structure of a Understanding the three-part structure of a paper will help your writing’s continuity paper will help your writing’s continuity

Chapter 2, Lesson 2

Three-Part Structure of PapersThree-Part Structure of Papers

IntroductionIntroduction BodyBody ConclusionConclusion

Captures audience Captures audience attentionattention

Sequence of ideasSequence of ideas Summarizes main Summarizes main points in the bodypoints in the body

States your States your purposepurpose

Flows logically in a Flows logically in a series of paragraphsseries of paragraphs

Brings the writing Brings the writing to a smooth closeto a smooth close

Heart of your Heart of your messagemessage

Chapter 2, Lesson 2

ParagraphsParagraphs

• A A paragraphparagraph presents a single major idea or presents a single major idea or pointpoint

• AA topic sentencetopic sentence announces your intent for a announces your intent for a single paragraph single paragraph

• TransitionsTransitions are words, phrases, or sentences are words, phrases, or sentences that bridge gaps between ideas or paragraphs that bridge gaps between ideas or paragraphs

Chapter 2, Lesson 2

Paragraphs and TransitionsParagraphs and Transitions

Transitions

Paragraph

Paragraph

Topic Sentence

Topic Sentence

Chapter 2, Lesson 2

Sentence FragmentsSentence Fragments

Most sentences have:Most sentences have:

A A sentence fragmentsentence fragment is a piece of the sentence that comes is a piece of the sentence that comes before it or the sentence that follows before it or the sentence that follows

ExampleExample::

We were ready to go, but couldn’t find James anywhere. We were ready to go, but couldn’t find James anywhere. Until we looked behind the bleachersUntil we looked behind the bleachers. .

He was sitting there tying his shoes.He was sitting there tying his shoes.

Subject – noun/pronoun

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Predicate – action/verb

Chapter 2, Lesson 2

Run-on SentencesRun-on Sentences

Our van was overheating the muffler smokedOur van was overheating the muffler smoked

(no comma)(no comma)

Our van was overheating, the muffler smokedOur van was overheating, the muffler smoked (improper use of comma)(improper use of comma)


Chapter 2, Lesson 2

To Fix Run-On SentencesTo Fix Run-On Sentences

• Divide the sentence in twoDivide the sentence in two

• Use a comma and a coordinating Use a comma and a coordinating conjunctionconjunction

• Use a semicolon or a colonUse a semicolon or a colon

• Use a semicolon and a transitional phrase Use a semicolon and a transitional phrase

Chapter 2, Lesson 2

Choosing WordsChoosing Words

• Strive for originality and accuracyStrive for originality and accuracy

• Avoid Avoid clichésclichés——expressions that people use to expressions that people use to add color to writingadd color to writing

• They’ve lost their impact because of overuse They’ve lost their impact because of overuse

• Choose correct words—many words in the Choose correct words—many words in the English language look and sound similar but English language look and sound similar but have completely different meanings have completely different meanings

Chapter 2, Lesson 2

Common ClichésCommon Clichés

benefit of the doubt benefit of the doubt

better late than never better late than never

bury the hatchet bury the hatchet

crack of dawn crack of dawn

cutting edge cutting edge

dream come true dream come true

drop in the bucketdrop in the bucket

last but not least last but not least

leaps and bounds leaps and bounds

more than meets the eye more than meets the eye

never a dull momentnever a dull moment

stick out like a sore thumbstick out like a sore thumb

sweep under the rug sweep under the rug

vanish in thin air vanish in thin air


Chapter 2, Lesson 2

VoiceVoice

Active Voice

Passive Voice

Subject is the actor or Subject is the actor or doer of the actiondoer of the action

Subject receives the Subject receives the action or is acted uponaction or is acted upon

Chapter 2, Lesson 2

Recognizing Passive VoiceRecognizing Passive Voice

FindFind Then Look For…Then Look For…

the verb =the verb =What’s happening?What’s happening?

the actor =the actor =

Who’s doing it?Who’s doing it?

the preposition the preposition byby after the after the verb and before the actorverb and before the actor

Forms of the Forms of the to beto be verb: verb:am, is, are, was, were, am, is, are, was, were,

be, being, been be, being, been oror main verb ending in -main verb ending in -ed ed or -or -enen

The blue ribbon was given by the awards committee to Holly.

The gift was received by Tom.

Chapter 2, Lesson 2

Changing Passive to ActiveChanging Passive to Active

Put the actor Put the actor (doer)(doer) before the verb before the verb oror

Drop the part of the verb that ends in Drop the part of the verb that ends in –ed–ed or or –en–en oror

Choose a different verb Choose a different verb oror

Eliminate form of Eliminate form of to be to be verbverb

Chapter 2, Lesson 2

Subject-Verb AgreementSubject-Verb Agreement

• AgreementAgreement means that the subject and verb are means that the subject and verb are the same number the same number

• The word The word numbernumber refers to singular or plural refers to singular or plural

• For example, For example, The boy eats the candy bar The boy eats the candy bar (singular subject, singular verb form)—or (singular subject, singular verb form)—or The The boys eat the candy bars boys eat the candy bars (plural subject, plural (plural subject, plural verb form) verb form)

Chapter 2, Lesson 2

Compound SubjectsCompound Subjects

• If two nouns are joined by If two nouns are joined by andand, they usually , they usually take a take a plural verbplural verb

• If two nouns are joined by If two nouns are joined by oror, , nornor, or , or butbut, the , the verb agrees in number with the subject verb agrees in number with the subject nearestnearest itit

• Use a Use a singular verbsingular verb for a compound subject for a compound subject that is preceded by that is preceded by each each or or everyevery

Chapter 2, Lesson 2

Compound SubjectsCompound Subjects

• Use a Use a singular verbsingular verb for a compound subject for a compound subject whose parts are considered a single unit whose parts are considered a single unit

• Use a Use a singular verbsingular verb with collective nouns with collective nouns (and noun phrases showing quantity) that are (and noun phrases showing quantity) that are treated as a unit treated as a unit

• But, use a But, use a plural verbplural verb when a collective noun when a collective noun refers to individual items refers to individual items

Chapter 2, Lesson 2

PronounsPronouns

• A A pronounpronoun is a word that replaces a noun is a word that replaces a noun

• The noun that a pronoun refers to or replaces The noun that a pronoun refers to or replaces is the is the antecedentantecedent

• Personal pronouns can be first person, second Personal pronouns can be first person, second person, or third person person, or third person

• Pronouns can also be singular or pluralPronouns can also be singular or plural

Chapter 2, Lesson 2

PronounsPronouns

PersonPerson SingularSingular PluralPlural

First PersonFirst Person I, me, my, mineI, me, my, mine we, us, our, ourswe, us, our, ours

Second PersonSecond Person you, your, or yours you, your, or yours you, your, yoursyou, your, yours

Third PersonThird Person he, she, it, him, her, he, she, it, him, her, his, hers, its his, hers, its they, them, theirsthey, them, theirs

Chapter 2, Lesson 2

PronounsPronouns

• Pronouns must agree in Pronouns must agree in personperson and and numbernumber with their antecedents with their antecedents

• With a compound subject joined by With a compound subject joined by andand, use a , use a plural pronoun plural pronoun

• When parts of an antecedent are joined by When parts of an antecedent are joined by oror or or nornor, make the pronoun agree with the , make the pronoun agree with the nearest noun nearest noun

Chapter 2, Lesson 2

Pronouns: Example SentencesPronouns: Example Sentences

• John and Steve should have raised John and Steve should have raised theirtheir hands hands

• John John oror Steve should have raised Steve should have raised hishis hand hand

• Neither my parents nor my sister Neither my parents nor my sister hashas stayed on her diet stayed on her diet (awkward)—(awkward)—verses:verses:

• Neither my sister nor my parents Neither my sister nor my parents havehave stayed on stayed on theirtheir dietdiet (better)(better)

• Instead of: Instead of: EveryoneEveryone should bring should bring his or herhis or her book to book to classclass

• Use: Use: AllAll students should bring students should bring theirtheir books to class books to class

Chapter 2, Lesson 2

E-MailE-Mail

• Effective writing is still an essential part of Effective writing is still an essential part of composing e-mailcomposing e-mail

• Your teachers and future employers will Your teachers and future employers will expect you to communicate electronically with expect you to communicate electronically with skill and forethoughtskill and forethought

• E-mail is E-mail is notnot as private as you might think—as private as you might think—the e-mail network is subject to other people’s the e-mail network is subject to other people’s monitoring monitoring

Chapter 2, Lesson 2

Three Advantages of E-MailThree Advantages of E-Mail

Paperless


Chapter 2, Lesson 2

Disadvantages of E-MailDisadvantages of E-Mail

• An inaccurate, hastily written e-mail can feed An inaccurate, hastily written e-mail can feed as many fires as it extinguishes as many fires as it extinguishes

• Too many copies of e-mails can clog the Too many copies of e-mails can clog the server network and can end up in the wrong server network and can end up in the wrong hands hands

• E-mail leaves an electronic trail, and power E-mail leaves an electronic trail, and power surges can make your work vanish surges can make your work vanish

Chapter 2, Lesson 2

Six Rules of E-Mail Protocol Six Rules of E-Mail Protocol

Rule #1: Be clear and concise Rule #1: Be clear and concise

Rule #2: Watch your tone Rule #2: Watch your tone

Rule #3: Be selective about what messages you send Rule #3: Be selective about what messages you send

Rule #4: Be selective about who gets the Rule #4: Be selective about who gets the message message

Rule #5: Check your attachments and support Rule #5: Check your attachments and support material material

Rule #6: Keep your e-mail under control Rule #6: Keep your e-mail under control

Chapter 2, Lesson 2

Professional E-MailProfessional E-Mail

• Use appropriate greetings and closingsUse appropriate greetings and closings

• State your purpose at the beginning of the State your purpose at the beginning of the messagemessage

• Write in brief, clear paragraphsWrite in brief, clear paragraphs

• Give your readers a clear call to action—tell Give your readers a clear call to action—tell them what you want them to them what you want them to dodo

Chapter 2, Lesson 2

Professional E-MailProfessional E-Mail

• Put your phone number at the end of your Put your phone number at the end of your messagemessage

• AlwaysAlways thank the receiver thank the receiver

• Avoid “cc-ing” (courtesy copy) a large groupAvoid “cc-ing” (courtesy copy) a large group

• List “cc” recipients alphabetically to avoid List “cc” recipients alphabetically to avoid hurt feelings or political issueshurt feelings or political issues

Chapter 2, Lesson 2

Safe E-MailSafe E-Mail


Chapter 2, Lesson 2

Safe E-MailSafe E-Mail

• Never give your password to anyone, Never give your password to anyone, even close friendseven close friends

• Don’t open, download, or answer e-Don’t open, download, or answer e-mails from senders you don’t recognizemails from senders you don’t recognize

• Never give out personal information on Never give out personal information on the Internet without the supervision of a the Internet without the supervision of a parent or guardianparent or guardian

Chapter 2, Lesson 2

ReviewReview

• To make your writing effective and powerful, follow To make your writing effective and powerful, follow the basic checklist and work on your writing the basic checklist and work on your writing stylestyle

• Controlling your Controlling your tonetone in writing means picking the in writing means picking the right wordsright words

• ClarityClarity is the quality of clearness that lets the reader is the quality of clearness that lets the reader understand your meaning quickly understand your meaning quickly

• Effective writing holds together in a natural way—it Effective writing holds together in a natural way—it has has continuitycontinuity

Chapter 2, Lesson 2

ReviewReview

• In most cases, you’ll organize your draft in a In most cases, you’ll organize your draft in a three-part structure—an introduction, a body, three-part structure—an introduction, a body, and a conclusion and a conclusion

• TransitionsTransitions help move your reader from one help move your reader from one idea to anotheridea to another

• You should avoid sentence fragments, run-on You should avoid sentence fragments, run-on sentences, and clichéssentences, and clichés

Chapter 2, Lesson 2

ReviewReview

• Use active voice to make your writing clearer Use active voice to make your writing clearer and more direct and more direct

• Follow the rules for subject-verb agreement Follow the rules for subject-verb agreement and pronounsand pronouns

• E-mail has three great advantages: it’s fast, it E-mail has three great advantages: it’s fast, it can get to huge numbers of people at little can get to huge numbers of people at little expense, and it’s paperlessexpense, and it’s paperless

Chapter 2, Lesson 2

ReviewReview

• These advantages can backfire, so be carefulThese advantages can backfire, so be careful

• Follow the six rules of e-mail protocol Follow the six rules of e-mail protocol

• Never give out your password or personal Never give out your password or personal information over e-mail or the Internet—information over e-mail or the Internet—protect yourself from unsafe e-mailprotect yourself from unsafe e-mail

Chapter 2, Lesson 2

SummarySummary

• How can you make your writing How can you make your writing effective and powerful?effective and powerful?

• What is the three-part structure?What is the three-part structure?

• What are common style and substance What are common style and substance errors?errors?

Chapter 2, Lesson 2

SummarySummary

• What is voice?What is voice?

• What is subject-verb agreement?What is subject-verb agreement?

• What are the proper uses of pronouns?What are the proper uses of pronouns?

• What are the basics of e-mail protocol?What are the basics of e-mail protocol?

Chapter 2, Lesson 2

NextNext

• Done—how to write effectivelyDone—how to write effectively

• Next—speaking effectively Next—speaking effectively


Writing Effectively

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