Archive for the ‘Writing Centre’ Category

Canadian Content

Monday, July 5th, 2010

0176103627

Canadian Content (6th Edition), by Sarah Norton and Nell Waldman

I know, I know, not all of you are Canadian.  That’s alright; this isn’t a book about grammar rules, so you won’t get confused.

I’ve had this book for many years (I have the 4th edition, actually), and use it several times per week.  It’s a book full of examples of essays, e.g. persuasive essays, comparison essays, cause-and-effect essays.  Each chapter begins with an explanation of the type of essay, goes on to an annotated essay (”here’s the introduction”, “here’s the thesis”, “here’s the first supporting point”, “here are some good transition words”, etc), and ends with several really good sample essays of that particular genre.  Each of the sample essays comes with a glossary, some reading questions (structure and strategy, and content and purpose), and some suggestions for writing.

This would, obviously, be a good book to have hanging around a writing or tutoring centre, but my students also find it useful to read when they need an example.   What does the professor mean when he requests a Classification and Division essay?  Have a look at the book and you’ll get some ideas.

Now, those of you who live in warmer climes may not get much out of Paul Quarrington’s essay Home Ice - which can be found in the Process Analysis: Explaining “How” section - if you don’t have a lot of experience with backyard skating rinks; however, essays like George Carlin’s Baseball and Football (Comparison and Contrast: Explaining Similarities and Differences) and Stephen King’s Why We Crave Horror Movies (Cause and Effect: Explaining “Why”) will have general appeal.  Neil Bissoondath’s I’m Not Racist But… (Definition: Explaining “What”) will be - regretfully - relevant to everyone.

You should be able to find a copy in your library; if not, I easily found cheap second-hand copies online.

To Footnote or Not to Footnote…

Monday, June 14th, 2010

…that is the question.

There is no one answer.

Footnotes are those little blurbs at the bottom of the page, usually marked with superscript numbers (but sometimes with asterisks and other cool shapes).  If you randomly take any three academic books from the library shelf, you’ll find each one of them uses footnotes differently.  Some authors uses them solely for citing quotations, some use them to explain archaic words or ideas, and some use them to write a second book within the first.

I think citation is the only use of footnotes which is universally agreed upon.  Some people may want you to write the citations in parentheses or as endnotes, but the final result is the same thing.  Either way, the little foray to the bottom of the page or the back of the book isn’t going to throw your reader off that much; they can look at them after they’ve finished reading, too.

If you look at a Shakespeare play, you’ll see that half the page is footnotes.  This is necessary for modern readers as we don’t teach Elizabethan English classes before we make you read Romeo and Juliet.  If you’re ever going to understand what the heck Mercutio is going on about, you’ll need explanations in modern English.  We also don’t teach classical literature very much, anymore, so you’ll need the Greek and Roman allusions explained, too.  Footnotes are good for these explanations because you’d lose your train of thought entirely if we put all the explanations in parentheses, or if you had to flip to the back of the book.  Short footnotes can also be used to show additional sources of information or alternative translations of words.

Unless the goal is to teach you to write without footnotes, most people don’t object to short explanations decorating the bottom of the page.

Now, writing another book on the bottom half of the page… this drives readers right off the deep end.  When I see this in a book, I generally put the book back down and walk away.  When I see it in an essay, I hand it right back to the student.  It’s a sign of inept writing.

If you have a clear thesis and understand the points you’ll be using to support said thesis, there should be no need for extensive footnotes.  If every point you make has an additional interpretation or opinion, then you should work that into your essay.  If every paragraph has a classical allusion or an archaic word, you need to work these into your essay, too.  If the information absolutely cannot be written into the main part of the essay and is not desperately important to the understanding of the thesis, consider using an appendix instead of footnotes; this will be less distracting to the reader.

The term itself should identify the footnote’s position: if it’s taking up anything more than the foot of the page, it’s no longer a footnote.  (If in doubt, draw a person on the page; you have up to the ankle to write footnotes.)

Here’s the OWL at Purdue’s page on footnotes, etc.

If you must follow a specific format, MLA and APA formats both discourage the use of footnotes; Chicago recommends them for citation.   Make sure you know what’s expected from each format.

Waylink English

Monday, May 31st, 2010

Waylink English is a nice little British site; I think I’ve linked to it before (if not, I should have).  It’s nothing special - no blinky lights or guarantees of A++ if you read their articles - but it’s good for people who need a refresher course on formal writing.  Browse through the links on the left-hand side of the page and see if there’s anything that might help you.

If it all looks familiar, I suggest you then have a look at this page for practicing formal writing.  There are two exercises: a  paragraph in which the verbs are informal, and twelve sentences in which you will find twelve “formal writing no-nos”.  It’s nothing heavy, just something to keep the brain in writing mode during the summer months.

Doin’ It Wrong; U R Doin’ It Right

Monday, May 24th, 2010

Artists - just like athletes - have to do exercises.  I’m not talking about stretching out the muscles in your hands; I’m talking about stretching out your brain.

No, it’s not that gross.

Visual artists have to draw things from different perspectives.  Musicians have to play scales.  Actors have to assume characters they would never really want to play.  And writers have to write things they don’t mean to write.

There are the traditional exercises: describe something, write down directions, find words that rhyme with orange (just kidding).  These are good things to do if you’re working on creativity or clarity.

My students never come to me because they’re having problems with creativity.  They come to me because they have problems with the basics of writing something for school or work.  I spend several hours assessing them, identifying the actual problem.  Then I spend several hours making them practice that problem.

No, not fix the problem.  Practice it.  Again and again.  If you have problems with leaving out capitals, then i want you to write an entire essay with no capitals.  (make it a long essay, not an effortless paragraph or two.)  If you like capitals too much, THEN WRITE AN ENTIRE ESSAY IN CAPITALS.  Comma happy?  Then, put, a, comma, between, every, word.  Go ahead and split all your infinitives, end every sentence with a preposition, run your sentences on for pages, and use every contraction available.  Just make sure your writing is purely erroneous.  There shouldn’t be one thing done properly.

When you’ve practiced your mistake to the point where it’s perfect (you’ll know), then go through your paper and correct the mistakes.  They’ll stand out clearly.  Use a nice, acid-green pen or something, so it looks pretty.  Tape your masterpiece to the wall above your desk.  You’ll find that the three pages or so will be enough to train your brain to think differently, to see the errors differently.

Then, when your formal writing is perfect, you can take your imperfections and write for lolcats, or become the next e.e. cummings, because formal writing isn’t the only type of writing.

Gained in Translation

Monday, May 17th, 2010

So much of writing is very difficult to teach; there’s no formula, no one way to do things.  Language, after all, is dependent on both the speaker and the listener, and they may interpret a word a different way.

Found this page on smartwords.org.  If you scroll down, you’ll find the third section is entitled A Translation of Common Scientific Research Phrases.  (When two people are speaking the same language, translation is a bad thing.)  Weak writing frequently involves unnecessary words, or words that put the responsibility on someone other than the writer.  It makes the reader immediately suspicious, making it that much more difficult for the writer to convince the reader of a certain point of view.

These are labeled “research phrases” but they’re not found solely in scientific writing.  Here, thieved from the website, are some phrases I see students using in English papers:

Phrase Translation

It has long been known…           I didn’t look up the original reference.

In my experience…                    Once.

A definite trend is evident…     These data are practically meaningless.

Vagaries such as a long time ago are also subject to translation; a five-year-old believes yesterday to be “a long time ago” whereas those of us in middle age don’t think the late ’70s are all that distant.

We poke fun of advertising which attempts to use language to distract us from the truth (e.g a fast-food restaurant that claims to use only Grade A beef but says nothing about the grade of rat meat which gets mixed in with the beef).  Political leaders who dance around an issue, or try to avoid taking responsibility, are videotaped and put up on YouTube for the whole world to see.  You can imagine what a reader might think of phrases like careful analysis of obtainable data or it is believed that….

Have a look at the website, watch a couple of ads on television, and then listen to the evening news.  After that, make yourself a cup of tea and have a good long look at your writing.

Do you believe what you’ve written?

Wordiness: a danger

Monday, May 3rd, 2010

I think the business world is doing terrible things to communication; it is encouraging formulaic phrases over word choice, jargon over commonly-understood terms, “professionalism” over knowledge.   It encourages verbing.

We all know how academia feels about verbing.

I found this nice little site about wordiness.  For those of you who have been taking business communication courses - and learning the formulaic professional phrasing - this website will help with some of the scrubbing and purging required.

I don’t know that I’d go quite so far as to use the term danger signals; wordiness will only muddle the process of communication, not arrest it completely (such as the misuse of punctuation might).  It’s a matter of perspective, I suppose.  If your reader is reading your paper in the early evening, having sufficiently refreshed himself after a day’s work, then perhaps there won’t be any confusion.  If your paper ends up being at the bottom of the pile, already tainted by the reader’s lack of sleep and wailing infant, perhaps it might warrant danger signals.

You decide.  Have a look at the website and see if you’re inclined towards any of these faux pas.

Academic Writing Gets Messy

Monday, April 26th, 2010

Academic Writing Gets Messy

Very cool YouTube video.

I beg to differ with some of it, though.  It’s no harder to keep track of the 10 000 websites you’ve visited than it is to keep track of the 10 000 books you have all over the library table.  Citations are relatively simple; the OWL at Purdue has examples for citing most websites in MLA and APA formats.  As with any research, a little organisation is required.

Cure for Copious Bleeding

Monday, April 19th, 2010

From my close observation of writers…they fall into two groups: 1) those who bleed copiously and visibly at any bad review, and 2) those who bleed copiously and secretly at any bad review. - Isaac Asimov
Asimov was not likely referring to the student who can be found in a little puddle in the corner of a room yet the sentiment applies.  Even if the course you’re taking has no stake in your future, red pencil marks, low numbers or high letters, or comments such as “Smith, what the heck is this?” do tend to have an effect on your self-esteem.

I bleed.  (I’m one of the secret bleeders.)

My students bleed.  They’re the visible ones in the corners of my room.

The problem with being a secret bleeder is that it’s hard to stop bleeding.

The visible bleeders will always be picked up off the floor - even if it’s just to get them off the footpath -  given strong coffee and a sympathetic ear.  By doing this, they end up getting help.  Whatever problem caused the bleeding is soon fixed (soon being a relative term, of course).  Secret bleeders continue to bleed.  It starts with the first assignment and gets progressively worse with each consequent red mark.  The problems accumulate and morale goes right down the toilet.

Sometimes secret bleeders figure out the problem and are able to fix it themselves; I remember spending several hours in the library reading book reviews until I figured out what my Grade 8 teacher was talking about.  I was too embarrassed to ask the teacher to explain himself, too embarrassed to ask for help.  (You see, if you’ve always had A++ in English, getting an A- is devastating.)  I took a chance that the difference between my review and the ones I was reading was the thing my teacher wanted.  I got lucky.

The problem arises when you’re a secret bleeder who doesn’t understand what the red marks/low grades/snarky comments are for.  It’s almost the end of the year, and bleeding is not going to help you on the final exam.  NOW is the time to a) find a bandaid (stop making a mess :) ) and b) stop the cause of the bleeding.

Are you lucky enough to have a friend or roommate who is good at writing and understands all those red pencil marks?  If so, bribe them with chocolate and get them to help you.  If not, there is a long list of people who get paid to help you (and you may have already paid for them so you might as well use them): teachers, professors, teacher’s aides, tutors, etc.  There are writing centres and study groups.   Sentenceworks will be able to help if your red pencil marks are all about grammatical or spelling errors.

You’ll have to decide what works best for you.  In any case, the ultimate goal is to end the copious bleeding altogether, which means you’ll have to just stop getting bad reviews.

I wonder if Mr. Asimov ever had that pleasure….


Evaluating Your Sources

Monday, April 12th, 2010

One of my students became rather frustrated with me this week: “Exactly how much do you expect me to do for this essay?!”

I don’t expect you to do anything.  I’m just the tutor.  It’s your professor who expects it of you… because that’s what you’re paying him to do.

The student was writing a paper on astronomy.  One of the sources the student used was an encyclopedia; an excellent source of information in most cases.  However, in this case, the encyclopedia was older than I am.

A lot has been discovered about the planets over the last 40 years.  Heck, some planets are not even planets anymore.

Okay, I guess I do expect some things of you: write the essay, and check the relevance of your resources.

Clearly, this will apply to subjects like the sciences where new discoveries are being made daily.  It also applies to other subjects - even Shakespeare (don’t look so surprised :) ) - in that new people are offering new opinions daily.  If you look hard enough, you’ll always find fresh information on your subject.  This may take more than a cursory google of the internet, or a 3-minute scan of the library shelf.

It’s not just the dates which should be checked.  Have you found an author which has written volume after volume on your subject?  Excellent.  Now, you need to find out what other people think of that author.  Particularly on the internet, though also in print, people are free to write anything they like.  Does anyone agree with the prolific author?  Are they just (dare I use the word) a quack?  If they have a minuscule following, is it because they have no idea what they’re talking about or because the world is just not able to accept the radical truth?  If they have a humongous following, is it because they’re right or because they’re charismatic?

The purpose of assigning you an essay on a particular subject is so you learn about it.  It’s a way of having everyone learn about the same thing, but each person gets to choose his/her own way of approaching that subject.  You can focus on the aspects which interest you the most.  By quoting some random author or using expired data, you’re defeating the purpose of the assignment.

Bloopers

Monday, April 5th, 2010

Your mind should be starting to spin ’round about now; students are getting to the beginning of the end, and the reality of culminating activities and final exams is looming.

This weekend, my son was prattling on about Martin Luther nailing 95 theologians to the door - he really likes that one - while I was marking essays (fortunately, before the teachers and professors got to see them) and reading out some of the more amusing bloopers.  I appreciated the entertainment; some of the more, um, traditional readers might not have been quite so tickled….

Thought you could use a little light reading to keep you thinking about writing but not fry your brain too much:

English Bloopers and Blunders

Ode To The Spell-Checker (this is one of my favourites)

Rules For Writing Wicked Good Papers

50 Rules for Writing Good

Happy reading!

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