Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
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Define your target audience, and how you will address them
Categories of audience:
• Inspiration phase:
This is continuous to prevent losing ideas and inspirations
Keep a convenient place to preserve phrases, vocabulary, events, etc. for
later use
• Research phase; information gathering and recording:
See below
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• Organizing/prewriting phase
with concept mapping, outlining, even brainstorming
Determine how you will build the scenes of your argument, narrative, story,
etc.
See our definitions of writing terms in our Guides.
• Search engines
c.f. Search Engine Colossus with links to search engines from 148 countries
• Directories and portals on the Internet that categorize/organize
information and links
c.f. Open Directory Project; Librarians Index to the Internet; Infomine
• Web sites devoted to particular topics, including text, graphics, movies,
music files
e.g. Internet Directory for Botany
• Government documents, forms, laws, policies, etc.
c.f. U.S. Government Printing Office disseminates official information from
all three branches of the United States Federal Government
• Services and information by
non-profit organizations and by for-profit businesses
• LISTSERVs or discussion groups
c.f. L-Soft "the official catalog of LISTSERV® lists"
• Resources at your local (public) library
These may require membership or registration
• Newspaper, journal, magazine databases
Often restricted to subscribers, require registration, or can be fee-based for
access
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Prewriting exercises provide key words, meaning, and structure to your research
before you write your first draft, and may you overcome "writers block." They help
you
• Focus intellectually
clearing distractions while opening your mind to ideas within your subject
• Narrow and define topics for your paper
beginning the process of translating research into your own words.
• Develop logical or architectural structure to topics you have
identified.
This provides a visual and verbal document for reaction, review, discussion,
and/or further development in your rough draft. However, these exercises
are dynamic or subject to change in the actual writing process as you
understand, develop, and build your argument. Some topics will go, some
will stay, some will be revised
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4. Persuasive essays
5. ....
A rough draft is "a late stage in the writing process".1 It assumes that you have
adequate information and understanding, are near or at the end of gathering
research, and have completed an exercise in prewriting.
• Title or introduction:
derive these from your prewriting exercise
• Reference works, print-outs, quotes, etc.
Rely on your notes, and don't overwhelm yourself with facts.
Details can be added; you now want to focus on developing your argument
• Edits!
Do not revise as you write, or correct spelling, punctuation, etc. Just write,
write, write.
This is the first draft, so what you put down will be revised and organized
"after"
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Conclusion
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Does the text flow in an effective manner? Is it too long for what you wish to say?
too short?
Keep in mind your audience: they do not know what you do. They rely on
what information you give them, in the order you give it to them.
Title
Does the title briefly describe and reflect the purpose of the paper?
If there are headings and sub-headings, are these similarly brief and concise?
Introductory paragraph/introduction
Get a good start! Capture attention at the beginning or you may lose your audience.
Supporting paragraphs
Does each paragraph build the argument or story? Did you follow a plan or outline?
Is each paragraph in an effective or logical order?
Is your train of thought, or that of the "characters," clear?
Does each sentence support only the topic sentence of that paragraph?
Can any sentences be eliminated as unnecessary, or combined with others more
effectively?
If there are side-stories or digressions, are their purposes clear in the context of the
whole?
Conclusion
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Does the conclusion summarize and clarify important information and resolve the
thesis statement?
Does the conclusion leave the reader thinking?
Is it supported by the paper?
Areas of focus:
It could be that you have a troublesome area, or want to make your writing more
effective.
Here are some areas of focus:
Sentences should be clear and logical, even short and to the point.
Sentences should flow consistently, except in places you wish to stop the reader for
emphasis.
Is the tone consistent throughout the paragraph?
Do subordinate ideas find their right place? Keep on guard for dangling modifiers.
Avoid sentence fragments.
See also:
Clear Direct and Concise Sentences (University of Wisconsin) and A Garden of
Phrases (Capital Community College Foundation)
Vocabulary:
With each piece of writing you establish a vocabulary that is used throughout.
Set aside your writing, list its key words, and return to your writing
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Nouns:
Adjectives
Did she say she won the promotion, or did she whisper, stress, or confideit?
Many reasons account for our success is stronger than There are many reasons for
our success
Avoid It is and There are
The child slammed the door! is more powerful than The door was slammed by the
child!
Avoid forms of "to be" (as in the second, passive sentence)
See Purdue University's On-line Writing Lab: Active and Passive Voice
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• Misspellings:
a word like "accommodate" can be checked through a spellchecker in word
processing
• Keyboarding: "form" for "from"
A keyboarding error that is common and unthinkingly repeated
• Usage error "which" for "that"
Word processors may locate the problem but it is left to you to decide and
choose
• Inattention
The mind works far faster than the pen or keyboarding
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