I found a pamphlet from the Whole Foods grocery chain, which proclaims many of the benefits of buying organic foods. The piece of parallelism reads as follows:
When you buy organic, you…
Help support future needs of generations to come…
Help protect water resources…
Help save energy…
Help protect our health…
Each “Help” line goes on to explain in a little more detail. I think that, technically, this is a fine example of parallelism, but I feel that it could be written in a more succinct manner. I would write it as follows:
Buying organic allows you to help:
Support the needs of future generations…
Protect water resources…
Save energy…
Protect our health…
Although I feel my version reads a little better, I understand why Whole Foods chose to write it the way they did. The emphasis, in this case, is to make the consumer feel, beyond a doubt, that by purchasing organic foods they’re helping. Helping themselves, helping the farmer, and helping the environment. My version loses a little of the emotional appeal that the original copy generates, and therefore, probably makes for less effective advertising!
Thursday, July 30, 2009
Parallelism - Real World Examples
In the Fort Douglas example, it seems that parallelism was averted because of the sheer quantity of information that the author wishes to convey. By not adhering to strict rules of writing and parallelism, the author is able to expand the breadth of his bullet points to discuss everything from who will be living in the housing, to why, when, and for whom the housing was originally built. It is, after all, an advertisement, and as such the author needs to cram as much enticing information into the available space as possible. Therefore, standard writing rules are thrown to the wind in favor of packing lots of info into a small space.
In example 2, a similar thing seems to be happening. It’s hard to know if this is a result of intentional disregard for ‘good writing’ or an honest mistake, but the clear point of this ad is to communicate the 9 bullet points offered. The fact that they are disjointed and poorly written is of little concern, apparently. The primary goal is to create something that, when read by an interested party, will result in the reader remembering something of interest from the advertisement. How it is compose is irrelevant; what’s important is that a reader responds positively to one or more of the points listed, or is influenced enough to remember a phone number or website.
In example 2, a similar thing seems to be happening. It’s hard to know if this is a result of intentional disregard for ‘good writing’ or an honest mistake, but the clear point of this ad is to communicate the 9 bullet points offered. The fact that they are disjointed and poorly written is of little concern, apparently. The primary goal is to create something that, when read by an interested party, will result in the reader remembering something of interest from the advertisement. How it is compose is irrelevant; what’s important is that a reader responds positively to one or more of the points listed, or is influenced enough to remember a phone number or website.
Wednesday, July 15, 2009
Summary of The Craft of Research
1.) Chapter 7 provides valuable insight into effective methods for structuring arguments within academic writing. Although many people realize the importance of strong arguments, and well-structured writing, in academic research, I think few are cognizant of the fact that such arguments should follow a rather straightforward outline.
The 5 steps of writing a strong argument are as follows (taken from The Craft of Research):
1. State a claim
2. Support the claim(s) with reasons.
3. Support reasons with evidence.
4. Acknowledge alternatives/complications/objections, and respond.
5. State principle that make reasons relevant to claims.
Once a writer has gathered the necessary research and organized the thought behind an argument, it should be relatively straight-forward to use this framework to construct an effective argument.
2.) Interesting points are made in Chapter 13 regarding drafting. Essentially, the book encourages writers to tailor their specific preparation for drafting a piece to their individual style of writing. Writers who write freely and with some sense of abandon are encouraged to place less emphasis on a draft outline. They are instructed to, more-or-less, write their drafts in a “flow of conscious” style, and then spend time on revising, omitting, and editing their work later.
On the other hand, writers who are more deliberate in their composition and like to take the time to complete sentences, write reasonably well, insert quotations, and complete their train of thought in rough drafts, are encouraged to work off a reasonably detailed outline or storyboard. This is because this style of writing takes significantly more time, and thought, than to simply spill words on a page, and there is a higher likelihood of forgetting key concepts, quotations, or general direction of the paper.
3.) Later in the book, the authors discuss the importance of well-crafted introductions and conclusions in nearly all types of writing. What I find interesting about this chapter, and the book in general, is the way that nearly all parts of effective writing is broken down into a simple step-by-step process. I feel that few writers have concrete methods for creating good writing, but this book offers relatively simplistic formulas and strategies for ensuring good writing.
The chapter on introductions and conclusions is a good example. A good intro, this chapter explains, is as simple as a 3-step process. First, a writer must establish some common ground with the reader. That is, the writer must ensure that the reader enjoys an understanding of the context of the argument to be presented. Next, the author must present the problem to be discussed. Finally, the writer must present an overview of his response (the argument) to the problem. Conclusions are similar, although the author must start with the main point of the writing, and then provide some new evidence that was not presented in the introduction. Both the first and last sentences of a conclusion are particularly important; the first give the writer a chance to present a particularly good point or quotation, while the last affords an opportunity for some creativity to end on a memorable note.
I will take several points from The Craft of Research, and apply them to my writing. All of the clear-cut examples of how to frame proficient composition will take much of the guess-work out of my writing. I hope!
Good writing, for me, has always been a sort of hit-or-miss operation. Generally, by the time I’m done composing a piece I can tell if it is of any quality. However, it’s often hard for me to know what makes it good, or at other times what, specifically, is missing from writing to keep it from being as effective as possible. I feel that the guidelines proffered in this book will be of great help to me in the future.
The 5 steps of writing a strong argument are as follows (taken from The Craft of Research):
1. State a claim
2. Support the claim(s) with reasons.
3. Support reasons with evidence.
4. Acknowledge alternatives/complications/objections, and respond.
5. State principle that make reasons relevant to claims.
Once a writer has gathered the necessary research and organized the thought behind an argument, it should be relatively straight-forward to use this framework to construct an effective argument.
2.) Interesting points are made in Chapter 13 regarding drafting. Essentially, the book encourages writers to tailor their specific preparation for drafting a piece to their individual style of writing. Writers who write freely and with some sense of abandon are encouraged to place less emphasis on a draft outline. They are instructed to, more-or-less, write their drafts in a “flow of conscious” style, and then spend time on revising, omitting, and editing their work later.
On the other hand, writers who are more deliberate in their composition and like to take the time to complete sentences, write reasonably well, insert quotations, and complete their train of thought in rough drafts, are encouraged to work off a reasonably detailed outline or storyboard. This is because this style of writing takes significantly more time, and thought, than to simply spill words on a page, and there is a higher likelihood of forgetting key concepts, quotations, or general direction of the paper.
3.) Later in the book, the authors discuss the importance of well-crafted introductions and conclusions in nearly all types of writing. What I find interesting about this chapter, and the book in general, is the way that nearly all parts of effective writing is broken down into a simple step-by-step process. I feel that few writers have concrete methods for creating good writing, but this book offers relatively simplistic formulas and strategies for ensuring good writing.
The chapter on introductions and conclusions is a good example. A good intro, this chapter explains, is as simple as a 3-step process. First, a writer must establish some common ground with the reader. That is, the writer must ensure that the reader enjoys an understanding of the context of the argument to be presented. Next, the author must present the problem to be discussed. Finally, the writer must present an overview of his response (the argument) to the problem. Conclusions are similar, although the author must start with the main point of the writing, and then provide some new evidence that was not presented in the introduction. Both the first and last sentences of a conclusion are particularly important; the first give the writer a chance to present a particularly good point or quotation, while the last affords an opportunity for some creativity to end on a memorable note.
I will take several points from The Craft of Research, and apply them to my writing. All of the clear-cut examples of how to frame proficient composition will take much of the guess-work out of my writing. I hope!
Good writing, for me, has always been a sort of hit-or-miss operation. Generally, by the time I’m done composing a piece I can tell if it is of any quality. However, it’s often hard for me to know what makes it good, or at other times what, specifically, is missing from writing to keep it from being as effective as possible. I feel that the guidelines proffered in this book will be of great help to me in the future.
Thursday, July 2, 2009
Summary of "Integrating Sources"
1.1: This section describes the importance of three principles surrounding the use of sources in writing. The first principle discussed urges the writer to condense the source and information provided, and use quotes or summaries of others’ work sparingly. The author urges the use of sources only as a compliment to a writer’s own ideas, not as a focal point of an argument. It is also made clear that any paraphrasing or summarizing of sources be done in a distinctly original manner, as to avoid plagiarism.
The second principle of this section talks about the importance of clearly stating who is doing the talking in your writing: the writer or the source. The third principle stresses the necessity of clearly stating why a source is an important addition to your argument.
1.2: This section discusses how to properly insert and announce quotations in writing. Quotes should be kept to the minimal length necessary so as not to dominate a person’s original ideas; should be inserted into sentences in such a way as to fit smoothly into the flow of writing; and, quotes should be introduced with carefully chosen “announcing verbs”, as the reader should be left with no doubt as to from whom the quote is produced. This section also has a list of “technical rules” for quoting, dealing mostly with the proper punctuation surrounding, and within, quotes.
1.3: In this section, quoting longer pieces of text is discussed. There are unique rules for quoting longer passages, such as indenting and single spacing the quotes, and it is important to both have sufficient lead-in sentences prior to the quote and a good summary following the passage.
1.4: This section, titled “Discursive Notes”, discusses the role of this technique in academic writing. Discursive notes can be used to add some personal insight (though not necessarily documented) to an argument, to suggest additional source of information on a topic, or to expand, in a tangential manner, on a topic. The author notes that discursive notes, for most writing applications, should be used sparingly.
2.1 This section talks about when to cite a source. Essentially, anytime a writer’s ideas or text are derived from another’s work, it should be cited. Everything from quoting verbatim (quite obviously) to the less obvious use of something a writer just briefly mentions in passing
(but attributable to another’s work) should be cited.
2.2 “When not to Cite”. Common knowledge and phrases from everyday speech are a few examples of times not to cite a source. Also, there is no need to re-cite a source if you have immediately previously cited it, and it’s obvious that your are still alluding to the same bit of information.
2.3 “Methods of Citing.” This section covers myriad options for the most appropriate way to cite varying types of sources. Furthermore, this section explains, in detail, the most appropriate way to cite.
2.4 In “Acknowledging Uncited Sources,” the author discusses the most appropriate ways to recognize information you may have gleaned from someone else, but did not include in your list of references. This information may come from informal conversations or from a newspaper you read years ago; regardless, the author suggests acknowledge these sources in an endnote or footnote.
3.1 Section 3.1 discusses plagiarism, and the various ways that writers commit plagiarism. The author lays out, in fine detail, many examples of plagiarism, as well as the most common methods that students use to plagiarize. Most plagiarism is committed from laziness and/or ignorance of the rules surrounding proper academic writing. The author makes it clear that plagiarism is ubiquitous in collegiate writing, and special care must be taken to insure avoidance of this lapse in correct writing form.
3.2 This section discuses the “Misuse of Sources.” Some of the topics covered are misrepresenting sources, collusion amongst students on academic assignments, “abetting plagiarism,” and submitting the same or similar work for multiple classes. All, in at least some forms, are considered cheating and should be avoided.
3.3 Electronic sources are discussed in this section. In the last decade or two the rise of the internet has greatly increased our access to information, and often times this information is misused for academic research. Students will often pull information from electronic sources without properly citing it. It is also easy now, with the aid of the internet, to search for specific quotes or arguments. With that ability, students can find specific quotes that fit nicely into their arguments even though the greater content of the source may not be appropriate. Misrepresenting a source is a common violation of electronic sources.
3.4 This section talks about the disciplinary action likely to be taken if a student is found to be cheating on research. In general terms, we learn about some of the consequences of plagiarism.
3.5 This section discusses many ways in which the student can avoid high risk/potential plagiarism situations. The student should not rely too heavily on a single source, nor should the student use secondary sources unless needed. The student should be careful when taking notes; they should carefully distinguish their own voice from the sources. Perhaps most importantly, the student should plan plenty of time for a written assignment to avoid panicky situations in which plagiarism becomes more likely.
4.1 Section 4.1 talks about the appropriate ways to place citations into text. There are many different methods, which are each specific to different forms of writing.
4.2 This is a long, and very detailed, section that discusses the listing of references. Every potential type of reference is mentioned, and comprehensive examples are given, including examples for each significant style of referencing (MLA, APA, CMS, etc.)
The second principle of this section talks about the importance of clearly stating who is doing the talking in your writing: the writer or the source. The third principle stresses the necessity of clearly stating why a source is an important addition to your argument.
1.2: This section discusses how to properly insert and announce quotations in writing. Quotes should be kept to the minimal length necessary so as not to dominate a person’s original ideas; should be inserted into sentences in such a way as to fit smoothly into the flow of writing; and, quotes should be introduced with carefully chosen “announcing verbs”, as the reader should be left with no doubt as to from whom the quote is produced. This section also has a list of “technical rules” for quoting, dealing mostly with the proper punctuation surrounding, and within, quotes.
1.3: In this section, quoting longer pieces of text is discussed. There are unique rules for quoting longer passages, such as indenting and single spacing the quotes, and it is important to both have sufficient lead-in sentences prior to the quote and a good summary following the passage.
1.4: This section, titled “Discursive Notes”, discusses the role of this technique in academic writing. Discursive notes can be used to add some personal insight (though not necessarily documented) to an argument, to suggest additional source of information on a topic, or to expand, in a tangential manner, on a topic. The author notes that discursive notes, for most writing applications, should be used sparingly.
2.1 This section talks about when to cite a source. Essentially, anytime a writer’s ideas or text are derived from another’s work, it should be cited. Everything from quoting verbatim (quite obviously) to the less obvious use of something a writer just briefly mentions in passing
(but attributable to another’s work) should be cited.
2.2 “When not to Cite”. Common knowledge and phrases from everyday speech are a few examples of times not to cite a source. Also, there is no need to re-cite a source if you have immediately previously cited it, and it’s obvious that your are still alluding to the same bit of information.
2.3 “Methods of Citing.” This section covers myriad options for the most appropriate way to cite varying types of sources. Furthermore, this section explains, in detail, the most appropriate way to cite.
2.4 In “Acknowledging Uncited Sources,” the author discusses the most appropriate ways to recognize information you may have gleaned from someone else, but did not include in your list of references. This information may come from informal conversations or from a newspaper you read years ago; regardless, the author suggests acknowledge these sources in an endnote or footnote.
3.1 Section 3.1 discusses plagiarism, and the various ways that writers commit plagiarism. The author lays out, in fine detail, many examples of plagiarism, as well as the most common methods that students use to plagiarize. Most plagiarism is committed from laziness and/or ignorance of the rules surrounding proper academic writing. The author makes it clear that plagiarism is ubiquitous in collegiate writing, and special care must be taken to insure avoidance of this lapse in correct writing form.
3.2 This section discuses the “Misuse of Sources.” Some of the topics covered are misrepresenting sources, collusion amongst students on academic assignments, “abetting plagiarism,” and submitting the same or similar work for multiple classes. All, in at least some forms, are considered cheating and should be avoided.
3.3 Electronic sources are discussed in this section. In the last decade or two the rise of the internet has greatly increased our access to information, and often times this information is misused for academic research. Students will often pull information from electronic sources without properly citing it. It is also easy now, with the aid of the internet, to search for specific quotes or arguments. With that ability, students can find specific quotes that fit nicely into their arguments even though the greater content of the source may not be appropriate. Misrepresenting a source is a common violation of electronic sources.
3.4 This section talks about the disciplinary action likely to be taken if a student is found to be cheating on research. In general terms, we learn about some of the consequences of plagiarism.
3.5 This section discusses many ways in which the student can avoid high risk/potential plagiarism situations. The student should not rely too heavily on a single source, nor should the student use secondary sources unless needed. The student should be careful when taking notes; they should carefully distinguish their own voice from the sources. Perhaps most importantly, the student should plan plenty of time for a written assignment to avoid panicky situations in which plagiarism becomes more likely.
4.1 Section 4.1 talks about the appropriate ways to place citations into text. There are many different methods, which are each specific to different forms of writing.
4.2 This is a long, and very detailed, section that discusses the listing of references. Every potential type of reference is mentioned, and comprehensive examples are given, including examples for each significant style of referencing (MLA, APA, CMS, etc.)
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