Writing & Communication Skills for Family & Community Social Services PDF

Writing & Communication Skills for family & community social services CSS 1210 Lecture 5  What we will talk about… 1. Body Paragraphs 2. Critically Responding to what “They Say” 3. Clauses and Phrases 4. Subject and Predicate 5. Sen...

Writing & Communication Skills for family & community social services CSS 1210 Lecture 5  What we will talk about… 1. Body Paragraphs 2. Critically Responding to what “They Say” 3. Clauses and Phrases 4. Subject and Predicate 5. Sentence Structure 6. Common grammatical & sentence Errors Basic Paragraph Structure / sub-argument / transition Paragraph Structure 1. Topic Sentence Provides unity of thought for entire paragraph Like a mini-thesis argument Paragraph Structure 2. Introduce Evidence (what “They Say”) Usually one piece of evidence, or one aspect of a particular piece of evidence, per paragraph, but could be more depending on the structure of your argumentation. Deal with one piece of evidence at a time—don’t string quotations together without summarizing and analyzing each one. Paragraph Structure 3. Summarize and Analyse Evidence “quotation marks” = meaning has shifted Ideas/meaning/facts never stand alone as “truths”—you need to say in your own words what they mean and recontextualize them within your own paper. Paragraph Structure 4. In your own words, interrogate how the evidence supports your sub-argument. You have to actually make the connection between the evidence and your sub- argument (it won’t make itself; evidence doesn’t speak for itself!) Paragraph Structure 5. Make the connection to your main argument (how is this a logical step in telling the story of your thesis argument?) Clearly make a connection with your thesis argument—or cut the paragraph! Finding your critical voice: how does this evidence help to tell your story? Paragraph Structure 6. Transition Where have we come from, where are we right now (given the evidence you just presented and interrogated), and where does this logically lead us to next in telling the story of your thesis argument (your next paragraph/sub-argument)? Paragraph Structure Summary of Body Paragraph Structure: – Introductory/topic sentences (stating the sub-topic/argument), – introduce evidence – summarize and analyze evidence – offer conclusions – transition sentences.  Example of Body Paragraph Structure 1 It was chiefly in the eighteenth century that a very 1 Topic sentence / sub-argument connected to different conception of history grew up. main thesis argument. 2 Historians then came to believe that their task was not 2 The meaning of the topic sentence made so much to paint a picture as to solve a problem; to clearer; the new conception of history “explain or illustrate the successive phases of national defined; evidence provided. growth, prosperity, and adversity” (Lecky 231). 3 The history of morals, of industry, of intellect, and of art; 3 The definition expanded; summary and the changes that take place in manners or beliefs; the analysis of evidence. dominant ideas that prevailed in successive periods; the rise, fall, and modification of political constitutions; in a word, all the conditions of national well-being became the subjects of their works. 4 They sought rather to write a history of peoples than a 4 The definition explained by contrast. (the history of kings. “so what?” clarified) 5 They looked especially in history for the chain of causes 5 The definition supplemented: another and effects. element in the new conception of history. 6 They undertook to study in the past the physiology of 6 Conclusion: an important consequence of nations, and hoped by applying the experimental method the new conception of history. on a large scale to deduce some lessons of real value about the conditions on which the welfare of society mainly depend. 7 One such lesson—that national imaginaries had a 7 Transition sentence: links this paragraph to strong influence on national conceptions of history— the next in a logical sequence via the opened up the question of citizenship’s role in creating introduction of the next paragraph topic. such historical narratives. Paragraph Structure Exercise: Reorder the Paragraph!  Unfortunately not all single-parents take the time to perform the vital tasks needed to raise their children. This is a chilling percentage because it shows how little faith is put into a relationship before actually deciding to have children. There are many ways to enhance the well being of your child if you simply apply yourselves as parents. This is an extremely scary statistic considering that fifty eight percent of children in America are living in a single parent family. Accidents may happen once in awhile but in most cases adults know what is at stake when planning to have a child. Parents who think they would never be able to provide emotional stability for their children by themselves should have taken the time to think this through before deciding to become parents. As the subject of single parenting children continues to be regarded with disdain, people must realize that single parents are becoming more common in today’s world. Since 1995 the American family structure for children ages fourteen to eighteen consists of forty-two percent living in a first marriage family with both parents, twenty- two percent living in a second marriage step-family, twenty-one percent living in a single parent, divorced or separated family, six percent living in a single parent never married family and three percent living in a single parent widowed family. Plain and simple, if you’re not ready, than don’t do it. If you do decide to have this child and you love this child, then you can be a good parent. As the subject of single parenting children continues to be regarded with disdain, people must realize that single parents are becoming more common in today’s world. Since 1995 the American family structure for children ages fourteen to eighteen consists of forty-two percent living in a first marriage family with both parents, twenty- two percent living in a second marriage step-family, twenty-one percent living in a single parent, divorced or separated family, six percent living in a single parent never married family and three percent living in a single parent widowed family. This is an extremely scary statistic considering that fifty eight percent of children in America are living in a single parent family. This is a chilling percentage because it shows how little faith is put into a relationship before actually deciding to have children. Unfortunately not all single-parents take the time to perform the vital tasks needed to raise their children. Parents who think they would never be able to provide emotional stability for their children by themselves should have taken the time to think this through before deciding to become parents. Accidents may happen once in awhile but in most cases adults know what is at stake when planning to have a child. Plain and simple, if you’re not ready, than don’t do it. If you do decide to have this child and you love this child, then you can be a good parent. There are many ways to enhance the well being of your child if you simply apply yourselves as parents. Summarizing & Responding to Others’ Arguments  Secondary Research Sources Require Summary and Response in YOUR OWN ACADEMIC “VOICE” In academic writing, what “they say” (the literature review/what the other experts on the topic have already said) becomes a fundamental part of your own academic paper. First state what “they say,” then summarize and critique it, then state what YOU have to say. KEY for writing a THESIS ARGUMENT/THESIS PARAGRAPH: You must make clear WHO and WHAT you’re arguing against, or it won’t be clear why you’re arguing in the first place. Some handy Templates for Summarizing Templates for Introducing an Ongoing Academic Debate More Templates for Summarizing Other’s arguments  Summarizing Others’ Ideas True Summaries Spun Summaries Be sure your summary is accurate Don’t shy away from using a short direct quotation, followed by your own interpretation of what is being said and what it means (show us, then tell us) How does the summarized/quoted idea fit in to your own argument—you must make this clear (others’ ideas don’t speak for themselves)  Effective Summarization Example of an overly biased summary of David Zinczenko’s article “Don’t Blame the Eater”: “David Zinczenko’s article, “Don’t blame the Eater,” is nothing more than an angry rant in which he accuses the fast-food companies of an evil conspiracy to make people fat. I disagree because these companies shouldn’t be blamed for wanting to make money.”  An example of a good summary of Zinczenko’s article with a particular focus/spin (TS/IS) In his article “Don’t Blame the Eater,” David Zinczenko blames the fast-food industry for fueling today’s so-called obesity epidemic, not only by failing to provide adequate warning labels on its high-calorie foods but also by filling the nutritional void in children’s lives left by their overtaxed working partents. With many parents working long hours and unable to supervise what their children eat, Zinczenko claims, children today are easily victimized by the low-cost, calorie-laden foods that the fast-food chains are all too eager to supply. When he was a young boy, for instance, and his single mother was at work, he ate at Taco Bell, McDonalds, and other chains on a regular basis, and ended up overweight. Zinczenko’s hope is that with the new spate of lawsuits against the food industry, other children with working parents will have healthier choices available to them, and that they will not, like him, become obese. What Zinczenko’s analysis fails to consider, however, is that it is not the food chains, but parents who are ultimately responsible for their children’s obesity. While it is true that many of today’s parents work long hours, there are still several things that parents can do to guarantee that their children eat healthy foods. Exercise: Responding  “I Say”: Offer your own argument in response to what “They” have said quickly and concisely. A key rule of thumb for academic writing: When you introduce someone else’s ideas, always follow the statement of that idea or quotation with 1) a summary, in your own words, of what it says/means, and 2) analysis of those ideas. In fact, about 90% of what you write in an academic paper should be introduction, summary, and analysis of others’ ideas, as a means of expressing and grounding in evidence your own original ideas. This puts you in the middle of the “academic conversation” on the topic.  “I Say” The three basic responses to what “they say”: “I agree that…”; “ I disagree that…”; or “I am of two minds. I agree that _______, but I cannot agree that ______.” Disagreeing or Agreeing Disagreeing  The “twist-it-around” move Donald Trump, a Second Amendment advocate, argued for much more lax gun control legislation, saying that crime and terrorism are increasing, and we need more guns to protect ourselves. I agree that gun-related violence is on the rise, but that’s precisely why I support stricter gun control; a fewer number of guns in circulation will mean less gun-related deaths. Agreeing  Both Agreeing and Disagreeing I agree with ___ up to this point, however, I disagree that/I would also add that… Dialectical argumentation/showing two sides of the issue On the one hand….On the other Agreeing and Disagreeing Simultaneously Can I Be Undecided?  Planting a Naysayer Anticipate objections: “our writing improves when we not only listen to […] objections but give them an explicit hearing in our writing” (Graff & Birkenstein) Dialogue is not just about engaging what others have said, but with what they might say  Example The skeptic in me feels that I have been ignoring some of the most common assumptions we all make about our bodies and these she feels should be addressed. For example: “You know perfectly well,” she says to me, “that you feel better when you lose weight. You buy new clothes. You look at yourself more eagerly in the mirror. When someone invites youto a party you don’t stop and ask yourself whether you want to go. You feel sexier. Admit it. You like yourself better.” (Kim Chernin, The Obsession) The remainder of Kim’s chapter consists of answers to her own “inner critic.” Templates Who Cares? And So What?  Example of “who cares?” The most respected scientists in the field of nutrition used to think body fat and the cells it was made of were pretty much inert, just an oily storage compartment. But within the past decade research has shown that fat cells act like chemical factories and that body fat is potent stuff: a highly active tissue that secretes hormones and other substances with profound and sometimes harmful effects. In recent years, biologists have begun calling fat an ‘endocrine organ,’ comparing it to glands like the thyroid and pituitary, which also release hormones straight into the bloodstream. Denis Grady “The Secret Life of a Potent Cell” Templates  GROUP EXERCISE: Read the following passage by the cultural critic Eric Schlosser. As you'll see, he hasn't planted any naysayers in this text. Do it for him. Insert a brief paragraph stating an objection to his argument and then responding to the objection as he might. (Templates p82-89) The United States must declare an end to the war on drugs. This war has filled the nation's prisons with poor drug addicts and small time drug dealers. It has created a multibillion-dollar black market, enriched organized crime groups and promoted the corruption of government officials throughout the world. And it has not stemmed the widespread use of illegal drugs. By any rational measure, this war has been a total failure. We must develop public policies on substance abuse that are guided not by moral righteousness or political expediency but by common sense. The United States should immediately decriminalize the cultivation and possession of small amounts of marijuana for personal use. Marijuana should no longer be classified as a Schedule I narcotic, and those who seek to use marijuana as medicine should no longer face criminal sanctions. We must shift our entire approach to drug abuse from the criminal justice system to the public health system. Congress should appoint an independent commission to study the harm-reduction policies that have been adopted in Switzerland, Spain, Portugal, and the Netherlands. The commission should recommend policies for the United States based on one important criterion: what works. In a nation where pharmaceutical companies advertise powerful antidepressants on billboards and where alcohol companies run amusing beer ads during the Super Bowl, the idea of a "drug-free society“ is absurd. Like the rest of American society, our drug policy would greatly benefit from less punishment and more compassion. ERIC SCHLOSSER, "A People's Democratic Platform"  Possible Nay-Sayers I used to think that the U.S. “war on drugs” doesn’t go far enough. My thinking was that drug lords, drug dealers and addicts had corrupted society to such an extent that the only solution was to scale up our assault on this moral and legal scourge. In retrospect, however, I see how wrong I was. In fact, I now believe that the United States must declare an end to the war on drugs. Instead of hurting drug kingpins like Pablo Escobar, this war has filled the nation's prisons with poor drug addicts and small time drug dealers. Instead of stopping the illegal drug trade, it has conversely created a multibillion-dollar black market, enriched organized crime groups and promoted the corruption of government officials throughout the world. And it has not stemmed the widespread use of illegal drugs. Grammar Common Sentence Errors tune-up Common Error: Sentence Fragments… What is a sentence fragment? Looks like a sentence, but is only part of a sentence Sentence Fragments Correct the following: 1. The motor with overdrive. [no verb] The motor has overdrive. 2. Hissed unrelentingly for six seconds. [no subject] The snake hissed unrelentingly for six seconds. Common Grammar & Sentence Errors… What are comma splices and fused sentences? Two sentences improperly joined Comma Splices and Fused Sentences Are these sentences right or wrong, and why? The Professor was wrong, it isn’t often that such a thing happens. [wrong—comma splice] The Professor was wrong it isn’t often that such a thing happens. [wrong—run-on sentence] The Professor was wrong. It isn’t often that such a thing happens. Common Error… What Are Misplaced and Dangling Modifiers? Modifiers describe or limit another word or group of words. KEY: Always place a modifier as close as possible to what it describes. Dangling Modifiers Correct the following sentence: Strolling casually beside the lagoon, my eyes fell upon two children chasing a pair of geese. As I strolled casually beside the lagoon, my eyes fell upon two children chasing a pair of geese. OR, Strolling casually beside the lagoon, I let my gaze fall upon two children chasing a pair of geese. Misplaced Modifiers Note the shifts in meaning by placing the modifier in different positions: Only her son works in Fort McMurray. Her only son works in Fort McMurray. Her son only works in Fort McMurray. Squinting Modifiers It was so warm for a week we did hardly any skiing at all. Note the shifts in meaning by placing the modifier in different positions: It was so warm that for a week we did hardly any skiing at all. It was so warm for a week that we did hardly any skiing at all. Common Grammar & Sentence Errors… What is a Shifting or Mixed Sentence? A shift within a sentence is an unnecessary, abrupt change in person, number, subject, voice, tense, mood, or direct or indirect discourse. These shifts blur meaning. Shifting and Mixed Sentences Example of a shift in person or number: Because people are living longer, an employee now retires later. Error: [the plural people shifts to the singular employee] Because people are living longer, employees now retire later. Shifting and Mixed Sentences Example of a shift in subject and (active or passive) voice: X Most people expect major improvements in the future, but some hardships are also anticipated. ✓ Most people expect major improvements in the future, but they also anticipate some hardships. ✓ Most people expect major improvements in the future but also anticipate some hardships. Shifting and Mixed Sentences Example of a shift in tense and mood: TENSE refers to the time in which the action of a VERB takes place—past, present, or future. Pop music was the greatest beneficiary of the new Canadian content regulations. The artists rushing into production with their recordings in the 1970s, however, included a large number of failures as well as many well-known stars. [The illogical tense shift here occurs between sentences] Shifting and Mixed Sentences Example of a shift in tense and mood: MOOD indicates whether a sentence is a statement or a question (indicative mood), a command or request (imperative mood), or a wish or other-than-real statement (subjunctive mood). The Prime Minister ordered his staff to work longer hours. His request, however, was not received very kindly, since it was Christmas eve. [The illogical tense shift here occurs with the word “request” instead of “command”] Shifting and Mixed Sentences Example of a shift between indirect and direct discourse: Indirect discourse is not enclosed in quotation marks because it reports, rather than quotes, something that someone said. In contrast, direct discourse is enclosed in quotation marks because it quotes exactly the words that someone said. It’s incorrect to write direct discourse and omit the quotation marks. Shifting and Mixed Sentences Which sentences are right and wrong, and why? He asked did we buy that CD? X [This version has the verb form needed for direct discourse, but the pronoun “we” is wrong and quotation punctuation is missing] He asked whether we bought that CD. ✓ [This version is entirely indirect discourse, and the verb has changed from buy to bought] He asked, “Did you buy that CD?” ✓ [This version is direct discourse. It repeats the original speech exactly, with correct quotation punctuation] Mixed Sentences A mixed sentence has two or more parts, with the first part starting in one direction and the rest of the parts going off in another. This mixing of sentence parts leads to unclear meaning. EG: Because our side lost the contest eventually motivated us to do better. 1. Because our side lost the contest, we eventually became motivated to do better. 2. Our side lost the contest, which eventually motivated us to do better.