Archive for category Quick-Reference Topics

Writing Solid Papers

When you write an essay that stays true to its original form, shape, and structure, you have a paper that is solid. When the paper is solid, it has easily collectable parts and facts are credible and verifiable. It is also clear that you have built the paper on a firm foundation, on a strong thesis. On the other hand, when you write a paper that has no shape or structure, one in particular that deviates from the main points, then you have a paper that is in liquid form. With the right ingredients combined with the liquid, you can transform the paper into a solid piece of work.

This quick-reference topic falls under the comment “Solid.” You may click the link to view the post.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Rule on Incorporating Evidence

Each time you make a statement, you must support the statement by incorporating in-text evidence. Always remember that you are not the original writer of the text you are analyzing. Whether you decide to inform or persuade your audience or do both, your initial objective is to always prove your thesis. The way that you prove your thesis is by including evidence and facts and incorporating quotes from the author’s work.

This quick-reference topic falls under the comment “Solid.” You may click the link to view the post.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Using the Tool of Repetition

On an academic level, the most central reason why we use repetition as a tool within our papers is because we are at a loss for words. We have not allowed sufficient time to conduct research on the topic and on the literary work. In essence, if we knew the topic well and read the work thoroughly, we would have sufficient tools to create the analysis of our papers. We wouldn’t have to grasp for words or ideas, because the topic and the author’s work is doubly rich in content.

The best solution for revising repetitious wording is to locate those areas where you repeat phrases, statements, and ideas substantially. Remove the repetition or rephrase the sentence. If your rephrased sentence provides the same ideas as the sentence that precedes it, then remove the rephrased sentence altogether. In addition, always trust that your professor has understood your points. When your professor writes “repetition,” she is saying to you that the repetition is distracting and that it is redundant.

This quick-reference topic falls under the comment “Repetition/Repetitious.” You may click the link to view the post.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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“Defining” What You Mean

It is always best to define what you mean.

For example, define terms. To do this, examine the term you are using and determine first if it has any relevance to what you are discussing within your paper. If yes, then try to define it in terms of constructing a definition. Before moving forward, check to determine if the definition is a match to the dictionary meaning. After this, check to see if your definition has any connection, correlation, or match to your topic sentence or to whatever you are discussing in a particular paragraph.

The purpose of this exercise is to make certain that anything you put in the body paragraphs of your paper supports the ideas you express within your thesis. In other words, always remember your thesis. Every element of your paper that comes after the thesis must conform to the thesis.

Therefore, take a quick look at your thesis to see if your definition is appropriate to the overall subject of your paper (and the author’s work). If you have done this, and you are fine with your results, move on to the next word or group of words.

This quick-reference topic falls under the comment “Rephrase.” You may click the link to view the post.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Rule on Using Transitional Phrasing

You must use transitional phrasing before moving on to the next thought; and you must also use it to signify connections between ideas housed within a paragraph. Always stop at stop signs. Yield when the yellow light is on. Go when the green light flashes. When you need to change lanes, turn on the signal.

In other words, finish one thought before going on to the next; and use transitional words such as “in addition” and “in contrast” to signal to the reader when you are continuing a thought or making a change.

This quick-reference topic falls under the comment “Rough.” You may click the link to view the post.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Rule on Revising for Sense

Always remember that a grammatical sentence must represent a complete unit. No sentence that has an adverb but is missing a verb to modify it is grammatically correct. The same idea applies to adjectives and nouns.  Before you can add an adjective to a sentence, you must have a noun. When a crucial element is missing from a sentence, one needed to make the sentence function properly, meanings become jumbled together. Such an error causes a reader not to understand the connection between the elements within a sentence.

This quick-reference topic falls under the comment “Sentence Sense.” You may click the link to view the post.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Rule on Structuring Sequence

If you don’t want to use specific words to tell the reader what happens in sequence, be sure you understand each action, its type, its connection to a character, its connection to other events, and its place (sequence) within the context of the story. Be certain you convey this in your writing. Your reader should leave understanding the chronology and sequence of events of the story.

This quick-reference topic falls under the comment “Sequence.” You may click the link to view the post.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Rule on Developing Analogies

Before employing particular literary techniques, include a definition of a word you want to use within your analysis. In other words, define how you will use the word in terms of developing an analogy. This will help to prepare you for bringing two things or statements together that you believe are analogous. In addition, make certain that the two things you bring together are actually comparable and on the same level.

For example, you can’t compare a dog and a goldfish. These animals derive from two different families and varieties; one walks the earth and the other lives and breathes in a fish bowl. They are not on the same level. However, you can compare two different types of dogs. You can compare their makeup, eating habits, and types of breeding.

Therefore, as you revise your paper, search for key literary words you have used within your paper, go back and review the definitions of those words, and check to make certain that your example actually reflects the meaning of the words.

This quick-reference topic falls under the post “Unclear.” You may click the link to view the post. Review Figure 64 and Figure 65 for group activity tips.

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Rule on Applying Contemporary Terms

Don’t apply concepts that are not already present in the work itself. In other words, stay within the context of the work. The author provides ample words and phrasing to use for evaluation. Bringing in foreign terms will only confuse the reader and you won’t maintain the integrity of the text.

This quick-reference topic falls under the post “Figure 65: Essay Excerpt on the Theme of Disloyalty in Cymbeline, William Shakespeare.” You may click the link to view the post. Figure 65 falls under the comment “Unclear.”

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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Framing What You Understand

Think clearly about what you want the reader to know and understand about the literary work. Then reread the literary work, those particular parts you want to include as sections within your analysis. Make certain that you understand the work completely. Be thorough and take notes. After this, write out what you understand. Check it to be sure it parallels what the author writes.

Then begin to develop an analysis based upon your understanding of the text. Use third-person singular or plural to present characters and other ideas. Once you have established a sound understanding and well-written prose now think about the reader. What specifically do you want the reader to know about the particular literary work, characters, and author? Craft one sentence, something similar to a mission statement.

This quick-reference topic falls under the post “Figure 67: Essay Excerpt from Student Paper, “The Legacy of Conquest.” You may click the link to view the post. Figure 67 falls under the comment “Unclear What You Mean By.”

Copyright 2011 Regina Y. Favors. All Rights Reserved.

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