Writing assignments can be divided into four stages:
- Preparation: define the topic, prepare how to address your
audience, and gather research
- Drafting/writing: develop content, message and style
- Revising: review and revise
- Proofreading: focus on writing mechanics (spelling, grammar,
format, etc.)
Before the revising/editing stage (3), take a break
to gain a new
perspective.
It will help you review how effectively you have communicated your message.
Revising takes practice:
Try reviewing with a limited agenda, for example with focus on vocabulary, and
build from there.
General review strategies:
- Read the paper out loud to yourself. Read it slowly. How does it
"sound?"
- Cover the text with a blank paper, and lower it down as you read
for a line by line analysis.
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
An introduction should present the purpose in an inviting way.
Is your first sentence interesting and inviting?
Does your first paragraph predict the development of the piece? Does
it clearly introduce the subject, project, or idea to be developed?
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?
Do your transitions between paragraphs work?
Are relationships between paragraphs clear?
Can any paragraphs be eliminated as unnecessary, or combined with others
more effectively?
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
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 and phrases:
Sentences should be clear and logical, even short and to the point.
Sentences should consistently in flow in your style, 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.
Prepositional phrases can modify nouns and verbs.
Words such as in, with, out, by, at are prepositions and
create phrases such as:
in its place...
with honors... out in the yard...
by the side of the road... at a place called home...
throughout the paragraph...
Avoid too many in one sentence, and make sure they are in their right
place, near their subject/object or verb. Don't let them wander in
the sentence, or dangle, as
Strive for consistency with parallel forms:
Pay attention to conjunctions (and, or, not only...but also, either... or,
neither...nor, both...and)
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
Is there any word that lacks definition or context?
Are their any words that are emotionally-charged? If so, are they
used effectively for stress?
Position important words where they are more effective (at the end or
beginning of sentences/paragraphs)
Develop and use an active, descriptive vocabulary; avoid the overuse of
pronouns (it, they, we,
their, etc.);
Reflect on important vocabulary: anticipate reactions of your
audience
Reserve the use of emotional words to create effects. What words can be
strengthened to be clearer or stronger?
What words can be simplified to be clearer or stronger?
Do you over-use any words? Would synonyms add interest?
Colloquialisms are informal expressions that imitate speech.
Their use may not be clear of effective in your writing since they are so
familiar, and may tend toward predictability.
Nouns:
Avoid adjective-noun strings:
See DesignSensory's Professional Writing Style section:
Unraveling Adjective-Noun Strings, Reducing Preposition
Sprawl
Avoid using vague nouns and verbs
See Empire State College's:
Powerful Verbs and Nouns
Adjectives
Are vivid/descriptive words used to describe characters and/or
events?
Do they fit into the flow or do they make the reader pause? If
pause, is it appropriate and/or effective?
Verbs: Action/active verbs are more precise or descriptive.
Did she say she won the promotion, or did she
whisper, stress, or confide it?
We investigated the accident is stronger than We
conducted an investigation of the accident
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
When you get your assignment back,
ask for feedback on the above in order to improve your skills.
See also:
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