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Writing Effectively

Writing Effectively. How much information do you already know about this topic area?. Expert – I have done a lot of learning in this area already. Above average – I have learned some information about this topic. Moderate – I know a little about this topic.

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Writing Effectively

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  1. Writing Effectively

  2. How much information do you already know about this topic area? • Expert – I have done a lot of learning in this area already. • Above average – I have learned some information about this topic. • Moderate – I know a little about this topic. • Rookie – I am a blank slate…but ready to learn! 0 0 0 0 LE200-C2L2:LQ1

  3. Why is effective writing powerful? • It causes people to think • It provides success in school • It causes people to do things • It provides success in your career LE200-C2L2:LQ2

  4. Lesson Overview • What makes writing effective • Tone and clarity • Continuity: The three-part structure • Writing effective sentences • Safe and responsible practices for communicating online Chapter 2, Lesson 2

  5. Vocabulary Questions Slide Index (Part 1 of 2) Click any link below to go directly to polling that question. How you communicate in your own personal way A word that has nearly the same meaning as another word does The quality of clearness that lets readers understand your meaning The overly specific or technical language used by people Every part works toward the goal of communicating meaning Words, phrases, or sentences that bridge gaps A property of a verb that shows whether the subject Click here to return to this index.

  6. Vocabulary Questions Slide Index(Part 2 of 2) Click any link below to go directly to polling that question. The subject is the actor, or doer, of the actions The subject receives the action or is acted upon The subject and verb are the same number A word that replaces a noun and refers to a specific noun The noun a pronoun refers to or replaces A message sent electronically over a computer network or the Internet A message sent using the Short Message Service (SMS) protocol Websites and applications on which members of an online community Click here to return to this index.

  7. Quick Write Why is effective writing important in almost any field? Why would a pilot, a computer engineer, or a biologist need to be able to write effectively? (Note to teacher: Click the Show/Hide Response Display Button) Photo courtesy of Shutterstock

  8. What Makes Writing Effective • Effective writing is writing that provokes some response in the reader • It is powerful because it causes people to do things • Becoming an effective writer is one of the most important things you will accomplish in your education Photo courtesy of Shutterstock Chapter 2, Lesson 2

  9. Tone and Clarity • You’ve learned that your writing has a tone, just as your voice does Photo courtesy of Shutterstock Chapter 2, Lesson 2

  10. Tone: Choosing the Right Words • Be precise and concrete • Make your writing as descriptive as possible • Think about words’ shades of meaning • Use concrete, specific nouns and verbs • Include only ideas your reader needs Photo courtesy of Shutterstock Chapter 2, Lesson 2

  11. Clarity: Simple is Best • An enemy of clarity is jargon • Transmit meaning in the clearest possible way • Use everyday words • Abbreviations can sometimes be helpful because they are timesavers • Adapt your writing style to specific circumstances Photo courtesy of Shutterstock Chapter 2, Lesson 2

  12. Activity 1: Tone in Writing • Review the section in your textbook on tone: choosing the right words • Individually read the sentences and select the “tone” word that best describers each item. Identify the word or words that express this tone • As a group, brainstorm the various categories of “tone” words and create a vocabulary list Chapter 2, Lesson 2

  13. Continuity: The Three-Part Structure • In most cases, you’ll organize your draft in a three-part structure • Introduction • Body • Conclusion Photo courtesy of Shutterstock Chapter 2, Lesson 2

  14. Drafting the Introduction • The introduction sets the stage and tone for your message • It should clearly state your purpose and where you plan to take the audience • You don’t have to write the introduction first Photo courtesy of Shutterstock Chapter 2, Lesson 2

  15. Drafting the Body • The body of the paper is the heart of your message • It includes your main ideas about your subject and supporting details • Generally, each main idea should have its own paragraph Photo courtesy of Shutterstock Chapter 2, Lesson 2

  16. Drafting the Conclusion • The conclusion is your chance to summarize your paper and give your audience a sense of closure • An effective conclusion summarizes the theme and main points Photo courtesy of Shutterstock Chapter 2, Lesson 2

  17. Drafting Effective Paragraphs • Paragraphs are the tools that you use to develop ideas in your writing. They serve three purposes: • To group related ideas into single units of thought • To separate one unit of thought from another • To alert your readers that you’re shifting to another phase of your subject Photo courtesy of Shutterstock Chapter 2, Lesson 2

  18. Creating Transitions • Internal transitions • One or more related words that show the relationship between ideas within a paragraph • Shows a relationship between two or more sentences within a single paragraph • The key to a well-written paragraph Photo courtesy of Shutterstock Chapter 2, Lesson 2

  19. Creating Transitions, cont. • External transitions • Sentences or paragraphs that guide the reader between separate paragraphs and major sections of your communication • Transitional paragraphs are usually reserved for long papers, books, and reports • Transitional sentences are often used to bridge main points in two separate paragraphs Chapter 2, Lesson 2

  20. Activity 2: Effective Writing Tips • Create a quick-reference guide with key tips for effective writing • Be creative and integrate graphics into your quick-reference guide Chapter 2, Lesson 2

  21. Which of the following should you do when using abbreviations? • Spell out the abbreviation each time you use it • Spell out the abbreviation the first time it appears • Never spell out the abbreviation • Never use abbreviations LE200-C2L2:LQ3

  22. Which structure of a document captures your audience’s attention? • Introduction • Body • Conclusion • Thesis statement LE200-C2L2:LQ4

  23. Writing Effective Sentences • Sentence fragments • Run-on sentences • Avoid Clichés • Choose the correct word Photo courtesy of Shutterstock Chapter 2, Lesson 2

  24. Writing Effective Sentences, cont. • Active voice • Subject is the actor, or doer, of the action • Passive voice • Subject receives the action or is acted upon • Effective writing uses the active voice Photo courtesy of Shutterstock Chapter 2, Lesson 2

  25. Writing Effective Sentences, cont. • Subject-verb agreement • A singular subject has a singular verb • A plural subject has a plural verb • Personal pronouns • All personal pronouns have a point of view • Pronouns must agree in person and number with their antecedents • Rule of thumb: If a noun is singular, the pronoun is singular. If the noun is plural, the pronoun should be plural Photo courtesy of Shutterstock Chapter 2, Lesson 2

  26. Which of the following can you use to correct a run-on sentence? • Use a comma • Use a colon • Use a subordinating conjunction • Revise the sentence, but ensure it’s one sentence LE200-C2L2:LQ5

  27. How can you change a passive voice to an active voice? • Choose a different verb • Put the actor after the verb • Add an –ed to the end of the verb • Add an –en to the end of the verb LE200-C2L2:LQ6

  28. Activity 3: Grammar Review • Review the section in your textbook on writing effective sentences • Complete each section by identifying the sentence error and providing the correct sentence Chapter 2, Lesson 2

  29. Activity 4: A Template for Writing • Create a writing template for class assignments using the elements in the Writing Rubric • Then as a class, build the final template Chapter 2, Lesson 2

  30. Activity 5: Writing Your Article • Individually write an article on a given topic for inclusion in your group newsletter • Use the steps from the basic checklist to analyze, research, and write your article Chapter 2, Lesson 2

  31. Safe and Responsible Practices for Communicating Online • E-Mail and Social Media • It is not private • Every e-mail or text you send is saved in various places • Your privacy is not guaranteed Photo courtesy of Shutterstock Chapter 2, Lesson 2

  32. Ground Rules for Communicating Online • Rule #1: Be clear and concise • Rule #2: Watch your tone • Rule #3: Be selective about what you send or post Photo courtesy of Shutterstock Chapter 2, Lesson 2

  33. Ground Rules for Communicating Online, cont. • Rule #4: Be selective about who gets the message • Rule #5: Check your attachments and support material • Rule #6: Keep your e-mail and social media under control Photo courtesy of Shutterstock Chapter 2, Lesson 2

  34. Professional Quality E-mail • Use appropriate greetings and closings • State your purpose at the beginning of the message • Give your readers a clear “call to action” • Avoid “cc-ing” a large group of people Photo courtesy of Shutterstock Chapter 2, Lesson 2

  35. Safety Online • Never give your password to anyone • Use good passwords, and change them often • Watch out for “phishing” messages and websites • Don’t open, download, or answer e-mails, texts, or posts from senders you don’t recognize Photo courtesy of Shutterstock Chapter 2, Lesson 2

  36. How can you watch your tone when writing e-mail? • Use language you would use in a face-to-face conversation • Use humor, irony, and sarcasm • Use all capital letters to convey excitement • Be polite LE200-C2L2:LQ7

  37. Who should you give your password to? • Your close friends • Your advisors • Your teachers • You should never give your password to anyone LE200-C2L2:LQ8

  38. Activity 6: Communicating Safely Online • Review the section in your textbook on ground rules for communicating online • Complete the chart to describe each rule for communicating safely online and why you think the rule is important • Review each scenario to determine if the student is safe online and answer the questions Chapter 2, Lesson 2

  39. Summary • What makes writing effective • Tone and clarity • Continuity: The three-part structure • Writing effective sentences • Safe and responsible practices for communicating online Chapter 2, Lesson 2

  40. Why is it important for you to be able to write effectively in different situations? Note to Instructors: Click the Show/Hide Response Display Button LE200-C2L2:LQ9

  41. What parts of this lesson were the hardest to understand? What parts were the easiest? Note to Instructors: Click the Show/Hide Response Display Button LE200-C2L2:LQ10

  42. Next…. • Done – writing effectively • Next – speaking effectively Photo courtesy of Shutterstock Chapter 2, Lesson 2

  43. How you communicate in your own personal way, through the words you choose, the order in which you place them, and their level of formality (p. 60) • Clarity • Style • Voice • Tone 0 0 0 0 LE200-C2L2:VQ1

  44. A word that has nearly the same meaning as another word does (p. 64) • Jargon • Transition • Synonym • Pronoun 0 0 0 0 LE200-C2L2:VQ2

  45. The quality of clearness that lets your reader understand your meaning quickly (p. 64) • Clarity • Style • Voice • Tone 0 0 0 0 LE200-C2L2:VQ3

  46. The overly specific or technical language used by people within a specialty or cultural area (p. 64) • Pronoun • Transition • Synonym • Jargon 0 0 0 0 LE200-C2L2:VQ4

  47. Every part works toward the goal of communicating meaning clearly and quickly (p. 65) • Clarity • Style • Voice • Continuity 0 0 0 0 LE200-C2L2:VQ5

  48. Words, phrases, or sentences that bridge gaps and help move the reader from one idea to another (p. 66) • Jargon • Transitions • Synonym • Pronoun 0 0 0 0 LE200-C2L2:VQ6

  49. A property of a verb that shows whether the subject of a sentence is acting or being acted upon (p. 72) • Clarity • Style • Voice • Tone 0 0 0 0 LE200-C2L2:VQ7

  50. The subject is the actor, or doer, of the action (p. 72) • Clarity • Jargon • Active voice • Passive voice 0 0 0 0 LE200-C2L2:VQ8

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