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Writing for SACS

Writing for SACS. Ann Morris Director, SACSCOC Fifth-Year Report Panola College January 2014. Nominalize. Convert a word or phrase into a noun. When writing, focus on the REAL verb in your sentence. Wordy: Academic deans provide an evaluation of instruction.

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Writing for SACS

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  1. Writing for SACS Ann MorrisDirector, SACSCOC Fifth-Year ReportPanola CollegeJanuary 2014

  2. Nominalize • Convert a word or phrase into a noun. • When writing, focus on the REAL verb in your sentence. • Wordy: Academic deans provide an evaluation of instruction. • Nominalized: Academic deans evaluate instruction.

  3. Nominalize What should the real verb be? Hmm… • How would you nominalize this sentence? • Budget cuts constitute a threat to faculty development programs.

  4. Nominalize Answer: Budget cuts threaten faculty development programs. You’re good!

  5. Expletive Construction • Avoid beginning sentences with there, here, or it followed by a form of to be. • There is… It is… There are… • Wordy: There are several programs designed to provide academic support to students. • Better: Several programs provide academic support to students.

  6. Expletive Construction I think I should begin this sentence with… • How would you revise this sentence? • It is common for over 20 faculty to attend training seminars.

  7. Expletive Construction Answer: Over 20 faculty commonly attend these training seminars. That’s easy enough!

  8. Active vs. Passive Voice • Why is active voice preferred? • Shorter, more direct statements • Greater clarity (The reader knows immediately who is doing what.) • Sharper imagery • EXCEPTION: Passive voice is needed if you want to focus on the receiver of the action more than the actor.

  9. Active vs. Passive Voice • Passive voice is considered weak. • Active voice pushes the sentence forward! We shouldn’t write in the passive voice for SACS. Why not?

  10. Active vs. Passive Voice Passive: All curriculum changes are authorized by the Curriculum Committee. Active: The Curriculum Committee authorizes all curriculum changes.

  11. How to Get Started Writing Did you notice? Ann used active voice. First sentence - Reword the standard confirming compliance. Next 2-3 sentences - Provide a road-map for the narrative. Use headings if needed for multi-part standards. Final sentence - Summarize by confirming compliance.

  12. Or, remember what Bro. Freddy says about the ol’ preacher’s style… And, try to use active voice and limited nominalizations, and when possible avoid expletive construction. –Whew! “Tell ‘em what you are goin’ to tell ‘em, tell ‘em, and then tell ‘em what you done told ‘em.”

  13. Keep it Concise and Simple

  14. Proofreader and One Voice Responsible persons (that’s us) write, rewrite, edit, and proofread our own standards and requirements. An appointed proofreader edits OUR FINAL version. The proofreader also lends the Interim Report its “one voice.”

  15. Great Resource I know what you’re dying to ask:How long should my response be? I always told my students… The Writer’s Handbook

  16. Apply Winston Churchill’s Speech Theory SACS response

  17. Need Help? Thank you! Please don’t wait! CallEmailVisit 903-693-2014 amorris@panola.edu Officed in Miller Bldg.

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