1 / 12

So how do you revise at the sentence level?

So how do you revise at the sentence level? . Is this just editing for errors? How does this fit in with global revision? What type of problems do I look for? How do I identify those problems and fix them? . Is this just editing for errors?.

eben
Download Presentation

So how do you revise at the sentence level?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. So how do you revise at the sentence level? • Is this just editing for errors? • How does this fit in with global revision? • What type of problems do I look for? • How do I identify those problems and fix them?

  2. Is this just editing for errors? • Making sentence level revisions is not the same as editing! • BA 9 asks you to “edit for emphasis and conciseness” • Moving important words to the beginning or end of the sentence. • Arrange your sentences in climatic order. • Eliminate redundant words. • Delete empty words • Replace wordy phrases • Simplify grammatical structures • These are different than editing for comma errors, spelling errors, sentence fragments etc.

  3. How does this fit in with global revision? • Sharpening the Focus • Improving the Organization • Strengthening the Content • Clarifying the Point of View • Engaging the Audience • Sentence-level revisions • When you sentences are more concise, emphatic, and interesting, your reader wants to keep reading!

  4. What type of problems do I look for? How do I identify those problems and fix them? • First, identify your purpose • Purpose guides revision. • What is the desired tone? • Who is your audience? • How familiar are they with your topic? • Next, follow these steps to correcting sentence-level problems

  5. Topic Sentence • Does it transition smoothly from the preceding paragraph? • Does it reflect all that the paragraph discusses? • Does it connect to the thesis?

  6. Sentence Length • Using the paragraph you brought with you, count the number of words in each sentence and write down the number (exclude quotations). • Do several of the sentences contain the same number of words? • Keep this in mind when you begin Brief Assignment 9: Revisions at the Sentence Level. Can some of these sentences be altered to provide variation to the sentence length/structure?

  7. Sentence Openings • Using the paragraph you brought with you, write down the first four words of each sentence in the paragraph (excluding direct quotations). • Do the sentences begin with different word forms: article adjectives, nouns, prepositions (of, to, before, after, etc.), subordinating conjunctions (after, because, so that, etc.), or relative pronouns (which, who,that, etc.)? • Keep this in mind when you begin Brief Assignment 9: Revisions at the Sentence Level. If many of the openings are the same or very similar, consider how you might revise a few of these openings to provide variation. Consult section 44b for options.

  8. Sentence Types • Using the paragraph you brought with you, determine how many sentences your paragraph contains of each type: simple, compound, complex, and compound-complex. • Are several of the sentences of the same type? • Keep this in mind when you begin Brief Assignment 9: Revisions at the Sentence Level. Select sentences that you can easily alter. Consult section 44c for options.

  9. Source Material • Using the paragraph you brought with you, determine how much of the source material is directly quoted, partially quoted (integrated into your original sentence), and paraphrased. • Is each piece of source material in the same form? • Keep this in mind when you begin Brief Assignment 9: Revisions at the Sentence Level. Select which piece(s) can be easily altered. Consult chapter 15 for options.

  10. Quotation Integration • Is each quotation in the paragraph introduced? • Is each quotation properly punctuated and cited? • Does a clear explanation follow that tells the reader what s/he is supposed to get from the quotation? • Does the quotation clearly relate to the thesis?

  11. Revising for Emphasis • Use the closing and opening positions for emphasis: • To express his frustrations, Rodriguez uses strong words with emotional connotations, creating pathos. • Using strong words with emotional connotations to create pathos, Rodriguez expresses his frustrations. • Use climactic order: • Throughout his essay, Rodriguez expresses his frustrations, uses words with emotional connotations, and evokes sympathy from the reader. • Consult section 42a for additional guidance.

  12. Revising for Conciseness • Eliminate redundant words • Using emotionally charged words, Rodriguez creates pathos and makes an emotional appeal to readers to evoke sympathy or empathy. • Eliminate empty words • angle, area, aspect, case, element, factor, field, kind, nature, scope, situation, thing, type • Focusing on the emotional aspects of words enables Rodriguez to describe the situation in which he grew up and the frustrating aspects of speaking a second language. • Replace wordy phrases • at the present time = now/today • in today’s society = today • at that point in time = then • due to the fact that = because • for the purpose of = for • Simplify sentence structure • Richard Rodriguez, who was the child of immigrant parents and came from a disadvantaged home, argues against bilingual education, which is a program in which students are taught in the native language.

More Related