Planning and Shaping -English Speaking Course Lucknow (CDI) –

8/8/2019 Planning and Shaping -English Speaking Course Lucknow (CDI) www.cdilucknow.blogspot.com

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2003 Prentice Hallps1

Planning and Shaping


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FREEWRITING

Write quickly.

Dont edit as you go; just put down the words as

fast as you can.

If you get stuck, just write Im stuck, Im stuck

until you think of something.


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CLARIFYINGGOALS

PURPOSE: What do

you want the reader

to know, do, or feel as

a result of readingyour text?

Are you informing,

evaluating,persuading, or

entertaining?

AUDIENCE: Who are

your readers? What is

their approximate

age/ interest andknowledge level/

educational level in

your subject? Are

they experts, generalpublic, your peers or

fellow students?


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THESIS SENTENCES FORREVISION

Which of the following thesis sentences are

effective? Ineffective?

Explain what is wrong with each of the

ineffective theses and revise them.

Assume an essay of 500 words and an audience

of generally educated adults whom you do not

know personally.


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SAMPLETHESIS #1

ORIGINAL: George Washington was the first

president of the United States.

REVISED: As the first president of the UnitedStates, George Washington had to resist those

who wanted to turn him into a king.

The original sentence is a statement of fact,something accepted as true rather than a

worthwhile assertion.


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SAMPLETHESIS #2

ORIGINAL: Student government at my university is

worthless.

REVISED: Student government at my university

has no money, no power, and no mandate.

The original sentence is unrestricted, with a

vague predicate. It sounds like what will followwill be an emotional tirade rather than sound

reason.


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SAMPLETHESIS #3

ORIGINAL: Many colleges exploit their athletes,

using them as revenue-producing machines,

ignoring their needs as students and failing to

regard bright students who do not happen to beathletes.

REVISED: Many colleges exploit their athletes,

using them as revenue-producing machines

while ignoring their needs as students.

The original sentence lacks unity, containing at

least three ideas not clearly related.


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SAMPLETHESIS #4

ORIGINAL: Strawberry cheesecake is the best

kind.

REVISED: No longer must the cheesecake

worshipper settle for plain cheesecake: he or she

can find everything from the delightful

(strawberry) to the exotic (kumquat).

The original sentence is unworkable because asimple preference cannot be proven, only

asserted. The revised sentence reflects a

change to the informative process.


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SAMPLETHESIS #5

ORIGINAL: Shakespeare was a great writer.

REVISED: In Julius Caesar, we see one

dimension of Shakespeares greatness: heoffers something for everyone, from the bawdy

puns of the opening scene, to the comparison of

different styles of leadership that informs the

whole play. The original sentence is unrestricted and

obvious.


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SAMPLETHESIS #6

ORIGINAL: I just moved to Oregon.

REVISED: Moving from Boston to Oregon stillmeans moving from the Old World to the New.

The original sentence was a simple statement of

fact, of little interest to readers who do not knowthe writer personally.


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THEINFORMALOUTLINE

Used for planning.

More sophisticated than lists, idea trees, or notes.

Shows subordination of ideas as well as sequence of

ideas.

Helps develop a writing strategy.

Aids identification of main ideas.

Allows for grouping of ideas/ evidence.

Links subordinate minor points to major ideas.

Allows you to experiment with the order in which

ideas will appear.


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THEINFORMALOUTLINE

May be all that is needed to get started.

Valuable tool for timed writing, such as

exams, as well as for writing with a deadline.

Can take any shape the writer finds useful.

Useful in revision.

Checks organization of what has been written.

May reveal flaws and show what needs to berevised, such as repetition, gaps, digressions,

and problems of sequence or coherence.


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THEFORMALOUTLINE

Often produced for others.

Rules for the formal outline:

Use consistent numbers for headings and

subheadings. Follow either topic, sentence, or paragraph

style throughout the outline.

Use parallel structure.

Avoid vague headings such as Introduction,Body, and Conclusion.

Make sure to state your thesis at the top ofthe outline.


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OUTLINEFORMAT

THESIS STATEMENT

I. First main idea

A. First subordinate idea

1. First reason or example

2. Second reason or example

B. Second subordinate idea

II. Second main idea


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EDGARDEGAS DANCERS INTHEFOYER


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DANCERS INTHEFOYER:WRITINGAS

PROCESS EXERCISE

Ballet was one of the

favorite subjects of

French Impressionist

painter Edgar Degas(1834-1917). In this

painting he shows

several dancers

limbering up before aperformance.

Prepare to use the

four process steps to

write about the

painting: Planning and

Shaping

Drafting

Revising

Editing


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PLANNINGAND SHAPING

Planning for and shapinga piece of writing are alsoa kind of limbering up inpreparation for a polished

performance. Look at the whole picture.

How are the individualfigures related to eachother? To the setting?

Which details suggestinformality?

In contrast, which detailsgive a formal feel?

Drawing on detailsfrom Degas painting,freewrite for 10

minutes about howpreparing to writeresembles preparingfor the ballet. Makesure to include

differences a well assimilarities.


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DRAFTING

Reread your freewriting.

Underline the most interesting/important

sentence you find.

Using this sentence as your topic sentence, draft

a paragraph.

Add details and new material to develop your

idea.


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REVISING

DETAIL: How have the details you mentioned

helped create the central impression of the

painting?

ORGANIZATION: Is your paragraph organized?

Is it coherent? Does it support your core

sentence?

WORD CHOICE: Are your words precise?Replace any vague words with more precise

ones.


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EDITING

Review your paragraph for correctness of

sentence structure, grammar, spelling, and

punctuation.

Make any necessary changes.

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