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the importance of style in writing
the relevance of style to writing
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Using simple phraseology, shorter sentences, and common sense are all options for preparing a document for a specific audience. Catering to the group of people is relevant so that they are lured in and can comprehend the lesson. After composing a technical or specialized writing, it is important that the author has an established writing style that he or she can edit for different types of essays and audiences. Depending on the audience, the type of vocabulary used in a document can play a big factor in how well the lesson is understood. I have my own style of writing that I have become quite accustomed to, but I understand while writing for a general audience I may have to relax when using challenging vocabulary. In high school I had to write an essay about my job as a Veterinary Technician. I realized many people would not understand the terms I would use pertaining to my occupation. So in order to capture my audience, I used simpler words, this way they would feel somewhat included or interested. Instead of saying “Euthanizing” I would use the phrase “putting the animal to sleep...
In chapters 29 through 32 of Andrea A. Lunsford's book Easy Writer, she discusses numerous tactics successful writers utilize. Beginning in chapter 29 " Writing to the World", Lunsford describes how to competently write for a diversified audience. To accomplish this, Lunsford first explains that a writer must be able to identify the cultural differences within their audience in order to communicate effectively. Additionally, Lunsford states that a writer must clarify their message to ensure the audience understands the meaning while also ensuring that they as a writer understand the audience. Then Lunsford transitions to explaining how a writer can ensure that they meet an audience’s expectations. She then gives details of the expectation on
I am more knowledgeable about invention, arrangement, style, and delivery, all in which create a masterful piece of text. A few examples, I have learned to organize and construct my thoughts and ideas clearer. I have been taught to use stronger transitions and focus more on the delivery and content of the body element of essays. Further, the instructions and advice I have received throughout this term have influenced my understanding of the purpose of writing. My outlook on writing has been modified by shifting my perception of writing from, writing to prove I am a good writer by perceiving it as using “fluffy” or BIG words to impress my audience. I grew to understanding that good writing’s purpose is to engage the writer by mind-striking ideas and arguments, which therefore will prove and title me as a “good writer”.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
While there are people who love to read and write, there are others that do not. When a student is required to read a book for a class and that student does not enjoy reading, there are very few things they would rather do less. And when that book’s topic is about learning how to write that is the worst of it. When I was assigned to read Writing with Style by John R. Trimble, my immediate thought was that this book and assignment was going to be a struggle to get through. To my pleasant surprise, I couldn’t have been more wrong. Writing with Style provides the reader with a wide range of writing tips while being written in a fun, conversational style. This book provides easy to find writing tools that can be understood by people of varying
...the readers just understand and be comprehensible about my words with no reason. Knowing and seeing each other between readers and writers would lead the essay into communication world. In this way, if we understand mechanism of persuasion and make the best us of that, it is going to be easy to draw interest and persuade readers.
1. Explain why it is important to correctly gauge your audience and understand your purpose when drafting a legal document. How can you tailor your writing to take different audiences in to account?
Qualitative and quantitative instruments were used in obtaining data for this instructional problem. The first instrument used was quantitative, the instructor gave students a writing assignment, and when it was graded, it was clear that there was a problem with effective topic and thesis statements, as well as general organization of the paper. To be sure that this wasn’t an isolated problem, the second instrument was developed; a quantitative instrument that surveyed the teachers, asking for information on their students comprehensive writing skills.
In an effort to create a context for learning, one needs to define the language that will be used to teach a subject. So often in schools, from first grade through graduate studies, when teaching a new subject matter or concepts it is necessary to teach the vocabulary that will accompany that subject. However, we often spend little time making sure that vocabulary is learned and consequently without the prerequisite knowledge of vocabulary of learning the learning of information related to it is difficult. This need for definition of relevant language is seen in multiple sources with textbooks being on of the greatest sources of it. The books highlight, bold, or italicize critical words and provide definitions of the word or within the text or margins. This definition of terms gives the reader the knowledge basis to understand the content of what they are reading. If the books authors did not define these terms, then understanding the information they are trying to convey would be difficult.
The article “Writing for and Audience” by Linda S. Flower, discusses the three steps that a good writer connects with his or her audience. The first step that Flower discusses is that of being knowledgeable of what the reader needs to know. This step usually includes self-reflection to portray what ideas the writer hope to teach, how extensive the writer believes the reader’s background knowledge is, and what the reader needs to learn from the writer. The second step is to understand the reader’s attitude about the subject that is being publicized. This statement means that as a writer one should know how his or her audience will feel about the subject matter at hand. The last step that Flower mentions is needs. What Flower means by needs is
During the course of this semester; the variety of writing styles and essays assigned to me in my communication skills class encouraged the development of my writing skills, as well as provided me with more self-assurance in my abilities. My writing, research, and presentation abilities enhanced through practice, determination, and the understanding I gained during this course. With every single writing assignment, I learned new innovative approaches and skills, which enhanced my abilities to improve my thoughts logically, enabling me to write more clearly, and to organize my papers more effectively. At the beginning of this semester; despite the fact that I already knew the terminology MAP: message, audience, purpose; I never really understood the significance of MAP. For this reason, my writing lacked clarity, organization, and my writings appeared less focused on the topics. As a result my research papers and essays did not flow as smoothly from one passage to the next. Furthermore, I was unaccustomed with the precise procedures used when writing an essay. For instance, my previous classes before college, although requiring a reference page, did not require me to include proper citations in my writings. After evaluating the quality of my writing toward the end of the semester, I recognized vast improvements in several areas of my writing. By concentrating on the beginning stages of my writings, I could distinguish ahead of time my audience and my message. As a result, my essays are clear, and I remain on topic. In addition to that using transition phrases efficiently also helps my writing to flow smoothly. The proper use of transitions makes my writings easy to follow from one topic to the next. I also learned that pre-writing...
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of
Without the audience, there is no specific way a writer can establish structure for their essay. The purpose of the audience is easily overlooked by most writers resulting in an improper balance to their essay. In Bartholomae’s Inventing the University he states “ After taking on the sound of the specialized discourse, students must try to seem as insiders with their academic by beginning with common points…” Through his statement, Bartholomae attaches the concept of using similar language as the audience in order to to gain their attention. Through similar language it is easier for the audience to connect with the writer and have a better reception of the writing. Similar to the purpose statement, the audience must be addressed clearly and properly in the assignment. When writers fluctuate between different audiences their writing can come off as sloppy and not personal. Without the proper connection to the audience, the writer will struggle to convey their purpose effectively, which can ruin a paper. Although a paper may include a clear purpose statement and address the audience properly, the paper will not be efficient without credible
Another critical strategy is to write with a clear sense of purpose and audience. Each academic field presents the college writer with specific writing styles and unique writing expectations. As stated by Johnson, “College level writing involves more than collecting information from sources and inserting information into your paper” (2009, para. 4)....
...mation they can conclude about this word. Drawing pictures around the page to help form mental imagery. Writing words that mean almost the same or the total opposite of the new word in a flip flop manner around it. All these activities will help established the word soundly in their vocabulary bank and is a great tool that not only helps them with vocabulary but also teaches them how to master other skills. Word walls is another concept many teacher use. Whenever a student encounters a new word they are to place in on their wall. This wall can be in many forms, from notebooks to large posters. Periodically collect students' walls and create opportunities for students to hear, see, and use the words in context. For example, you might use words from students' walls in classroom conversations. Require students to use the new words in their work or conversation.
This topic should be one that they feel comfortable talking about and one they consider important. I know that my students will need to be first be exposed to different examples of the nonfiction genre. I will do several read alouds with my students followed by a discussion about the author’s choice in layout of the information and how the author used text features to inform the audience. Students will then have to decide what their purpose of their writing will be. During this stage I will have my students learn about research and how to detect good information. This will allow them to find purpose in looking up information and gathering data for their writing. They can choose their purpose to be to inform, instruct, narrate, persuade, or respond. After selecting their purpose, students need to determine their audience as well as how they will relate the topic to their audience. Students will then decide how they will use text features to inform the reader. They will use the examples from the read alouds or other nonfiction books to determine how they will arrange their text features. Throughout the entire process I want to create an environment that lets my students know that I believe in them and that are capable of reaching the caliber of the authors in the read alouds. My students will feel comfortable sharing about their individualized writing process