English II Research Paper

Lesson Introduction

Page Number: 1

This lesson introduces you to successful revision and editing strategies including:

· Revising for meaning and purpose

· Improving sentences

· Checking out the language used in your paper

Page Title: Menu Page

Page Number: 2

This lesson presents the following topics:

· Revising for Purpose

· Controlling Information

· Importance, Need and Methods for Revising Words

· Effective Use, Tone and Types of Sentences

· Refining Sentences

Page Title: Revising for Purpose

Page Number: 3

When you’re ready to start revising, your relationship with your paper must change. You must start to perceive it as if you are an outsider. If you were that outsider, what changes would you suggest? This gives you a focus for your revision.

· Revising for purpose

· Revising for information

· Revising for language

Page Title: Revising for Purpose (Cont’d)

Page Number: 4

The place you need to begin is purpose. You need to determine whether the purpose of your paper is clearly stated, and fix it if it’s not.

During the research stage, you were trying to make sense out of other people’s information and thoughts, and trying to make them your own. Getting control of the information is one of the hardest parts of writing research papers.

When revising, you need to focus on the main purpose of your draft.

Page Title: Revising for Purpose (Cont’d)

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Purpose and thesis have a close relationship. Purpose is a statement of intention—this is what I plan to do in this paper. Having a strong sense of purpose can help you get a hold of your thesis. This thesis guides you during the writing process, but it should also guide you during the revision process.

Revision means to “re-see” or “reconceive”—trying to find what you didn’t the first time. Revision is often one of the hardest parts of writing. You’ve spent countless hours doing research, and writing your paper. Now it’s time to consider it differently and start making changes.

Page Title: Revising for Purpose (Cont’d)

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There are 5 strategies used for revising. They are:

· Using a reader

· Attacking the draft

· Revising for information

· Revising for language

· Controlling information

Page Title: Using a Reader

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Having someone else read your paper is a good way to bring a fresh perspective to your writing. This person can be objective, because he didn't spend all the time you did writing your paper. You can ask your instructor or another classmate to read your paper and comment on it. Be sure this person is willing to be honest with you about what they've read.

Don't have a reader read for spelling and grammatical errors, at least not the first time. Have him or her read your paper, and then consider whether your purpose is clear. Can the reader tell what you wanted to focus on?

Does your paper stay on that focus? Also have the reader tell you what parts were interesting, and what parts could use some spicing up.

Page Title: Attacking the Draft

Page Number: 8

Since your thesis is the heart of your paper, everything in your writing should be connected to it, in some way.

Although your reader was probably able to give you good feedback on some points you missed, he or she probably won’t be able to help you fix them; that’s up to you. You may find yourself needing to literally cut and paste your essay—just make sure you save a copy before getting the scissors out!

You may have to do the rearranging of your draft several times before it starts to feel right. If you put it back the same way it was originally, that may just mean it was pretty good the first time.

You may find that there are holes in your paper that require more research to fill. Don't despair, you are an expert researcher by now, and it shouldn't be too hard to fill those gaps.

Page Title: Attacking the Draft (Cont’d)

Page Number: 9

While you’re sitting on the floor surrounded by pieces of paper and your scissors, grab a paragraph and ask yourself:

· Does it develop my thesis or is it unnecessary?

· Does it provide evidence that supports my thesis?

· Does it help explain what I’m trying to say?

· Does it illustrate a key concept?

· Does it tell how important what I’m trying to say is?

· Does it raise questions relevant to my topic?

If a paragraph doesn’t fall into one of these categories, you might consider removing it.

Page Title: Revising for Information

Page Number: 10

As you run through your draft again, keep in mind how well you feel your paper accomplishes your purpose. There will probably be holes in your information, holes that needs to be filled. Filling these holes may require more trips to the library. You may also be able to go back through the information you already have with a clearer sense of purpose and find what you need.

Your draft may simply need more development. This is where the Internet can come into play. One of the Internet's greatest strengths is its usefulness when searching for specific facts. You may just need a few facts to plug into the small holes in your essay. If you've got a crater instead, a trip to the library may be the answer.

Page Title: Revising for Language

Page Number: 11

Once you’re sure that your paper’s purpose is clear, then its time to explore how the paper is written. One way to do that is to actually listen to your paper. Read your paper, out loud, to yourself. What you hear is called the voice [The word choice that determines the tone in writing (formal, informal, argumentative, and so on)].

As you read, ask yourself:

· Is this the voice I want readers to hear?

· Is it appropriate for my topic?

· Does is sound flat or lifeless?

· Does it sound like me?

Hearing yourself read may help you hear where you lose the voice in your paper. If you hear that, try rewriting to make it sound more like you, and less like the person you got the information from.

Page Title: Controlling Information

Page Number: 12

Integrating sources into your writing without having it sound choppy is one of the basic challenges of writing. Don’t get into the habit of performing a “data dump” [The act of dropping information into a paper in unmanageable clumps without explaining its purpose for being there, discussing any of the ideas individually, or developing any of the implications] where you drop information into your papers in clumps. This not only makes the writing dull, but also doesn’t utilize the information you worked so hard to get.

Go over your draft, paragraph by paragraph, and search for ways to use the information you have more smoothly. Attribute your information to its source by using words like: argues, observes, says, contends, believes, and offers. Be sure you use quotes selectively, and choose ones that clearly support your topic.

Page Title: Check Your Understanding

Page Number: 13

For each question given below, select the most appropriate answer option.

Question 1: Revision is the same thing as thesis.

Answer Options:

· True

· False

The correct answer is: False

Question 2: Performing a “data dump” in your paper is an acceptable practice.

Answer Options:

· True

· False

The correct answer is: False

Page Title: Check Your Understanding (Cont’d)

Page Number: 14

Question 3: When using a reader, don’t have the person check for grammatical errors the first time through.

Answer Options:

· True

· False

The correct answer is: True

Question 4: One of the Internet's greatest strengths is the ease in which you can search for facts.

Answer Options:

· True

· False

The correct answer is: True

Page Title: The Importance, Need and Methods for Revising Words

Page Number: 15

Revising should be done before editing. It is a process that lets you insert the reader’s eyes in place of your own. Revising means re-visiting, so before you begin, take a break—a good long one if possible. You need to read the writing as though it were your first time. Examine it for voice, flow, tone, vocabulary, clarity of ideas, and appeal. Editing for grammar goofs can come later. It’s also important, but grammar takes a backseat to revision

Write out you own checklist for revision. You should include purpose, thesis, structure, development, tone, unity, coherence, title, introduction, and conclusion. How well do all of these fit together to form the effect that you desired for this paper?

Page Title: The Importance, Need and Methods for Revising Words (Cont’d)

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Let’s now consider your checklist for revision:

Checklist for Revision

· Purpose: What is the essay’s purpose? Does it conform to the assignment? Is it consistent throughout the paper?

· Thesis: What is the thesis of the essay? Where does it become clear? How well do thesis and paper match? Does the paper stray from the thesis? Does it fulfill the commitment of the thesis?

· Structure: What are the main points of the paper? (List them.) How well does each point support the thesis? How effective is their arrangement for the paper’s purpose?

· Development: How well do details, examples, and other evidence support each main point? Where, if at all, might readers find support skimpy or have trouble understanding the content?

· Tone: What is the tone of the paper? How do particular words and sentence structures create the tone? How appropriate is your tone for the essay’s purpose, topic, and intended readers? Where is it most and least successful?

Page Title: The Importance, Need and Methods for Revising Words (Cont’d)

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· Unity: What does each sentence and paragraph contribute to the thesis? Where, if at all, do digressions occur? Should these be cut, or can they be rewritten to support the thesis?

· Coherence: How clearly and smoothly does the paper flow? Where does it seem rough or awkward? Can any transitions be improved?

· Title, introduction, Conclusion: How accurately and interestingly does the title reflect the essay’s content? How well does the introduction engage and focus readers’ attention? How effective is the conclusion in providing a sense of completion?

You can download this checklist from ablongman.com/littlebrown. Make a copy for each writing project, and insert answers to each question with your ideas for changes.

Page Title: The Importance, Need and Methods for Revising Words (Cont’d)

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Use the on-line thesaurus or buy a pocket version that will help you select the correct word that most aptly conveys the emotion you want. Remember that the denotative quality (dictionary value) is often completely divorced from its connotative quality (emotional value). The listings for the verb hit offer a good example: strike, club, batter, touch, contact, reach, find, knock, smite, and others. Each synonym holds its peculiar emotional value.

Page Title: The Effective Use, Tone and Types of Sentences

Page Number: 19

What is the appropriate length for a sentence? For consistency, should sentences be of similar size and construction? Length has a lot to do with the amount of information included in a sentence. Length also has to do with making every word count. Repetition is wasteful of the reader's attention. Filling every sentence with the appropriate words will help determine appropriate length. Be as concise as possible, but remember to vary the length of the sentences in a paragrah. Good writing, like good music, has variations of beat that add interest and excitement. Use the outline below as a guide for choosing sentence length wisely.

Types of Sentences

Short Sentence: Seldom a witness has held the stand so long Long Sentence: A dozen witness testified for the prosecution, and the defense attorney barely questioned eleven of them.

Page Title: The Effective Use, Tone and Types of Sentences (Cont’d)

Page Number: 20

A simple sentence is one that consists of one independent clause and no subordinate clause. The summer made many farmers leave the area for good or reduced them to bare subsistence.

A compound sentence consists of two or more main clauses and no subordinate clause: Last July was hot, but August was even hotter.

A complex sentence consists of one independent clause and one or more dependent (subordinate) clauses: When the rains came, few farmers were left because many had moved away or died.

A compound-complex sentence has two or more main clauses and at least one subordinate clause: Although government aid finally came, many of the people had already been reduced to poverty, and others had been forced to move.

Types of sentences:

· Simple sentence

· Compound sentence

· Complex sentence

· Compound-complex sentence

Page Title: Refining Sentences

Page Number: 21

Making the words that you use in your paper have voice and meaning can be tricky. Scrutinizing your sentences, one by one, can make your paper more exciting to read. Some things to keep in mind about your sentences while you’re reading your paper:

· Make Sure You Use an Active Voice: Passive voice is not grammatically incorrect, just boring to read. Using an active voice can perk things up a bit.

· Use Strong Verbs: Verbs can make the difference between a sentence that really stands out, and one that just gets by.

· Vary Your Sentence Length: Revise your sentences. Are the long ones too long? If so, is there a place you can break it into two shorter sentences?

Page Title: Strong Verbs

Page Number: 22

Click here to access a list of strong verbs.

Page Title: Strong Verbs

informs

protects

cautions

confronts

reviews

insists

shares

regards

argues

handles

convinces

toys with

states

confuses

declares

hypnotizes

synthesizes

intimates

ratifies

suggests

asserts

simplifies

analyses

contradicts

claims

narrates

affirms

considers

answers

outlines

exaggerates

highlights

responds

allows

observes

disconfirms

critiques

initiates

substitutes

admires

explains

asserts

persists

endorses

illuminates

supports

resolves

uncovers

determines

distinguishes

assaults

hesitates

challenges

describes

disputes

denies

experiences

assists

conflates

refutes

experiments

sees

retorts

assembles

pleads

persuades

reconciles

demands

defends

lists

complicates

criticizes

rejects

quotes

urges

negates

reconsiders

exposes

reads

diminishes

verifies

warns

parses

shows

announces

believes

concludes

supplements

provides

categorizes

stresses

accepts

formulates

disregards

facilitates

buttresses

qualifies

tests

contrasts

relinquishes

hints

postulates

discusses

treats

repudiates

acknowledges

guides

clarifies

infers

defies

proposes

grants

marshals

accepts

points out

insinuates

summarizes

emphasizes

judges

identifies

disagrees

confirms

enumerates

explains

rationalizes

praises

reveals

interprets

shifts

supplies

condemns

adds

maintains

seeks

implies

persists

reminds

Page Title: Strong Verbs (Cont’d)

Page Number: 23

Let's now study the Checklist for Editing. The checklist is divided into three major components: clarity, effectiveness, and correctness.

Checklist for Editing

Clarity: How well do words and sentences convey their intended meanings? Which if any words and sentences are confusing? Check especially for these:

· Exact language

· Parallelism

· Clear modifiers

· Clear reference of pronouns

· Complete sentences

· Sentences separated correctly

Page Title: Strong Verbs (Cont’d)

Page Number: 24

Effectiveness: How well do words and sentences engage and focus readers? Where does the writing seem wordy, choppy, or dull? Check especially for these:

· Emphasis of main ideas

· Smooth and informative transitions

· Variety in sentence length and structure

· Appropriate language

· Concise sentences

Page Title: Strong Verbs (Cont’d)

Page Number: 25

Correctness: How little or how much do surface errors interfere with clarity and effectiveness? Check especially for these:

· Spelling

· Verb forms, especially – s and –ed endings and correct forms of irregular verbs

· Verb tenses, especially consistency

· Agreement between subjects and verbs especially when words come between them or the subject is each, everyone, or a similar word

· Pronoun forms

· Agreement between pronouns and antecedents, especially when the antecedent contains or or it is everyone, person, or a similar word

· Sentence fragments

· Commas, especially with comma splices and with and or but, with introductory elements, with non essential elements, and with series

· Apostrophes in possessives but not plural forms (Dave’s or witches, and in contractions but not possessive personal pronouns (it’s or its)

You can download this checklist from ablongman.com/littlebrown. Make a copy of each writing project, and insert answers along with notes on specific changes to make.

Page Title: Check Your Understanding

Page Number: 26

For each explanation given below, select the most appropriate answer option.

Question 1: The occurrence of the winter solstice, the shortest day of the year, is an event occurring about December 22.

Answer Options:

· Past perfect tense

· Passive voice

· Pronoun antecedent agreement

· Wordy sentence

The correct answer is: Wordy sentence

Page Title: Check Your Understanding (Cont’d)

Page Number: 27

Question 2: Someone took my wallet.

Answer Options:

· Past perfect tense

· Passive voice

· Pronoun antecedent agreement

· Wordy sentence

The correct answer is: Passive voice

Page Title: Check Your Understanding (Cont’d)

Page Number: 28

Question 3: Kara had had a hard time learning to write papers.

Answer Options:

· Past perfect tense

· Passive voice

· Pronoun antecedent agreement

· Wordy sentence

The correct answer is: Past perfect tense

Page Title: Check Your Understanding (Cont’d)

Page Number: 29

Question 4: Everyone should close their books now.

Answer Options:

· Past perfect tense

· Passive voice

· Pronoun antecedent agreement

· Wordy sentence

The correct answer is: Pronoun antecedent agreement

Page Title: Summary

Page Number: 30

Learning to revise your work takes time and practice. Loosening the grip you have on your paper which allows you to consider it with a critical eye is a hard thing to do. Necessary, but hard none-the-less.

During the revision process, you need to ask yourself many questions. Is my focus clear for the reader? Are there any holes in the information? Is it interesting? Is it grammatically correct? Did I choose the right words?

Having a friend read your paper can help answer some of these pressing questions, but a friend can't tell you how to fix the problems. That's where your critical eye has to come in.

Going over your paper, paragraph by paragraph, can be a long process. But it’s one that pays off in the end when you have a easy-to-read paper that is clear, focused and interesting.