Writing with Structure and Style Sampleiew.com/sites/default/files/CAP_handouts_transcripts_sample.pdf · Micro-Paper Assignment Checklist ... , and medium in order to write wisely

Presented by Andrew Pudewa

Writing with Structure and Style

by Elizabeth McDonald Weinrich, Ph.D.

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These are Sample Pages for preview only. Copyrighted Material.

Copyright PolicyCollege and Professional Writing with Structure and StyleFirst Edition, September 2014Copyright © 2014 Elizabeth McDonald Weinrich, Ph.D.

ISBN: 978-1-62341-220-3

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Contents

About This Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Module 1 – Part A: Outlining and Retelling Texts Source Text: “Getting Started: Honey Bee Biology” . . . . . . . . . . . . . . . . . . . 10 Source Text: “A Good Pollinating Hive” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Sample Micro-Paper of “A Good Pollinating Hive” . . . . . . . . . . . . . . . . . . . . 12 Module 1 – Part B: Upgrading Style Micro-Paper Assignment Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Source Text: “Getting Started: Preparing to Keep Bees” . . . . . . . . . . . . . . . . 14 List of Banned Words and Alternatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 -ly Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Module 2 – Part A: Summarizing Reference Texts with Structure Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Source Text: “A Good Pollinating Hive” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Structure Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Module 2 – Part B: Summarizing Reference Texts with Style Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Style Checklist for a Summary Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Revised Summary of “A Good Pollinating Hive” . . . . . . . . . . . . . . . . . . . . . . 23 Module 2 – Part C: Summarizing Narrative Texts Source Text: “My Beekeeping Experience” . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Narrative Sequencing Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Summarize “Keith Delaplane’s Beekeeping Experience .” . . . . . . . . . . . . . . . 26 Module 2 – Part D: Summarizing Narrative Texts with Style Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Narrative Summary Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Abridged Source Text: “Madam C .J . Walker: Business Savvy to Generous Philanthropy” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Summary of “My Beekeeping Experience” . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Module 3 – Part A: Summarizing Multiple Reference Texts Source Texts: Summarizing Multiple References . . . . . . . . . . . . . . . . . . . . . . 34 Assignment with Fused Outline Plus Structure and Format Checklist . . . . . . 37 Module 3 – Part B: Summarizing Multiple Reference Texts with Style Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Style Upgrade: Adverbial Clause . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Style: Sentence Opener #4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Style: Sentence Opener #5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Style: Sentence Opener #6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Module 1

Module 2

Module 3 Sample


Module 3 – Part C: Research and Advanced Note-Taking Source Text: “George Washington Carver” (Wikipedia) . . . . . . . . . . . . . . . . 47 Source Text: “Legacy of Dr . George Washington Carver” (Tuskegee University) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Source Text: “George Washington Carver” . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Module 3 – Part D: Research and Documentation Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Module 4 – Part A: The Basic Essay Introduction Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Sneaky Secrets for Writing a First Draft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Module 4 – Part B: The Basic Essay with Style The Basic Essay with Style Notes (tips .pdf) . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Module 4 – Part C: The Persuasive Essay First Ineffective Sample: “Colony Collapse Disorder” . . . . . . . . . . . . . . . . . . 69 Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Persuasive Essay Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Module 4 – Part D: Drafting the Persuasive Essay Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Persuasive Essay Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Plan for an Effective Persuasive Essay on CCD . . . . . . . . . . . . . . . . . . . . . . . 77 Sample Effective Persuasive Essay: “Colony Collapse Crisis” . . . . . . . . . . . 80 Style and the Persuasive Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Module 4 – Part E: Targeting Your Writing The Formality Thermometer© . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Steve McMurray on Targeting Your Audience . . . . . . . . . . . . . . . . . . . . . . . . 89 Module 5 – Part A: Planning and Writing College Papers Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Espionage Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Assignment Analysis Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Module 5 – Part B: Preparing to Write College Papers Essay Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Simple Paper-Writing Schedule Template . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Detailed Paper-Writing Schedule Template . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Module 5 – Part C: Drafting College Papers Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Module 5 – Part D: Revising, Editing, and Proofreading College Papers Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Module 5

Module 4

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Module 5 – Part E: Purging Dead Wood, Part One Assignment: Purging Dead Wood, “Aristotle” Paragraph . . . . . . . . . . . . . . 106 Paragraph Style and Structure Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 AlternativesforVagueIntensifiersandQualifiers . . . . . . . . . . . . . . . . . . . . 110 Purging Dead Wood, Part One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 List of Banned Words and Alternatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Choosing Judiciously . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Module 5 – Part F: Purging Dead Wood, Part Two Purging Dead Wood, Part Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Purging Dead Wood Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Module 6 – Part A: Introduction to Business and Professional Writing Autobiographical Essay Assignment and Components Checklist . . . . . . . . . 120 Sample Autobiographical Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Summary of “My Beekeeping Experience” by Keith Delaplane . . . . . . . . . 123 Extreme Makeover Checklist for an Autobiographical Essay . . . . . . . . . . . 124 Module 6 – Part B: Culture in Business and Professional Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 DefinitionsandTopics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Module 6 – Part C: Style and Structure in Professional Communication Style Upgrade and Sentence Opener Checklist . . . . . . . . . . . . . . . . . . . . . . . 129 Multi-Paragraph Piece Structure Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Format and Mechanics Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Guidelines and Examples for Electronic Communications . . . . . . . . . . . . . . 132 Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134Works Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135Links to Online Purdue Writing Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Module 6

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About This Course

Does this describe you?• Youarefacedwithawritingassignmentandyouarenotsurehowtobegin,letalone

finish,theassignment.• Thefeedbackyou’vebeengivenfromyourprofessororbosswas,“Unclear,”

“Insufficient,”orworse,justalettergradewithnofurtherexplanation.• Perhapsyouwonder,“WasIevertaughtthisinschool?”

Ifso,thenthiscourseisforyou.Guaranteed.Inmostcasesgoodwritingdoesn’thappenovernightorcomenaturally.Writingisaskillthatcanbetaughtinstep-by-stepincrements,muchlikemusic.Learntheparts,practice,receiveinput,learnabitmore,practiceabitmore,receivemoreinput,thenperform.Gradually,yourskillwillimprove.Maybeyouwillevenbegintolookforwardtoyournextwritingendeavor.Why?Yourealizethatlearningtowriteisaskillthatcantransformyourlifeandcatapultyoutosuccess.

Areyoureadytogetstarted?Here’swhatyouneedtoknow:• Thiscourseconsistsofsixmodulesbrokenupintotwoormoresessions,eachtargeting

aspecifictypeofwriting,foratotalof24sessionsofapproximately20–30minutesinlength.

• Althoughyouarenotpreventedfromskippingaround,thecourseisincremental,sopleasestartwithModule1A:OutliningandRe-tellingTextsandproceedfromthere.

• Beforeyoubeginyourfirstsession,downloadtheaccompanyinghandouts.Ifyoudesire,youcanalsodownloadthetranscript.

• Accesstheactualsessionthroughtheyourwebbrowser.Sinceitisalecturewithslides,youmayalsowanttohaveheadphones.

• Completetheassignmentsasdirected.• Continueontothenextlesson.• Ifyoudesirecoachingandfeedbackonthelessons,considersigningupforCAPOnline

CoachingSample


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Whenyouhavecompletedthiscourse,youcanexpecttoknow:outlining,paraphrasing,summarizing,note-taking,andcombininginformationfrommultiplesourcetextsinanoriginalreportoressay• planninganypieceofwriting• improvingsentencestructure• incorporatingstylisticelements• strategiesforpersuasivewriting• evaluatinganddocumentingsources• theFormalityThermometer©:atooldesignedtohelpwritersconsidercontext,purpose,

audience,andmediuminordertowritewisely• formsandmethodsforwritingintheworkplace,beginningwithautobiographicalessays

andworkingtowardwritingforanypurpose,context,ormedium• insightsfromprofessionalswhoworkinscientificresearch,law,themilitary,education,

theITindustry,academia,smallbusiness,andconsulting.• writinginacademicandprofessionalsettings

Congratulationsfortakingthisstepinimprovingyouracademicandprofessionaljourney.Wewishyousuccessinthecourse—andinyourlife!

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Part A: Outlining and Retelling Texts

Part B: Upgrading Style

Module 1

Ban and Replace Weak Words

like/likedgo/wentget/gotsee/saw

besort of

have/has/hadrandom

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Honey bees (Apis mellifera L.) are one of mankind’s most well-known, popular, and economically beneficial insects. For thousands of years, humans have plundered natural honey bee colonies to get honey, bee larvae, and beeswax. In more recent centuries, bee plundering has given way to bee management. Today, honey bees are kept in artificial hives throughout the United States, and a large and sophisticated beekeeping

industry provides valuable honey, beeswax, and pollination services. A large section of the industry, well represented in Georgia, is devoted to producing queens and bees for sale to other beekeepers. Although many people make a living from bees, most beekeepers are hobbyists who have only a few hives and who simply enjoy working with these fascinating insects. (Delaplane)

Getting Started: Honey Bee Biology

Module 1 – Part A Source Text: “Getting Started: Honey Bee Biology”

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A honey bee hive is made of a number of stacked boxes, or “supers.” As colonies grow, beekeepers can add supers to accommodate the abundant bees and brood. A tall hive might or might not be a strong hive. A beekeeper can remove a lid, bees will boil over, and they should cover six to eight combs. A hive with a small population will not boil over

so dramatically. At least five combs should have brood. Young bees called “brood” are white larvae, while older brood have wax cappings. Bees are more motivated to pollinate when they have small uncapped brood. Strong hives with large populations and plenty of brood tend to be good pollinators and will bring higher fees.

A Good Pollinating Hive

Module 1 – Part A Source Text: “A Good Pollinating Hive”

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Writer 1

Lee Writer

Professor Elizabeth Weinrich

English 110

1 July 2012

A Good Pollinating Hive

A honey bee hive is made of a number of stacked boxes, or

“supers.” As colonies grow, beekeepers can add supers to accommodate

the abundant bees and brood. A tall hive might or might not be a strong

hive. A beekeeper can remove a lid, bees will boil over, and they should

cover six to eight combs. A hive with a small population will not boil over

so dramatically. At least five combs should have brood. Young bees called

“brood” are white larvae, while older brood have wax cappings. Bees

are more motivated to pollinate when they have small uncapped brood.

Strong hives with large populations and plenty of brood tend to be good

pollinators and will bring higher fees.

Module 1 – Part A: Sample Micro-Paper

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Presented by Andrew Pudewa

Writing with Structure and Style

by Elizabeth McDonald Weinrich, Ph.D.

Transcripts

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Slide 1Welcome to Writing with Structure and Style .

Slide 2

Slide 3My name is Andrew Pudewa, and I will be your instructor for this course . Pursuing the goals of excellent writing in your academic and professional work, we will discuss patterns and methods which will enable you to write more clearly, appropriately, and engagingly in academic and professional contexts .

Slide 4Before we begin this session, in your course materials please find three PDF handouts labeled Module 1A . Keeping those items on hand will allow you to follow my instructions more clearly . Now, let’s meet a university professor and researcher whose work often depends on excellent writing .

Slide 5Dr . Delaplane [DELL-a-plane] directs the Honey Bee Program at the University of Georgia Department of Entomology . Simultaneously, Dr . Delaplane conducts research, trains scientists, publishes, and travels to speak at international conferences . He has also directed a large USDA funded program which coordinated the research of scientists at seventeen institutions across the U .S . In other words, Dr . Delaplane must communicate with a wide range of people—beekeepers, research scientists, government bureaucrats, even politicians and journalists—in order to achieve results with this project .

Slide 6He appreciates students who skillfully craft papers, reviews, and other professional pieces . Let’s hear what he has to say about his own students and the need for adept writing in the sciences .

CAP Module 1A: Outlining and Retelling Texts

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Slide 7According to Dr . Delaplane, why is writing important? One, students must write reviews of scientific articles, original research articles, theses, and dissertations.

Slide 8Two, scientists have to be able to explain how they will solve a problem or how they did solve it, what the results were, and what these results mean .

Slide 9Like it or not, grammar is important . Poor grammar can change the meanings of sentences and important messages .

Slide 10Dr . Delaplane points out that students, particularly his level, are no longer merely consumers of information but must be producers of it, and that’s often times a shift .

Slide 11Finally, the student’s ability to write mirrors the ability to think, to function as a scientist . Yet, scientists are not the only academics or professionals who must be able to think, solve problems, produce information, and communicate to colleagues, clients, customers, patients, managers, employees, and the general public . Chances are that you hold or will hold a position in which you have to function similarly in your profession .

Slide 12When you write, you need to be able to communicate effectively, and the first step in that process involves processing messages or written texts . Creating an outline requires the reader to engage his or her mind more fully while reading . You cannot simply glance at bold and italicized words and assume that you have identified the key words in a text.

Slide 13Efficient outlining also enables the writer to process the chunks of text and present complex messages. With an effective outline you can plan a clear message or figure out what message a written piece attempts to convey. Inefficient outlines, or worse, no outlines at all, can result in incorrect understanding, ineffective presentations, and more work for the writer and for the receiver of the information . Poor outlines can also eliminate or neglect key details and obfuscate complex messages .

CAP Module 1A

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6CAP Module 1A

Slide 14The first kind of outlining we will learn will enable the writer to reproduce the message of a short piece in his or her own words, an essential skill for a professional or academic writer who must decipher the content of complicated texts . From here on, we will refer to this form as a “key word outline,” or KWO .

Slide 15To create a key word outline, you will first identify or highlight 1–3 key words in each sentence of the piece .

Slide 16Next, the writer generates a sequential outline using these key words . You can also use short abbreviations, numbers, and simple symbols for “free .” So, three words plus symbols, numbers, and abbreviations are free . That is, they don’t count toward those three words .

Slide 17Third, using the key word outline, you will “tell back,” or paraphrase, the text from which you made the outline .

Slide 18When you write this retelling, you will end up with what we will call a “micro-paper .” Learning to outline and retell a piece of writing means you will successfully write a short, coherent work of prose while learning to understand or process something you have read . Ultimately, you will include such micro-papers or portions of them in your academic or professional writing .

Slide 19Learning to outline and retell a piece of writing means you will successfully write a short, coherent text . . .

Slide 20 . . . while learning to understand or process something you have read .

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7CAP Module 1A

Slide 21Ultimately, you might include short portions of such micro-papers in your academic or professional writing and give credit to the sources of the information or ideas .

Slide 22See your handout here .While the study of bees falls into the area of hard sciences, it also involves agriculture . Consequently, publications on beekeeping topics address varying audiences and types of research .Now, in your course materials please look at the first PDF which is labeled “Source Text #1 .” Please read the paragraph entitled “Getting Started: Honey Bee Biology,” a piece which was originally published on the website of the Entomology Department of the University of Georgia. To create the key word outline, we first identify and highlight key words in each sentence .

Slide 23[Read slide] For our outline, we’ll choose three key words per sentence . In addition to those three words, however, we can use numbers and symbols. When I look at the first sentence of this paragraph, I highlight well-known, popular, and economically beneficial, actually four words .

Slide 24Yet, I quickly realize that I could indicate economically with a $ sign, so I don’t have to count that particular word as one of the three. This is what the outlined first sentence would look like.

Slide 25In the next sentence [Read slide], thousands is a key word which I can represent with a number. We’ve identified four more words, but I plan to come up with at least one symbol to indicate a word which is used repeatedly in the paragraph .

Slide 26In this format, we have to invent symbols we can create with keystrokes . For example, since honey is a basic word in this context, I’m going to use an asterisk to represent it . Bee can be indicated by the letter b, and wax might simply be indicated with an x .

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8CAP Module 1A

Slide 27Next sentence: [Read slide] Why not include bee, plundering, and given way? You will notice that we used plundered in the previous sentence .

Slide 28Given way might be implied or indicated with an arrow . Furthermore, we can also indicate centuries with a number .

Slide 29Next sentence: [Read slide] Now we’ve highlighted six words: artificial hives, industry, honey, beeswax, and pollination . How can we get away with this?

Slide 30Using our symbols, we can make concise notes for hives, honey, and beeswax .

Slide 31In the next sentence, industry and queens are words we want to keep . [Read slide]

Slide 32A state can be abbreviated: Georgia becomes GA . We’ll transform bees for sale into symbols .

Slide 33Closing the paragraph, this sentence points out that most of those who keep bees are hobbyists because they enjoy the field, so we will highlight most, hobbyists, and enjoy .

Slide 34This is what our key word outline looks like . Now, take a moment to see how it has worked out . Note the concise, numbered list which includes no more than three full words per item in addition to symbols and short abbreviations . Following this outline, we can retell the text in a successful paragraph . Let’s write that now .Sam

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9CAP Module 1A

Slide 35If we take the outline item by item, we can focus on conveying the meaning of each sentence of the original text without reproducing it word-for-word. This is how we might retell the first three sentences . Of course, there would be many different ways to do it, but take a moment to see: [Read slide]

Slide 36Now, read our results for the rest of the paragraph . Note that, though words are repeated, this is a paraphrase, not a quotation from the original text . If we included any part of this paragraph in a report or on a website, however, we would cite the publication information from the original . Let’s do another micro-paper .

Slide 37Let’s try outlining another bee text . Look again in your Module 1 .1a course materials for a PDF labeled “Source Text #2 .” First, read through the text entitled “Getting Started: Honey Bee Biology .” On your own, create a key word outline for the paragraph . After you do that, return to this presentation, and we will go through one of the many ways you might have outlined that text .

Slide 38Welcome back! Again, in the first step toward writing a micro-paper, we identify key words. Here we will do one version of a KWO for this piece . Now we can use some symbols we’ve already come up with for recurring words and concepts . While you might choose different key words, the goal of this outline is to prompt our memory of the content, not word for word but concept by concept .

Slide 39First sentence:[Read slide] Which key words did you choose? Maybe something like this: [Read slide] Hive, stacked . We’ve tried to create a box using bracket symbols on our keyboard to remind us of the bee boxes, supers . Sam

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10CAP Module 1A

Slide 40You might actually appreciate a glimpse of some bee boxes, so here they are . Each portion of the stack of boxes contains thousands—get that, THOUSANDS—of bees .

Slide 41Back to the text . Look at this second sentence . What key words did you choose?

Slide 42It might have looked something like this: as colonies grow, or “getting larger,” we could use that “greater than” sign, supers, and then accommodate . Since they’re growing, you have to add supers .

Slide 43In the third sentence, some words can easily be transferred as symbols .

Slide 44Here we have tall, and this second symbol, a ^ circumflex, or ”peak” sign, represents hive . Next symbol: the ~ tilde, the “approximate sign”, would be more or less . So, a tall hive is more or less, probably, hopefully strong, but don’t rely on appearances!

Slide 45Next sentence: here we could probably add some more symbols to our note-taking . [Read slide]

Slide 46We’ll use the hash mark, or the number symbol, to indicate combs since it looks somewhat like a honeycomb—at least more than any other keyboard character .

Slide 47[Read slide] A short sentence like this is pretty simple .Sam

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11CAP Module 1A

Slide 48What would you go with there? small, population, and of course we can cross out words, or out the no sign with the circle and the line through it to indicate something that does not happen .

Slide 49This sentence is conveniently short . What did you do there?

Slide 50Maybe something like this: The “greater than or equal to 5” sign represents the concept of “at least 5,” we use the number sign again for combs, and with the brood. So, we’re getting pretty efficient now in our key word/symbol combinations .

Slide 51Although this is a longer sentence, you probably identified some key words.

Slide 52Larva are white, so we have the equal sign, and the older brood have the wax cappings, so we’ve stretched ever so slightly into calling larva = white one word, and wax cap one word, so we have three, but we actually have five. As long as it doesn’t become a habit that you put little words like by, with, through, if, therefore, because, and all that garbage you don’t need, you’re ok to stretch it occasionally, but that three-word guideline is really the best .

Slide 53Next sentence: what did you do with your key word outline?

Slide 54One way you might have done it was to put collect and pollen and then w/uncapped . These are motivated to collect the pollen when they have the younger brood, just like younger parents are motivated to work hard because their growing children need to eat a lot, I suppose .

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12CAP Module 1A

Slide 55Next sentence: hopefully you did this one . Let’s show a little bit of creativity here .

Slide 56We’ve used a smiley face to indicate good, and the number sign is naturally free . Strong colonies with plenty of brood are happier colonies or superior pollinators, and these should get a higher rental fee . So, if you want to make money on your bees, keep them happy with plenty of brood!

Slide 57What do you think of this outline? Is it similar to the one you came up with? If you were to put away the original text, can you recall the meaning of each sentence with either your outline or with this one?

Slide 58Without looking at the original text, take out a sheet of paper or open a window on your screen, and retell this text sentence-by-sentence in your own words using your key word outline. When you’re finished, come on back and we’ll compare ours with yours.

Slide 59You’ve got that micro-paper written, hopefully . Did you include all the key ideas? Let’s look at a sample here and in the PDF labeled “Sample Micro-Paper of ‘A Good Pollinating Hive .’” Ours, of course, does not have to duplicate the original . In fact, we don’t really want it to, but we do want to move all the facts to produce an adequate retelling. The first half appears on the screen here . [Read slide]

Slide 60Moving on to the next five ideas: [Read slide]

Slide 61Here is our text as a whole . If you would like to compare the retelling with the original text, you can place this next to the original in your course materials . Also, compare your own retelling with the original to make sure you did not duplicate wording . As we move on with the next step in skillful writing, we will learn ways to improve this and other types of writing, ways that will also help prevent any accidental plagiarism of original texts .

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13CAP Module 1A

Slide 62Let’s review for a moment . With this session we have established our reasons for working on writing skills . What were those again? We discussed this list of points earlier . In your profession, you will be required to write for peers, clients, managers, patients, and the public in your work . You will solve problems, convey messages, produce information, and develop in your field. Skillful writing with good grammar produced for these purposes will help you accomplish all of these things . And, of course, again, whether or not you go into science or are in science, this would be true for pretty much any area of study: humanities, practical things like business, even the fine arts. My sister had to do quite a bit of writing in her degree for fine arts with a minor in art history, and these techniques were very helpful to her as well.

Slide 63We have practiced these skills with one topic that is probably new to most of us: bee biology . Then we learned how to create a key word outline and a micro-paper .

Slide 64We practiced these skills with another text on the topic, producing another micro-paper .

Slide 65Again, please access these items in your course materials .With the next step in skillful writing, we will improve diction and sentence structure, that is, the words we choose and the ways we put them together into sentences . We will call these specific improvements “style upgrades.”

Slide 66With each of our presentations, we will provide a slide like this one: a works cited slide in order to give full credit to any sources we referred to . Later in our course, we will discuss the importance of such a page .

Slide 67At the end of the next segment, you will receive your first writing assignment. Thank you so much for joining me! We’ll see you with Module 1, Part B when you are ready .

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Writing with Structure and Style Sampleiew.com/sites/default/files/CAP_handouts_transcripts_sample.pdf · Micro-Paper Assignment Checklist ... , and medium in order to write wisely

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