Are you a dual enrolled student?
Have you been out of school for awhile?
Did you struggle with writing in highschool?
If you answered YES to any of the questions above, then you will want to
be sure to use the CONTENT
and STRUCTURE
websites to make sure that you are creating academic essays that are meeting the
basic requirements.
In this class, while you will learn about writing arguments,
you will need to know the basics of academic writing to build upon. These argument essays will be contained in traditional
academic essay structure and style.
Therefore, you must be sure to know how to write well-structured
academic essays using the basics of
English Rhetoric & Composition:
Have you ever attended an event in which "formal" attire is expected? You probably did not wear old jeans with holes in the knees, a stained tee shirt promoting your favorite beverage, and a pair of sandals. You probably chose more formal attire.
If you were giving an important speech to a group of people you do not know, would you use the same kind of language you use when talking with friends? Probably not. Recognizing your lack of familiarity with the audience, the importance of the occasion, your desire to demonstrate your knowledge of the subject, and the impression you would like to make, you would probably use a more formal voice for your speech than what you would use when talking with close friends.
For all of the essays you write for this course, you should use a formal writing voice. You should use the kind of language you would use when giving an important speech, not the kind of language you might use when talking with close friends. A formal tone helps establish the writer's respect for the audience and suggests that the writer is serious about his or her topic. It is the kind of tone that educated people use when communicating with other educated people. Most academic writing uses a formal tone.
The following guidelines should help you maintain a formal writing voice in your essays.
1. Do not use first-person pronouns ("I," "me," "my," "we," "us," etc.).
Using these expressions in analytical and persuasive essays can make the writing wordy, can make the writer seem less confident of his or her ideas, and can give the essay an informal tone. Use of first-person pronouns is unnecessary in the kinds of essays you are writing for the course. Readers will know that they are reading your thoughts, beliefs, or opinions, so you do not need to state, "I think that," "I believe that," or "in my opinion." Simply delete these expressions from sentences, and you will be left with stronger sentences.
Example
I think that this character is confused.
This character is confused.
(The second sentence is less wordy, sounds more formal, and conveys a more confident tone.)
I think that this character is confused.
This character is confused.
(The second sentence is less wordy, sounds more formal, and conveys a more confident tone.)
"One," "the reader," "readers," "the viewer," or something similar sometimes can be used effectively in place of first-person pronouns in formal papers, but be careful not to overuse these expressions. You want to sound formal, not awkward and stiff.
Example
I can sense the character's confusion.
Readers can sense the character's confusion.
I can sense the character's confusion.
Readers can sense the character's confusion.
2. Avoid addressing readers as "you."
Addressing readers using second-person pronouns ("you, your") can make an essay sound informal and can bring assumptions into an essay that are not true. A student once wrote in her essay, "If you wear a tube top, guys might think that you are easy." I wondered why the student would think that I, a male, would wear a tube top. As with first-person pronouns, second-person pronouns can be replaced by words such as "one," "the reader," "readers," and "the viewer."
3. Avoid the use of contractions.
Contractions are shortened versions of words that use apostrophes in place of letters, such as "can't," "isn't," "she's," and "wouldn't." The more formal, non-contracted versions are "cannot," "is not," "she is," and "would not." You might be surprised by how much better a sentence can sound if non-contracted versions of the words replace the contractions.
Example
The character isn't aware that he's surrounded by people he can't trust.
The character is not aware that he is surrounded by people he cannot trust.
The character isn't aware that he's surrounded by people he can't trust.
The character is not aware that he is surrounded by people he cannot trust.
Making your writing more formal by avoiding contractions is easy: just find the contractions and replace them with the non-contracted versions of the words.
4. Avoid colloquialism and slang expressions.
Colloquial diction is informal language used in everyday speech and includes such words as "guys," "yeah," "stuff," "kind of," "okay," and "big deal." Highly informal diction, such as "freak out" and "dissing," falls into the category of "slang." While slang words often are vivid and expressive, slang comes and goes quickly, another reason why slang should be avoided in formal writing. Both colloquialism and slang expressions convey an informal tone and should be avoided in formal writing.
Example
The guy was nailed for ripping off a liquor store.
The man was convicted of robbing a liquor store.
The guy was nailed for ripping off a liquor store.
The man was convicted of robbing a liquor store.
As you avoid informal language, be careful not to use words that suggests ideas that you may not intend. "The gentleman was convicted of robbing a liquor store" would probably leave readers wondering why the man who robbed the store is considered to be a "gentleman." Likewise, "the lady was convicted of robbing a liquor store" would probably cause readers to wonder why a woman who robs a liquor store is considered to be a "lady."
5. Avoid nonstandard diction.
Nonstandard diction refers to expressions that are not considered legitimate words according to the rules of Standard English usage. Nonstandard diction includes "ain't," "theirselves," "hisself," "anyways," "alot" (the accepted version is "a lot"), and "alright" (the accepted version is "all right"). Most good dictionaries will identify such expressions with the word "Nonstandard." Because nonstandard expressions generally are not regarded as legitimate words, I mark these expressions in essays as examples of "inaccurate word choice."
6. Avoid abbreviated versions of words.
For example, instead of writing "photo," "phone" and "TV," write "photograph," "telephone," and "television."
7. Avoid the overuse of short and simple sentences.
While the writer might use formal diction in such sentences, too many short and simple sentences can make an essay sound informal, as if the writer is not recognizing that the audience is capable of reading and understanding more complex and longer sentences. Short and simple sentences can be used effectively in formal writing, but heavy reliance on such sentences reflects poorly on the writer and gives the writing an informal tone.
Final Comments
Do not confuse formal diction with presumptuous diction (the kind of language that seems intended mainly to impress readers) or jargon (the kind of language only familiar to people within a specialized field, such as computer technicians).
You should not sound "artificial" as you use formal diction. Instead, consider that different situations require different uses of language and that educated people are able to adapt their use of language to a variety of writing and speaking situations. Educated people have several different writing and speaking voices, and one voice is no more "genuine" than another. Instead, the different voices reflect choices based on the writing or speaking situation. Through your word choice in essays, you can portray yourself as an intelligent person who is aware of your audience--a group of well-educated people whom you do not know. Imagine the kind of language that you might use in a job interview for an important job. With formal diction, you can express yourself clearly, accurately, and effectively, without relying on the kind of language that you might use in less formal situations.
CONTENT Reposted by J. Dick Feb. 2, 2019 FOR EDUCATIONAL PURPOSES ONLY
English Rhetoric & Composition:
Purpose, Structure, & Content
Working Together to Create Academic Essays
Each section of an academic
essay has a specific purpose,
and therefore, a specific structure required for
the content. If
you have written an essay and the instructor states that the academic writing standards
not being met, then this means that you are struggling with the basics for
academic writing, and you will want to spend extra time learning about the purpose,
structure, and content of areas of an academic essay.
TOPIC SENTENCES: Purpose àStructureà Content
[PURPOSE leads to a specific STRUCTURE, and based
on that STRUCTURE, you will have certain CONTENT]
[Purpose]
The purpose of a topic sentence is to assert part of
the argument from the thesis statement (which is contained in the last sentence
of the introduction paragraph).
[Structure]
A body paragraph must begin with a topic sentence.
The topic sentence must be structured in the
paragraph as the first sentence of the body paragraph (to alert the reader to
the focus for that given paragraph).
Therefore, the structure of a body paragraph begins
with a topic sentence that asserts the focus of the body paragraph [content]
that stems from the thesis statement.
[Content]
The content of the topic sentence of the body
paragraph must be in your own words (and not sources) since it is part of your
argument, and your argument must be in your own words as you begin the point to
be proven in that given body paragraph.
There are basic standards that most students come into a college class knowing: the purpose of all areas of an academic writing, how to structure a body paragraph, what content to put into a topic sentence, etc. If students do not know these standards, they can learn about them through the online helper sites.
The importance of body paragraphs
Body paragraphs are the cornerstone of academic argument writing. While the THESIS is essential to let the reader know what the overall point of the writing is, the BODY PARAGRAPHS are what provided the actual argument and support for the topic.
The body paragraphs are the many paragraphs that come between the introduction and conclusion paragraphs. They contain mostly your writing, but source materials can be used if the sourced content defends, reiterates, and supports what you have already established in the paragraph. (You will not use sources to make your argument for you.) Body paragraphs are little nuggets of information that elaborate on the argument that is being asserted in the thesis statement of the introduction paragraph.
Strong body paragraphs
· They begin with a clear argument sentence.
o This first sentence of the body paragraph is called a topic sentence.
o The topic sentence must stay on a single topic—the main point of your paragraph—that is established in the topic sentence of that paragraph.
o The Topic sentence must argue one sub-point that stems directly from the thesis statement in the introduction paragraph.
o (No source usage in a topic sentence.)
· Are written in 3rd person voice
· Contain no questions and no contractions
· Contain more content from the writer than from outside sources.
· Provide concrete examples to demonstrate the main idea in the paragraph
· Explain how the examples relate to your main point
· Use outside sources to defend the argument being made in the body paragraph
· Assess and analyze the source content to show how it proves the topic sentence main idea
· They end with a closing sentence: a sentence that reflects back to the topic sentence of the body paragraph.
o This last sentence will contain no source usage.
o The closing sentence for the body paragraph will be a finalizing statement that reflects back to the topic sentence of the body paragraph.
o This closing sentence will not be another example of the topic of the body paragraph.
o The closing sentence will not add new information
o It will—not focus on some detail from the issue.
o It will wrap up the argument being made in the body paragraph by reflecting back to the topic sentence content.
o (No source usage in a closing sentence.)
Body paragraphs serve as spots for argument assertion, clarification, and refutation.
Argument Assertion (body paragraphs)
In an argument essay, you need to declare a clear thesis statement in the introduction paragraph, and assert your argument in the argument body paragraphs. These body paragraphs are where you are presenting your arguments and using reliable source content to defend your argument.
Clarification and Refutation (body paragraphs)
You will have one or more body paragraphs that clarify and refute counterarguments on the topic. In Rogerian Model arguments, these counterargument paragraphs come BEFORE your argument paragraphs. In Classical and Toulmin Model arguments, these counterargument paragraphs come AFTER your argument paragraphs. Counterargument body paragraphs expose other sides of the issue and argue that these alternative views are not logical due to X, Y, or Z.
Limiting Content in Body Paragraphs
Body paragraphs must be at least 5 sentences in length for minimal development. Keep in mind that when a body paragraph is approaching 20 sentences, you need to assess whether the viewpoint/focus has wandered a bit. Typically, a body paragraph (whether an argument or counter-argument body paragraph) should be less than 20 sentences long.
After reviewing the content above about purpose,
structure, and content, you should be able to tell if you
have a handle on these areas of academic writing or if you are in need of a
refresher. If you answered YES at the
beginning of this handout or are in need of a refresher, you will want to spend
time in preparation for each essay by reviewing the helper booklet on
the Freshman Composition helper site: https://fgc-enc1101.blogspot.com/. You
will also want to pay close attention to the STRUCTURE and
the CONTENT help sites
so that you know 'what' goes 'where' in an academic essay.
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fgc-enc1101.blogspot.com
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If you have questions about these items, please let your
instructor know so that more clarity and direction can be provided.
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