Delegates might get the most out of the session by bringing a a paragraph of writing: student work or their own material as:
a) Printed text - to follow the sequence of the Self- Editor on paper (14 point, double line spaced, several copies).
and or
b) Digital Word File - to follow the sequence on screen for everyone to share in real-time (USB).
There will be video examples of each stage of the Self-Editor added. But here is a fully worked example. A real-time unedited 6-7 min application of the 'Writer's Tricks' method to a paragraph of a student's work. Of course the exact stage by stage approach of the Self-Editor cannot be mechanically followed in a real-time example. I think I am eye-tracking the visual structure of the paragraph and that is driving the editing process. Is this what you observe?
Every point you want to make has to be spelt out simply and clearly.
This writing style can be learnt by following a few suggestions and forgetting your GCE English school essay, or business report writing methods.
Sentences beginning with a preposition, As, This, If, Once, At. [more example see the bottom of the page]. This is because the subject, your main point, your argument is in the middle of the sentence, 'hidden' from the eye of the reader. These sentences are not easy to read and makes 'navigation' of the text difficult. Check every one of your sentences and move the middle section of the sentence at the front. Read out aloud. Wow, what a difference!
Starting a sentence with an - ing phrase should be avoided. 'During my career....' again usually a clear indication that the key point - the important subject is' hidden' later in the sentence eg '.. I won the best employer contribution award'.
Avoid the use of 'This' because you leave the reader trying to work out what the subject of the sentence 'This' refers to. The reader may have to re-read the previous sentence to work out what the subject is (unless the key word is at the end of the previous sentence).
Short sentences, easy to write, easy to read, are for your benefit too. They help you organise your thoughts: subject, verb, object. You are not expected to write long complicated artistic creative writing sentences. In fact, four line sentences are completely and utterly forbidden! You will feel good writing when you write in this style, believe me.
Make sure key words and your important idea are at the beginning of the sentence. In today's world no one has the time to follow several lines before you get to your point. Make the point first and then add support comments and ideas to build on your main point.
Tell them once, add to the message, and tell them again. People write pages before they get to their main point. This is spectacularly annoying. One useful rule is: 'Tell them once, add to the message, and tell them again' or 'say what you are going to do, do it, say what you did'. Take the key idea in your first draft, (which students regularly place in the final paragraph) and put it in the first paragraph. See the magic that results.
Some other common mistakes from your past writing style, which you will need to leave behind
Acronyms should be in brackets following the full title in the first instance, ie. School of Oriental Agency (SOA) and then you are allowed to use SOA only acronym afterwards.
Add an introduction labelled Introduction at the beginning of each section. Explain what you intend to do. Summarise what you are going to say. Add a summary of your conclusions.
Don't be shy about stating your skills and ability. In your main Introduction be clear about the duration, scale and extent of knowledge. How long you have been doing the job, what responsibilities, how many people you look after? Recently desperate student examples:... only on page 18 I was responsible for setting up a hospital in Basra; 'student forgot' to mention they were taking up a post in Nairobi managing a £10m UN budget. Another example: a teacher who failed to mention he was co-ordinating sports events in several other school not just his own. Stating your position with evidence represents means points. and we know 'Points mean Prizes!'
Headings in bold with no relation to the first sentence in paragraph below it- the writer assumes the reader knows what the heading is about. Student make the first sentence almost a completion or continuation of the heading [example: Section heading: Undergraduate. First sentence: I had an opportunity during my study in my final year.....
project at work place]. The title needs to be precise and the first sentence should be include the key word in the heading and explain the subject of the section.
You cannot assume the reader knows what you are talking about. They don't. Also you are learning to write in an academic style. In each section the rule is to explain what the section is about; the aim... The subject of...You have to spell out every point as if to a complete stranger to the subject.
General statements - [example: There are many kinds of databases ....]. The reader will immediately ask, How many? and Where is the evidence?
Immediately ask yourself for precision and detail.’ How many databases? What is my evidence? Which sources can I use to back up my argument? Try.. 'Three databases types are investigated in this section. I will look at ...(Section...... will look at - better phrase) the opening interface, ease of use and speed. Studies by.... and ... have shown that....' [See my argument example]
The Rhetoric method: - a heading with a question mark [example: What is wrong with this web site?]
Attributed to Socrates – it is useful for verbal argument, but that is all. Usually the paragraph of writing that follows goes; Ramble Ramble Ramble Ramble Ramble Ramble, with no clear direction or route with in it– don’t use it!
Active verbs - I study; I discovered, these action verbs make your paper move along with a positive action, a clear 'feel' . Passive Verbs - I was taught, I have been writing; It was discovered, It has been discovered, have too many small words getting in the way.
Active sentences - the simple ones (Subject, Verb, Object), eg: 'The student demonstrates his knowledge', rather than passive sentence, eg:' Knowledge was demonstrated by the studen't. (Object, Verb, Subject).
Quotations at the start of a paper are to be avoided at all costs. There are many reasons, but my view is that they detract from the focus on you and your own original subject.
A list of prepositions
about behind except outside above below for over across beneath from past after beside in through against between inside to along beyond into under among by near until around despite of up at down off with before during on without throughoutabout behind except outside above below for over across beneath from past after beside in through against between inside to along beyond into under among by near until around despite of up at down off with before during on without throughout
