Speech On Redundant Writing

One common literary device used is repetition. An author will most likely use a word or phrase over and over again to emphasis their point.It is a usesful tool due to the fact it catches the reader's attention,and leads them to wonder as to why that particualr message is vital to the story.For example, in "A Sound of Thunder" the author states,"...and everything returning to the fresh death,the seed death,the green death"(Bradbury 500). He also says, "Stay on the path.Never step off"(Bradbury 502,503,504).Two great examples of repetition that leave the reader thinking,or be filled with suspense because it is clear that

On the other hand, writing can turn ugly if they don’t care about what words they use and rush through the writing process. The idea is that ugly writing impedes communication whereas positive writing allows for clear communication. Positive writing serves the purpose of communicating clearly and concisely. It allows for the flow of imagery from the writer to the reader. In contrast, ugly writing does something else. It can be crowded with meaningless phrases and fillers. People need to prevent bad habits from spreading by consciously guarding against them.

Chapter one from the book Nuts and Bolts talks about writing concisely. Writing concisely means to write while using as few words as possible while still being able to get our point across. Reading this chapter made me realize that when reading a less concise paragraph,the writing began to bore me. People always say less is more, and in this instance I think it's right. Writing a simple sentence is better than writing a wordy one. It's all about getting a message across and it's easier for someone to understand if we shorten our sentences and trim the fat.

Writing: Communicates thoughts, ideas, information, and messages in writing; records information completely and accurately; composes and creates documents such as letters, directions, manuals, reports, proposals, graphs, flow-charts; uses language, style, organization, and format appropriate to the subject matter, purpose, and audience; includes supporting documentation and attends to level of detail; and checks, edits, and revises for correct information, appropriate emphasis, form,

Many times the writing style of the book at time felt distracting, confusing, and even frustrating. For example, whenever Rediker would refer to a quote

Some authors have a limited vocabulary due to upbringing; this alters how people view the message intended. When speaking about her mother, Tan states, “Some of my friend tell me they understand 50 percent of what my mother says.” (Tan, 1990, Para. 7) There are moments in communication where meaning can falter because of a lack of words to utilize. Tan also makes this point when transcribing words

Get out of that comfort zone, try to use other ways of saying what was said in the first draft. By the second draft there should be a more defined structure and ideas are not just running wild but now have a purpose to be in the paper. Always consider a third draft, it is needed to pull in all the thoughts from the previous drafts and give it a more fluent and natural flow. Make the paper have a defined purpose and point in existing. By this draft, the paper is going to clear the thoughts for the reader’s better understanding on the paper’s purpose. A paper is always written for the reader’s understanding. The third drafts takes out all the long, unneeded ramblings and revives it into a much shorter and adds the precise wording. Stringing the ideas from the previous drafts and clearing it up. The more mature words should still be used as long as it suits the nature of the paper. Finally, if ready, it is time to write the final draft. It takes all the wanted information and by then all the information has been written down repeatedly that stringing the words along just happens fluently as if it were baroque music. The first content written should never be the final copy, following Anne Lamott’s style of writing can prevent any grade lower than a C on a writing

When people speak to one another they usually do so very rapidly, and subconsciously. The opposite can be said of writing as it is more slow, and deliberate, often requiring intense thought. As demonstrated already in English 101 it is necessary to visualize, plan, and draft while writing. The principles of oration were separate from those of writing until the Age of Information, with the development of modern technology. The proverbial gap was abridged with texting. It allowed writing to catch up to the speed of speaking. Unfortunately while it did match the speed, it took away formalities used in writing such as spelling, punctuation, and using capital letters.

Sommers explains to the reader the mindset of revision in the eyes of college freshman vs. experienced writers. Based on her research she was able to establish that the term “revision” has two drastic meanings when it comes to experienced vs. inexperienced writers. The college freshmen referred to revision as simply rewording the preexisting writing in their first draft. Sommers explains that the “scale of concern” for the college students was “deletion, substitution, addition, and rewording.” (380) In contrast, the experienced writers had a very different mindset when it came to their revision process. They explained when revising they focused on finding “shape” and “form” to their writing. To further explain, they do not have simply one rough daft that becomes a final draft, but rather they have numerous drafts that they continuously dig through to develop “structural patterns.” (384) In comparison to the college freshmen their revision process isn’t just rewording, it’s continuously reframing each draft. Through this research Sommers explains to the reader the way revisions should be, and the areas that people lack with misconceptions that the word “revising” simply means rewording but in Sommers’ opinion it’s a total revamping

In most literature, syntax takes a standard form that most can recognize. Despite this standard form, the author still has a great deal of leeway in developing sentences to create moods and convey thoughts. The author may choose longer sentences or shorter sentences. He or she may use larger words that flow or shorter words that help break up the passage. The possibilities are virtually endless.

The repetition of words is what shows the reader what is truly important to the author or speaker. JFK repeated the phrase “Let both sides” five times on just one page of his Inauguration speech. The author of “Inside Kennedy’s Inauguration” repeated the words “Freezing”, “Snow”, and “Cold” on numerous occasions throughout his article. This technique is on widely used to further the author’s thesis statement without them having to explain it directly. The repetition instills the words into the reader's’ mind, to ensure that if they don’t remember anything else from the text, they will remember those keywords.

it reinforces simplistic writing that may be acceptable for conversation but is not good for critical thinking or analysis.” This statement is saying that texting is good for the simple parts of writing but does is not effective for the analysis part. Texting can be good for writing in some

The choice of words in the article were not all convincing, and they were quite difficult to understand. The article was confusing at times, causing the reader to become unfocused or distracted easily. Besides diction, the sentence structure also made the article confusing for the reader because of how the author formed the sentences.

One of the most important things about words may not be the actual content of what is being written, but rather the structure of what is being written. More specifically, the mechanics of our sentences often sway readers towards unexpected directions.

I searched the word “redundant” and to my surprise found several different meanings of the word. The word dated back all the way to 1577 from the Latin word redundans. I searched intently through the definitions to try to figure out which “redundant” my teacher was trying to say about my paper. My favorite number is three, so I looked at the third definition, Redundant means of an interval in music. Well, my paper did not carry in any redundant intervals, so I knew this could not mean what my teacher was trying to tell me about my paper. Another definition was Of a person: no longer needed in a particular job or place of employment. I do not think my teacher was trying to fire me from being a student in the class, so my search had to continue. I skimmed through more definitions to finally come to the one that related to the word “redundant” on my paper: Characterized by superfluity or excess in some respect; having some additional or superfluous part, element, or feature; (of language) marked by verbosity and needless repetition or Superfluous, excessive; surplus; unnecessary. Now that I figured out what my teacher was trying to say I skimmed over my writing to find any redundant word choices or comments I had written in my essay about World War II. Alas, I had found a repetition of the word “I” twenty-seven times. “I” was unnecessary in this