Sharpening

In the article "Sharpening" by Ken Marcrorie, he talks about common weaknesses in writing, such as the excessive use of the verb is (and all forms of to be), of it, of adjectives, adverbs, and passive verbs. This can be detrimental to good writing because the use of these can add additional words to a piece that don't help make the point that is trying to be conveyed. Throughout the article, Marcrorie gives many examples of these instances. He speaks on how the verb is can have adverse effects on one's writing. This is because the verb itself doesn't say much, it works collaboratively with other words or proclaims something exists. Writing that is dominated by is suffer from too many nouns and adjectives, which the verb is connects. This leads to unnecessary words being included in the writing. A remedy for this problem is to use more verbs that communicate a specific action. Using the word is also drives the writer to excessively use the words it and there. The author also talks about verbs that can make a paper dull when excessively used. These words are make, go, get, have, move, and come. These words aren't good to continuously use because they don't have specific meaning. When revising a paper, any usage of these words should be checked to determine if there is a more particular and meaningful substitute for it. The author gives an example of this by giving alternative words that can be used in the place of making. Those words are constructing, building, gluing, joining, piling, digging, sticking, and stringing. Of course each word wouldn't be applicable to every situation, but they can be used as a guideline to begin reducing the use of vague verbs in favor of more vibrant, specific ones. The principle in sharpening is to get rid of the words that don't have precise meaning. The inclusion of words sometimes make the words around them unnecessary. An example of this is given by the author, Original: The patients, perhaps sensing my nervous anticipation, possibly evident in my faltering steps and nervous eye movements, said "hello" to me. Revision: Perhaps sensing my anticipation in my faltering footsteps and nervous eye movements, the patients said "hello" to me. This example shows how words can be omitted from writing and the point can be maintained. In good writing, it is important to not allow adverbs and adjectives smother the effect of another word. An example of this is: She was unusually hideous. In this sentence, the use of the word unusually lessens the force of the word hideous, therefore, the word can be omitted. The author also does a good job of letting his audience know that the rules he gives can't always be followed exactly. Many of the changes are debatable and each piece being sharpened should be done so according to the particular piece. The rules aren't given to be followed exactly, but to provide a foundation to become more adept at recognizing these issues and rectifying them while editing your own work.

~Justin Jones~

Dialect Boundaries

In the article,"Folk Linguistic Perceptions and the Mapping of Dialect Boundaries" by Erica J. Benson she talks about the mapping of dialect boundaries in the United States. Since the United States tradition has been based solely on production data that it's approach neglects a rich data source toward language varieties. There has been investigations in the state of Ohio about folk perceptions of boundaries and their relationship to production boundaries. Ohio is a diverse area and a linguistically complex region. There are many diffrent types of dialect mixtures that appear in Ohio. Benson then goes on and talks about diffrent boundries around the United States. Perceptual dialectology is a necessary component of traditional dialectology studies that map dialect boundaries of language variation studies. What did you guys think of the article?

Blog Summary 14: Collaboration: Writing Center Tutorials vs. Peer-Response Groups

In the article entitled Collaboration: Writing Center Tutorials vs. Peer-Response Groups, the author Muriel Harris describes the difference between writing centers and peer response groups. The author also makes it a point to say that there is a distinct difference between collaborative learning and collaborative writing. Collaborative writing is referred to a task that involves two or more writers. These writers work together on one specific project. Collaborative learning is different however. When the author and reader interact to work on the final project, collaborative learning occurs. The author goes through the work and tries to help the writer improve their writing. Next the article begins discussing a brief history about response groups and writing tutorials. The different types of writing groups can also be either formal or informal. The author states that the role of the tutor is to help develop a person's writing abilities rather than help them focus on the specific topic he or she is working on. It is important that students are able to learn how to proofread their own papers and build their own skills. Another thing would be to determine goals. Also peer review is based on a different time frame that writing center tutorials. Further into the article, the author describes the differences more in depth including specific methods. She also gives some precautionary warnings as to what shouldn't be done.