Make Your Words Count

As final exams are upon us, this will be my last entry until January. So, I thought I would leave you with a parting thought on the importance of words.

At the end of the page, writers should ask a question: “What have I actually said?”

Instead of turning in an essay that you’ve packed with generalities to get to the required five or so pages, the above question is one you should ask and then answer honestly. Even if it is somewhat traditional (but still wrong) for students to resort to writing essays that say less than they could - like playing an air guitar - the time spent for the writer and the reader should be considered too valuable to waste in vague verbosity . Thought, reason, analysis of the subject matter: are they clearly present in your essay?

One way to find out is to read your paper aloud or have a friend read it aloud to you. If you find yourself saying “Huh?”after hearing a sentence, you should definitely think about revising. When we listen, we tend to filter out extra words and statements that are not essential for us to understand the message. Sometimes just reading a long essay silently won’t tell you if there are sections that have become confusing during the writing process - draft after draft.

If you think you’ve made a valid point and used an excellent example, double check to make sure that your reader can see it immediately (without saying the word“Huh?”). Concentrate on making your words count, not just on a word count.

Sometimes when I’m beach combing, I spot something shiny and think maybe it is a treasure that has washed up from long ago and far away. When I look more closely, the pirate’s gold I thought I saw turns out to be a trick of the sunlight on the sand and my imagination at work. Once you’ve written your essay, you should also look closely to be certain your words really and truly express your ideas in a cogent fashion. Read what you write for meaning so that you can revise statements that are vague or misleading or not as rich in meaning as you’d like.

Best of luck on your finals!

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Research Tips

When doing research, interpretation of the material you read matters and can lead you to the development of your own thesis.  There is probably no right or wrong thesis as long as it is reasonable, logically connected to the subject researched. In fact, new ideas and thoughts are welcome, a refreshing change from the ordinary.

The best way to research a subject is to read about it carefully, take notes as you read, think about the ideas other writers have expressed, and feel perfectly free to determine your own thoughts on the subject. Reading varied opinions on a subject researched is worthwhile. Sometimes disagreeing with what others have said is a good starting point for developing your own thesis. 

At first, you might react to a research assignment by thinking that you know nothing about the topic and don’t even know where to begin. That’s normal, since you are expected to do the research in order to learn about a subject, develop a thesis, and then prove your ideas about the subject. As you find more and more information on the subject, pick and choose among sources to select the ones that offer support for your own ideas. Because there is often more information about most subjects than can be used, being selective makes a difference.

The best way to write the paper itself is to put aside all that you’ve read about the subject and write your first draft without referring to your notes or looking at what your sources have said. You might note places where sources need to be incorporated, but wait until you’ve finished the first draft before including outside information.  For subsequent drafts, you can choose from the quotations and ideas that verify or substantiate what you have said and then integrate the material into your paper.

The SWC has further information on the nuts and bolts of research, documentation, etc. (Research). Research projects do involve hard work, but they also provide a great opportunity to learn in depth about different subjects and stretch your mind as you develop your ideas.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

A Moment in Time

Suppose that one day the waters were so still that we couldn’t surf as planned. The most immediate explanation might be that there was simply no wind that day. We might then search for the reason why the winds didn’t come as expected that day. Perhaps the weather report expected the wind on the wrong day, and so the waters were still today. We might then think about deeper reasons for why the wind was nowhere to be found.

As humans, we search for explanations for why things happen as they do. To that end, people ask questions to make sense of the world around us. This is the foundation of scientific inquiry—using reason and questioning to reach answers about what might have once seemed unknowable. This is the foundation of the cause-effect essay.

A cause-effect paper is designed to explore a chain of events. In its simplest form, you might explore a single cause and its relationship to a single effect. The goal of this essay is to show a clear link between the proposed cause and its effect, and illustrate how the two are related. Why are they related events instead of coincidences? So the two events must be introduced, a link must be proposed between these events, and the writer must show evidence that proves the causal chain exists.

However, the cause-effect essay is one of the most difficult types of essays to write because it focuses primarily on time. Cause must precede effect, and the cause must be the reason the effect takes place. If the essay fails to prove that the two events are related, then essay doesn’t work. Consider events as a link in a chain, where all the links must be strong in order to hold the weight of the essay.

Cause-effect can be complicated enough with only a single cause and a single effect. This type of essay can be even more complex when considering multiple causes or effects. Even the nature of the time relationship can vary. Arguing that a single cause produces three direct effects is not the same as arguing that a single cause snowballs into a chain of effects. One chain of events is direct, even with multiple effects, while the second chain of events is indirect and layered. In the second case, the chain of events is linked, with the middle link holding the chain together at its center. While both are cause-effect relationships, one requires more evidence and concrete reasoning in order to work as a coherent whole.

In the end, a cause-effect paper relies on how well the chain of events is shown and documented. The chain of events must be shown clearly, whether you are exploring cause, effect, or both within your essay. Although writing about time can be complicated, cause-effect can be useful to establish a time relationship between any two events.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

On Academic Tone

“Killer waves!” says Roxy.

“Gotcha,” says the dude.

Most of us have heard that we should write the way we talk, but the way we talk is often not what we need for college writing because we’re filling in blanks and using phrases or slang easily understood by our friends. Academic writing requires a different way of speaking, and there are conventions used for college essays that are not typical of everyday speech (or writing emails, letters, notes, diaries, or Tweets.)

The following ideas may help to transmogrify a paper from casual to college level.

1. Remove contractions – use do not instead of don’t, for example.

2. Replace slang with other words that have the same meaning.

3. Use third person pronouns (he, she, they, them, it, etc.) instead of second person pronouns (you, your, yourself).

4. Omit unnecessary words, filler: Well, as I was saying about extra words, it might be good to delete them. 

5. Triple check all punctuation. You may also need to review other grammar rules, which is worth the time it takes.

Translating from a casual style to a college level style may be simpler than it initially seems.

“The waves are suitable for surfing,” Roxy observed.

“I understand,” replied her friend.

Punctuation Quick Fixes

Comma splices and run-on sentences have one thing in common: they need stronger punctuation. Three quick ways to fix either—comma splice or run on—depend on the above mentioned stronger punctuation.

The following diagrams may help you to remember three basic options you have:

1. Use a semicolon between the two sentences, especially when the ideas are closely related:

Sentence; sentence.

2. Use a comma and conjunction between the two sentences—both, not just the comma:

Sentence, and (but, nor, for, etc.) sentence.

3. End one sentence with a punctuation mark, usually a period (not always—what if you are asking a question?) and begin the next sentence with a capital letter.

Sentence. Capital letter of first word of new sentence.

Definite punctuation between sentences provides clarity for the reader. A lack of punctuation can and does lead to confusion. One way to keep in mind that the right punctuation is in place between sentences is visual. All three of the above solutions actually look larger than a tiny comma or no punctuation at all between sentences.

You might also think of it as the difference between hoping your boat left untied at the dock will not float away (run on, or no punctuation);  tying your boat to the dock with a slight piece of string (comma splice); or  using a solid rope to keep the boat in place (correct punctuation). Your chances of finding your boat when you go back to it are better with the stronger connections to the dock. Your odds of giving your readers a clear idea of what you say are much, much better with good punctuation.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Footprints in the Sand

Sometimes, a walk through the beach can be a learning experience. Tracks in the sand might indicate who has recently been there, and perhaps, how many people have been through recently. The location of the sun and the tides of the ocean might suggest the time of day. You might recognize birds by the sounds they make or by their appearance. Still, you may get the sense that the beach is peaceful by the relative calm of the waters or other telltale clues. If you’re attentive to detail and thinking critically about those details, you can learn much about any kind of place.

In fiction, the use of setting works in a similar way. As literary elements go, setting seems not to matter so much as more active elements of a story such as character, conflict, or theme. While setting is passive in the sense that it exists and often serves only as a backdrop to the story, it often reflects the actions of the story. The details of setting can often help establish the background of the story and understand the forces that drive the story.

By decoding the elements of setting, a literary critic can create a larger understanding of a particular time and place and how it influences the course of a story. Remember that setting isn’t just where things happen; it can also include time periods, environments, as well as cultural elements.

Often, the morality and values of the characters are deeply shaped by setting. Hester Prynne’s behavior in The Scarlet Letter might be more acceptable in other societies, but in the Puritan society of Hawthorne’s novel, it was a sin punishable by public shame. This punishment, a scarlet letter, becomes the centerpiece of the book as well as its titular symbol. Ultimately, the societal beliefs of that time and place drive the central conflict of the story.

Similarly, many stories flow from the conflicts brewed through setting. For instance, modern readers might not be concerned with family reputation, but it would have mattered to one of Jane Austen’s heroines in 19^th Century England. This societal preoccupation with reputation contributes to Austen’s larger message about pride. So while setting appears to be a backdrop, it also contributes to the societal pressures that influence the story’s outcome.

Setting also contributes to other literary elements that you might be asked to explore. Setting can be a symbol that represents an idea, as with Kate Chopin’s short story “The Storm.” In some cases, setting can be treated as a character, or as a reflection of a person in the story. Setting can even be used to illustrate theme, provided that you can show how the setting ties into the author’s main idea.

Setting is arguably one of the more overlooked elements of literary analysis. However, setting is also a useful tool in the literary critic’s toolbox. When used effectively, setting can provide depth and context to your interpretation of the story.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Resuming the Résumé

The process of composing a résumé isn’t so different from learning how to dive in the water—it’s all about putting your best foot forward. There’s not necessarily any one way to swim either, since there are so many kinds of strokes that will take you where you need to go. Your challenge is to find the best way for you.

That’s an incredibly simplistic way of looking at the résumé, of course. There are many factors that will be out of your control, simply because you can’t always predict that a résumé will necessarily get you hired by the company you’re looking at. It may even be possible that you can have the best résumé in the world, but not be hired because the potential employer is looking for something specific, or that person has someone in mind, or any of a number of other reasons. Sadly, there is no guaranteed winning formula to getting the job you want, even if your résumé writing skills are superb.

However, there are some things you can control with an effective résumé. A good résumé can maximize your chances of being considered for a position, which may be enough to get your foot through the door in some cases. Think of the employer as your audience; you want to persuade the employer that you would make an effective employee.

One way to do this is by focusing on your strong points when you build the résumé. If you have a strong record of work experience, but you’re shaky on education, focus on the work experience when you put together your résumé. If you don’t feel you have much experience, then you can always focus on your education, honors, extracurricular activities, or anything else where your record is stronger.

Also, be aware that you should only cite your last five years of work history. Employers tend to be primarily interested in what you’ve done relatively recently, so there’s no need to cite everything you’ve ever done. This can often help the résumé, especially if there are weak points in your long-term history or you don’t have a long employment history.

Before starting on the résumé, take some time to search through your own experience for details to strengthen the document. If you’ve ever been active in a non-profit organization, you could include this. If you’ve ever received awards or honors of any kind, you should include this. In some cases, you can include the coursework you’ve taken, provided that those courses are relevant to the position you’re applying for. Think about your life experience, and be creative about finding details to send to the employer.

Good luck in your journey through the hiring process. Although there are no guarantees of anything, knowing what to include in the résumé could potentially make a difference in getting the job.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Searching for Starfish

Before I head to the beach to find a starfish, it would help totally if I know how they look, where they might be found, and when there is likely to be one washed up onto the sand.

The same approach is necessary when a student is given an assignment to discuss literary elements in a story or other written work. What are literary elements (what defines them) and how are they likely to be used by an author?

Finding definitions is the easiest part. Happily, the SWC has handouts on literary elements (Literature) which should help anyone who is not sure what literary elements are and what purpose they serve.

Reading a story or other piece of literature closely - paying extra attention to how the author uses language - is necessary when analyzing a piece of writing. If an author repeatedly describes objects in his story as being green, that might indicate the presence of symbolism.  If not symbolism, the color green or the object may be used metaphorically.  One repeated color or the presence of an object or activity might even set the tone of the story. Context provides clues and answers at times.

Before looking for anything, it is a good idea to have in mind a way to recognize it. Students of literature who add the definitions of literary elements to their storehouses of knowledge will understand what literary elements are and how they are traditionally used. Then, they’ll know them when they see them.  

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Honesty is the Best Policy

Even if it seems like a small thing, academic honesty is taken very seriously by most if not all institutions. When we see a lifeguard along the beach, we trust that person to help us in an emergency. That relationship is based on trust, and trust is based on a person’s credibility. If a lifeguard doesn’t help when there’s danger, we stop trusting him or her. Without that trust, we might not visit that beach again, since it’s much harder to believe that we would be kept safe.

In the academic world, plagiarism is one of the worst things that a writer can possibly do. There are, of course, policies against plagiarism, and Del Mar College has its own formal academic process to address issues of plagiarism. However, plagiarism should not be avoided simply because of the academic consequences. It should be avoided because any academic writer should strive for the highest possible academic standards, instead of taking easy shortcuts.

Plagiarism is taken so seriously because it damages the credibility of everyone involved in the act of plagiarism. Certainly, the writer of the plagiarized essay suffers the most, but not simply because of the penalties involved. The writer is now no longer trusted to deliver honest and accurate research and educated opinions.

Without that credibility, any academic results of the essay are now open to skepticism and mistrust. This undermines the process of scholarly inquiry that is so necessary to advancing discourse and new ideas. An academic audience must, first and foremost, be able to believe that the writer has conducted research in good faith. Part of that lies in knowing what is a new idea, and what was simply borrowed from elsewhere. Plagiarism erodes the integrity of the academic process, and this should be avoided at all costs.

Plagiarism also undermines the credibility of the institution that the student writer represents. An assignment does not just reflect a grade. An assignment embodies your own academic credibility, much as it also represents the academic integrity of the institution that you’re writing for. Plagiarized work reflects badly upon others as well, from the instructor to the department to the College as a whole. Think not just on how your work affects your own credibility, but the credibility of others as well.

That having been said, it is perfectly acceptable to use outside sources as long as you’ve followed the process of crediting them. We use citation styles like MLA and APA to give proper credit to the work of others. Quote as much as you need, but remember that your sources must reinforce your own ideas, not speak for you or substitute for your own original thinking. When cited correctly, the credibility of your sources adds to your own credibility, because you have honored those sources while creating your own work of independent scholarship.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Panning for Gold

When we want to enjoy a day at the beach, we might first search for the right beach. When looking for a place to swim or surf, you might think about the right weather, the quality of the environment, how busy the beach is, or how far you might have to drive. This limits our choices to a manageable number so that we can make a good, informed choice about how to best enjoy a day at the beach.

When you’re searching for the right beach, you’re actively engaged in the research process. You’re exploring options, and then you’re managing those options until you’ve found the information you intend to use. When writing an essay, you will eventually need to bring in outside sources to prove your main point. The research process is meant to add credibility to your argument by using outside evidence, reasoning, and other information supporting your position.

Most instructors will usually expect you to utilize academic sources when you compose an essay. Academic sources will most often include scholarly books and journals, which are peer reviewed by experts in the field. In addition to print sources available in the library, some of these books and journals may be found on the Web or in online databases.

One good place to begin your scholarly research is EBSCO, which is freely available to all current students at the Del Mar College library’s web site. However, remember that there is a distinction between EBSCO (a collection of databases) and a singular database such as Academic Search Complete. When you cite an article in EBSCO, you must cite the individual database that you searched, and not EBSCO.

Another place to search is Google Scholar (scholar.google.com), which is Google’s search engine for academic sources. Google Scholar functions much the same as the regular Google search engine, except that it brings up only scholarly sources in its list of results. That said, make certain that you’re not only looking through the first page of results, since the placement of search results may not always provide the best information.

Finally, make use of the resources available at the White Library, located at the East Campus of Del Mar College. The library offers a wide collection of academic sources, including scholarly books and print journals. Not all scholarly journals are available online, and academic print publications are considered good, credentialed sources for scholarly research.

Although finding scholarly information for a research essay may seem like a daunting task, there are more options than ever for locating good, reliable information. Consider ways of finding the best information for your assignment, and dig carefully through potential sources until you find the best information to cite in your paper.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Pulling Back From the Brink

Every once in a while, we all need help. Whether it’s a steady hand to keep us afloat or just some encouragement, there are times when things go far enough wrong that going it alone might not be enough. If this is happening with a writing assignment, we encourage you to visit us at the Stone Writing Center and sign up for a tutorial session.

Many times, students express the belief that they’re bad writers, and this is often not the case. Every writer will bring a specific set of strengths and weaknesses to the writing table. Not all assignments play to those strengths, and many times, an individual writer will simply be missing craft skills that professional writers have spent their entire lives building. Much as no one begins as a great surfer, no writer ever begins as a master. Even Stephen King received rejection letters before he became a success.

While truly bad writers are rare, sometimes an essay can turn out so badly that it seems like a total loss. If that happens, keep in mind that this isn’t necessarily a reflection of your own ability to write. Even the most celebrated writers sometimes turn out a bad piece of writing. Instead, remain positive and actively look for a solution to your essay’s problems.

Identifying the problem should be your first step when you revise. Is there one larger problem that dominates the essay, such as a weak thesis or disorganization? If this is the case, then addressing that one area will dramatically improve your essay. Alternately, are you dealing with a mass of smaller persistent problems that weaken the whole? While that will be more difficult to address, try correcting the larger problems and then work towards the smaller ones as you revise the essay.

Consider getting a second opinion as you revise, whether it’s a professional tutor or a secondary reader. Most writers are often too close to their work to evaluate it objectively. As writers, we often look at our own work and see what we expect to see, not what may actually be on the page.

In most cases, this process may be enough to turn your essay around. However, in rare occasions, the current draft may be completely unsalvageable, no matter what you do. If this should happen, it’s most often because the draft ran adrift from the central idea that it should address, or else it doesn’t answer the terms of the assignment. If this should happen, try to look for the strongest parts of your current draft and salvage them; these may be details that could be useful to include in the next draft. Even a weak draft will usually have at least one strong point to its favor.

The worst that can happen is that you may have to start over from the beginning. However, even then, you can take one thing away from the first draft: the knowledge of what didn’t work the first time around. Even the worst failure is an opportunity to learn. Learn from your previous attempts, and then do your best to improve.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Welcome to a New Semester!

A glorious summertime at the beach must recede to memory as fall begins anew with a return to literature and essays and thoughts of grammar. I’m ready to enjoy a fresh start and a new semester.

The Stone Writing Center welcomes returning students and students who are attending Del Mar College for the first time this fall with hopes that all will visit the SWC. Students who have already visited the SWC report that their writing does improve, along with their grades, because they find here the opportunity to discuss their papers with Writing Consultants who know and love writing and can assist students with the process of writing.

In addition to tutorials, the SWC also provides a spacious main floor with study tables and computers for students to use; over 80 helpful handouts on topics covering grammar, composition, research, literature, and business writing topics; Boot Camps on Demand (both in-person and online) for additional help with grammar, essays and research papers; a YouTube channel with instructional writing videos; and a Twitter account to keep abreast of current happenings at the SWC. For details and more information on our online resources, Student Assistants at the SWC are happy to answer questions.

All of us are here to make your college experience more productive, more enjoyable and even easier. Call (361) 698-1364 or come by to find a warm and friendly atmosphere which is conducive to creativity, a place where writing becomes one of the best of your college experiences, as it should be.

Don’t forget to read a few blogs, too, ones posted previously and more to come this semester. Information about grammar and writing may not be quite as much fun as surfing the waves and relaxing on the beach, but it has its moments.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Parts of a Whole

We may think of seawater as liquid and flowing, and representing a complete thing in itself. In truth, however, the water is made up of small but complete units. While these smaller units may be too small to perceive, they have a purpose and a function. These parts all come together into a coherent whole, even if they might not seem to do anything at first glance.

The essay also has smaller parts that come together to form a larger message. The larger picture of the essay might include the introductory and concluding paragraphs, held together in unity by the thesis sentence. The thesis is the larger controlling idea of the essay and holds the essay’s organization together. In addition, the thesis will often act as a purpose statement that will outline your topic and the angle you’ve chosen to explore.

But on a smaller level, body paragraphs function the same way. Much as the thesis statement is the guiding force of the entire essay, the topic sentence is the controlling idea of the individual paragraph. Each topic sentence should be focused and coherent, and should explore a single aspect of your thesis. Think of the topic sentence as a smaller thesis, except it unifies a single paragraph. However, keep in mind that the topic sentence must support the thesis statement while also bringing unity to the paragraph.

In turn, each sentence within the body paragraph must support both the topic sentence and the thesis statement. Each detail in the body paragraph needs to be related to the overall argument and the purpose of your essay. In addition, the sentences within the body paragraph should flow in a logical order that clearly expresses the ideas you’re exploring in the essay. We refer to these concepts as unity and coherence, and a good body paragraph should incorporate both elements.

Also remember to maintain consistency between paragraphs as well. The singular paragraph does not exist in a vacuum; it is surrounded by other body paragraphs that perform the same function. Consider the paragraph’s relationships with the paragraphs preceding and following the one you’re presently looking at. Your paragraph must flow smoothly, both within the current subtopic you’re exploring and between paragraphs. Use transitions to create flow between your ideas as needed; there should never be abrupt shifts in topic in your essay. If you’re interested in examples of effective transitions, a list of transitions is available in the Stone Writing Center’s handouts section.

Remember that while it may seem independent, each body paragraph forms connections with the rest of the essay to reveal a larger picture. Each paragraph must function as a unit and as linked in purpose with the other paragraphs you’ve written. Make certain that the smaller points function effectively, so that the paragraph can support the essay’s larger purpose.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

A Leap in Logic

When taking a stroll along the beach, I always have to watch the firmness of my position. While the sand may look inviting and beautiful, there may not be any real substance beneath. I must always watch my step carefully so I don’t stumble and fall.

An argument works the same way. When constructing an argument, it’s tempting to fall into logical traps that may seem sensible at first. However, when viewed closely, this kind of reasoning doesn’t make any real logical sense. These are called logical fallacies, and they should be avoided in formal writing.

There are many different kinds of logical fallacies. Some of these fallacies are more noticeable than others. Some may feel emotionally true, but aren’t logically valid. Some may even have valid uses, but not in the context that you’re writing for. However, all of them can undermine the strength of your argument. While there are too many different fallacies to cover them all in this entry, I’ll mention two of the more common ones.

Circular reasoning: A claim that repeats itself as an attempt to justify the claim. For example, avoid arguments such as “circular reasoning is bad because it’s circular.” This doesn’t prove anything to the reader. In contrast, the claim that “circular reasoning is bad because it recycles ideas without explaining them” is a valid approach. Always support an argument with new ideas and logical explanation.

Slippery slope: A claim that suggests that a specific chain of events will happen if a specific action is taken. This is a tempting fallacy because this is also the premise of the cause-effect essay. However, it becomes a slippery slope when the argument doesn’t prove how and why the chain of events would take place. If you plan to use a cause-effect argument, it must be explained to be valid.

The best way to avoid fallacious arguments is by carefully reviewing the argument you’re making. While a claim might seem to make sense, it might fall apart under careful inspection. Make certain you’re arguing with valid and logical points, and beware the tempting logical traps.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Considering the Source

When I’m picking out a good surfboard, I like to know what I’m getting. However, if I don’t know anything about surfboards, I might want to ask someone else’s opinion first. I could ask someone randomly on the beach, but can I be certain that I can trust that opinion? Perhaps or perhaps not. It depends on the person I’m talking to. But if I happen to be close friends with a champion surfer with twenty years of experience, I’d be more likely to trust that friend.

As people, we tend to be careful and discriminating when deciding whose opinion to trust. This is only natural, since we want to be sure that we’re acting on good, reliable information. The same is true when considering academic sources. We don’t just want sources that agree with our point of view; we want to use sources that are trustworthy, reliable, and accurate.

In the academic world, this begins with peer reviewed or “scholarly” sources. In scholarly publications, accredited experts in a subject will peer review an article or book before it sees print. Through the process of peer review, the work will be checked for accuracy and validity. Often, these peer reviews are “blind”, meaning that the peer reviewers are unaware of the identity of the author. This process is designed to maintain the integrity of both the author’s work and the review process, by making the work itself the sole focus of the review. This peer review process helps to ensure that the article or book contains only credible and accurate research.

The most common peer reviewed or scholarly sources include academic books and scholarly journals. Academic books will usually be published out of university presses, and this is usually noted in the publisher’s name. These books will be both edited and peer reviewed, making them solid academic sources to use in an essay. Scholarly journals are peer reviewed works as well, and are also considered reliable sources. Academic journals may be found either in hard copy form in the library or digitally on EBSCO on the library’s web site.

While other sources may be usable for essays, depending on the source in question, be careful when citing them. Most sources, including newspapers and magazine articles, are considered to be “popular” sources. While they may be edited before publication, they aren’t subjected to peer review. This is not to say that popular sources can never be used in an essay, but avoid using popular sources when scholarly sources are required. Similarly, be careful when relying on online sources; while online journal articles are considered scholarly, web sites are generally much less reliable. Be aware of the kind of information you cite, and use careful judgment when deciding what information to include in a formal essay.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Variations on a Theme

When looking at individual grains of sand, they may not have any real meaning behind them. And there’s no reason that they should. Individual sand grains look the same, and they don’t seem to have any purpose or relevance to our lives. However, if you were to take a step away from those sand grains and look at them as a whole, you might see a beautiful sand castle.

In literature, it’s important to look at a story as a whole, not simply the sum of its parts. Each piece of the story serves a larger purpose that the reader must unpack and decode. However, much as a sand castle is made of smaller grains, every word in a literary work adds up to a larger point the writer hopes to convey. This larger point is the theme of the work.

Although there are some differences, the theme of a story or a poem works much like a thesis statement of an essay. The theme will usually reflect a main idea that is rooted in the author’s world view. Like a thesis, a theme focuses on the significance of the events that are portrayed in the literary work. However, the reader must interpret the meaning of the story and decide what that main idea ultimately is.

The theme must also be based in a clear understanding of the human condition. Stories and poems are rooted in the world that human beings live in, and reflect an emotional reality that most people are familiar with. Even though most of us will never be a prince or decide the fate of a nation, Hamlet remains an enduring play because the central ideas are timeless. We may not necessarily relate to royalty, but we can relate to Hamlet’s family problems and how he struggles with them. Theme derives from those universal ideas and makes a focused statement about them, either to advocate or to reveal truths about humanity.

Then again, literary analysis is subjective, and there may not always be one clear theme. Alternately, there may be many ways to interpret the events of the story that are equally true in the interpretation. For instance, is A Christmas Carol a simple story of an old man’s redemption, or does it illustrate that one man can make a difference in the world if he or she chooses to? Perhaps there may be an entirely different theme that you see in the events of the story. All of these are valid themes and may be a good starting point for a literary analysis.

However, whichever single theme you focus on, you must support your interpretation with passages from the literary work. Investigate the text closely and decide whether there are quotations that support your proposed theme. Remember that you should never simply summarize the events of a story, but to reveal the story’s meaning through a central theme.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang

What It Is

If I tell you that I think the sky is blue today, my statement leaves room for you to wonder if the sky is actually blue instead of grey or some other weird and unnatural color simply because I have used the words “I think.” Using other language, such as “I believe” or “It seems to me” or “I feel,” also gives the reader ample reason to question what you’ve said.

The sky is blue today. There is no doubt in that statement. I have stated it as a fact, not something that might just be all in my mind, merely a thought, and possibly not even true.

The writer of an essay is expressing his ideas on a given subject. There is no reason to cause readers to question what is said. Consider the following two directives:

1.      James, I think maybe you should feed the seagulls.

2.      James, you must feed the seagulls.

Which one is more likely to convince James to feed the seagulls?  The first sentence might well leave the birds hungry and squawking for free corn chips and pieces of bread since it is just a thought, not a clear statement of what James must do.

“That’s what you think,” James might respond.

Other lines that weaken essays are those that tell the reader that the writer is going to say something. “I will tell you” or “I am going to write” or “I will describe” -  all of these announcements of intention are unnecessary fillers. Just tell the reader, without first telling him that you are going to tell him.

Straightforward statements convince the reader that what you have written is backed by your authority and knowledge. I believe I feel that’s maybe what I think anyway.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

 

Believing in Yourself

Self-esteem is an idea whose time seems to have come; but according to my old Aunt Christie, it wasn’t always expected that people would admire themselves much at all. The difference, according to Aunt Christie, has to do with accomplishments that lead to feeling good. She said, “It’s like ‘counting your chickens before they’re hatched’ when you feel great about yourself without having done anything to prove yourself worthy of esteem, your own or any other’s.” In fact, Aunt Christie appears to think that feeling a bit unworthy acts as an impetus to force a person to strive to achieve a goal (maybe just to avoid feeling unworthy).

I can see the points she makes; but there are other factors to consider, such as believing that you can reach a goal and trusting that you are capable of attaining success in the field you choose. You don’t have to be a braggart or be ostentatiously vain, but it is an excellent idea to give yourself credit for the ability to determine a course and stick to it, gaining the skills you need as you continue. A middle ground, a compromise might be to first tell yourself that, yes, you are worthy of esteem and are able to do what you decide to do to prove that worth.

Before I ever got near the beach with a surfboard, I couldn’t say that I was a surfer. Once I learned, however, I could say, and feel right about saying, “I am a surfer.” What I did tell myself before I began was that I could learn. I had enough self-esteem to try.

Pride in something actually accomplished is ever so much better than words without deeds to back them up. Whatever it is that you seek to do in your life, giving yourself a boost by telling yourself that you do have the ability to try is just the kind of beginning point that leads to actually doing the work it takes to succeed.

Having self-esteem is a starting place, an attitude that can give you the confidence you need to begin to work and plan a path to reach your goals.        

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

The Literacy Narrative

A narrative is a story, and literacy has to do with reading and writing. When students are assigned to write a literacy narrative, they are expected to write a personal story connected to their experiences with reading and/or writing. What, you may now be asking, is the difficulty with that? You remember learning to read and write and know your own life’s story, right?

To begin, determining who the reader will be is crucial because the story you are telling needs to connect with your audience. Tales of your life and times that you share with your friends at a party differ from those you choose to tell your grandmother at dinner or your boss at work. Keep in mind that your instructor hopes to read an essay about your learning experiences, your path to literacy.

Another consideration is to decide what event (or events) along the path of your literacy journey has significance. Did a given moment change you? Do you remember a turning point connected to reading or writing?  Did you realize something important or find a new way to regard learning at a certain time and place?

Your purpose for writing and your attitude, both revealed in your story, are also important. Once you decide what you hope the reader will discover in your story (the purpose), you then need to decide whether to get your message across by being serious, funny, wry, or any number of other attitudes you might choose.  Choosing an attitude adds a level of interest to your story and lets the reader perceive how you feel about the event(s).

Details and examples should be included, as is usual for essays. I could mention that a book I read had an impact on me; but, if I say that I read Moby Dick while sitting near the ocean with the sound of the waves coming to shore in my ears and visions of white whales in my mind, the details help my reader picture the moment.

Once you’ve made your point, given your literacy narrative life and color through descriptions and details, and expressed your personality through attitude, then you’ll be close to completing your assignment.  Be careful near the end not to tack on “The moral of the story is….” Instead, throughout your essay, give the reader a chance to find meaning in each paragraph, the true significance of your experiences unfolding all along the way.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

A Rule of Thumb

Even if there is no need for a colorful design on a surfboard since it won’t change the basic utility of the board, it is often nice to have one anyway (maybe stylized birds or fish in shades of green, yellow, and blue with a few strong black or red lines for a sharp contrast).

In sentences, some information is like a surf board design, extra bits of information added for interest but not necessary for the basic meaning of the sentence. There is, big surprise here, a punctuation rule for essential and non-essential phrases and clauses, AKA  restrictive/nonrestrictive clauses or phrases.

To quickly determine whether or not to punctuate a clause or phrase, one rule of thumb, so to speak, might be to just place your thumb over a group of words in a sentence, perhaps qualifying adjective or adverb phrases or clauses with colorful descriptions. If the sentence reads clearly and makes perfect sense without the group of words covered by your thumb, then set the temporarily hidden words off with commas. The clause or phrase is not essential and doesn’t restrict the meaning of the sentence.

A couple of examples - destined, I hope, to appear in my mind soon - should help clarify all I’ve said so far:

·         The sunlight glinting on the waves, much like tiny touches of starlight, fascinated her. (Nonrestrictive, Nonessential—use commas)

·         The sunlight glinting on the waves fascinated her because it reminded her of starlight. (Essential, Restrictive—do not use commas).

In the second example, a necessary reason is given for her fascination – because it reminded her of starlight. In the first, the same idea of starlight is not necessary for the sentence to make sense, although it also tells the reader why she was fascinated.

For further information on clauses and phrases, please visit the SWC handout section at http://www.delmar.edu/engl/wrtctr/handouts.html.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Is it or is it not Ironic?

Before beginning this blog, I asked two SWC Student Assistants how they’d define irony. Both said that they could give me examples of irony but not a solid definition off the top of their heads. One said irony would be when a stressed out person lit an aroma therapy candle to reduce stress and wound up burning down the house. The other said it’s ironic that they can come up with examples of irony but not definitions.  They are both right. 

 

The most common form of irony occurs daily when we talk to each other. Verbal irony happens when what we say means something else entirely. Generally, those with whom we talk get it, know that we are saying one thing and meaning another. When the wind is very calm and the waves are uselessly flat for surfing, I know my friend is being ironic if he says, “Killer waves today for sure!” Generally, verbal irony has an element of humor, a way of making subtle fun of a situation or another person. Sarcasm and satire nearly always depend upon ironic humor.

 

In literature, dramatic irony occurs when the reader knows more than the characters do and perceives that what is happening is far different from what the characters think is happening. One example that most of us recall is when Romeo and Juliet both die at the end of the play when they might have lived happily ever after if they had only known what the audience knows.

 

Tragic irony is almost the same as dramatic irony except that the term applies specifically to tragedies.

 

When the discrepancy between what the audience knows and what the characters know is sustained throughout the entire work, the term structural irony is used because the piece is structured – built – upon irony.

 

Romeo and Juliet, often considered  star-crossed lovers, fall victim to  cosmic irony, the term used for a twist of fate, a turn of events unanticipated and usually (or unusually) cruel, a destiny  governed by forces outside the characters’ control.

 

The terms dramatic irony, tragic irony, structural irony and cosmic irony are mostly reserved for literature, but verbal irony comes into play often in our everyday lives.  It is likely that you will come across at least one instance of verbal irony today, and you’ll most likely see the humor involved in a disconnect between what is said and what is actually meant.

 

When asked to describe irony in a story or other literary work, focus on dissimilarities between dialogue or events and their real meaning, especially when you know that if the characters had a clue, there might be more happy endings.

 

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Why Compare?

Why do authors often use symbolism, metaphors, similes, and other devices when they write stories or poems? Language itself is a way to name what we perceive in the world, so it follows naturally that writers take naming a step further to add color, form, texture, etc., to their work. They inspire readers to imagine, to feel, and to react to the writing.  Even writers who are not inclined to the literary form, scientists, for instance, use symbolic language to give non-scientist readers a clear idea of what a complicated concept means by likening it to something people can more easily envision.  Analogies and other comparisons give nonprofessionals a way to understand scientific findings without knowing in full the special vocabulary of a particular field of study: physics, chemistry, biology, or others.

You can also incorporate literary devices into your writing, and it is often a good idea to do so.  You can add depth to your commentary by using analogies and similes. If you feel especially brave (foolhardy?), you might use an extended metaphor, which is to continue a metaphor past a one-time comparison of two things and extend it for several sentences or throughout the whole essay. I could write a blog on some basic features of a structured essay by telling my readers that the thesis statement is a ship, topic sentences are its sails, and transitions are the winds that move the ship in a certain direction. I could extend the metaphor further by calling the writer the captain of the boat. Perhaps happily, I won’t write that particular metaphoric  blog; but I wonder if readers would have a  mental image of The Good Ship Thesis essaying across the Sea of Syntax with transition breezes billowing in the topic sentence sails  to move the ship north, northwest .

While such comparisons can be effective, the danger of extended metaphors - as well as other devices -is that they can also appear contrived, fake, or even go so far off base that they seem ridiculous to the reader. The apt phrase, the right likeness, the perfect analogy, however, works and is worth consideration because when used well, they add fabulous fathoms to the writer’s voyage.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

Gazing into the Mirror

One reason I love the beach so much is that it gives me a place to pause and reflect. Some days, it’s always good to think about what we’re doing and why we’re here. It’s at those moments where we discover ourselves and our place in the world. By the end of it, sometimes I see myself in a new light that I never imagined before.

Reflection also has its place within the writing process.

While it might seem easy to get something out in a single draft and be done with it, we may not always think about what we’ve composed. There are times in writing where the process of reaching the end isn’t immediately clear to us. Sometimes we write to meet deadlines or to fulfill the expectations of others, and that’s perfectly normal. Sometimes we write because we have something to say, and the words flow like a slow and steady stream. However, there are other times that we write because we have to; the words compel us, and we have to get them out of our heads and into the printed form.

However it is that you write, be aware of the process you’re using to get to this point. While the rules—what writers consider their craft—are clearly laid out, each of us has a personal process that is unique. For instance, if you prefer to write first drafts by hand and type later, that’s part of your process. Other people may compose everything on the computer, including notes and prewriting, and that’s also a part of personal process. You may not necessarily be consciously aware of every aspect of your process, but it’s there.

Try to be aware of your writing habits, your preferences, and all the little rituals that you use to get an essay done. If you realize that you prefer blue notebooks and not red, perhaps the words may come out better than you realized. If it helps you become a better writer, embrace it. Make yourself aware of the small changes that improve your process. Think about why the small change made a difference. And if it didn’t, then make a note of that, too—if small changes don’t affect your style, that too is part of your own process.

At some point, you may be asked to write a reflective essay. Reflective essays are nothing more than just a brief explanation of your process of writing. It may seem to you that you’ve learned nothing from repeating the steps you use to write. Then again, maybe you have. Maybe the process of reflection may help you to discover something about your writing style that you didn’t know before.

Be open to the idea of reflecting on your own writing, and see where it leads you. You just might surprise yourself, and even become a better writer along the way.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!

My Topic is __________.

Buzzing through her mind, thought after thought insisted upon landing on the page. The thoughts appeared not to notice particularly that she was supposed to be writing a paper on how she learned to surf. Ideas loosely connected to the skill kept surfacing, demanding to take part in the essay. She wrote a whole paragraph on how much fun it was to shop for new gear. Another paragraph detailed the history of surfing in a totally different state, not Texas where she first balanced on a board. Part of her paper was on another sport entirely, snow skiing.

Her introduction was fine. She even had a thesis for the narrative, the benefits of acquiring a new skill, i.e., surfing. Somewhere, however, along the way, she’d wandered so far from her topic that the reader had no clue what she was trying to say. By the time she reached her conclusion, even she had forgotten the purpose of her paper, her original goal.

What was she to do? Her paper was due way too soon for her to completely start over, but when she reread what she’d written, she felt confused, unsure of the result. She had about an hour to fix the paper, so she took a highlighter and started mercilessly marking all passages that were not on surfing itself or how she first learned to surf. Although there was not a whole lot left, she reread the off -topic paragraphs and decided to try to weave at least part of them into her narrative.

The section on buying gear might work if she put it into the context of what she needed to try the sport. She struck the parts of how cute the different footwear was and concentrated on the necessary items to be able to paddle out to a wave and stand upon the equipment, the surfboard. She then kept some detail of the designs of her first board and went on to describe learning to balance on it.

Snow skiing? Surfing in California? There are some likenesses in skiing and surfing, balancing especially, so she salvaged parts of that passage as well by comparing the skills needed for each sport, which led to her own experience in learning to balance properly. The two states, California and Texas, could also serve to detail most of the skills needed for surfing in different types of waves on different coasts, for instance.

By deleting, adding, and tying areas of discussion to the main idea, she finished on time with an adequate paper. She did resolve as she turned it in to be more careful on the next assignment, maybe even putting a large reminder by her keyboard: My Topic Is________. Maybe she’d make the letters about an inch high and color them neon green and blue. Perhaps such a reminder would help her keep from meandering all over the universe for her next paper and make polishing the paper less arduous, no heavy duty revisions needed before the time came to submit it.

See you next time the breeze is cool, the sun is up, and the waves roll into view! My next entry is coming soon. ‘Til then, hang ten!

Preparing for a Tutorial Session

Events in life take some preparation, even something simple like a short trip to the sea wall to rest our eyes on the waters of the gulf. Before catching a wave, I survey the scene, check out the surf, and have my gear with me and in good condition. Before you come to the SWC for a thirty-minute tutorial, a bit of planning can make the time more useful for you than not.

Tip 1: It may sound like a no-brainer, but it is best to arrive early for your appointment, five or ten minutes, since being late may result in a standby taking your appointment time. If you cannot make it to the scheduled appointment, call and let us know so that someone else can use the appointment time.

Tip 2: Bring a copy of your assignment with you so that the tutor will know what your work involves. Relying on your memory - what you think possibly the instructor said – may not be the best method for getting the right advice from a tutor.

Tip 3: Mostly, though, think about what it is that you want to find out. When you come prepared with questions or concerns (and any notes or drafts or brainstorming that you’ve done) the session will go smoothly and be productive.

Tip 4: Your active participation during tutoring time is essential. Express yourself. Talk about your writing, what problems or successes you have had with it so far, what hopes or fears about the writing you have (or what technical/grammatical problems you need to solve). While a tutoring session is not exactly the right time to bare your soul or air opinions about the state of the universe, moods, emotions, and attitudes do have an effect on your writing. If you are upset, let the tutor know, especially if it is a problem that is keeping you from completing the assignment. Often, acknowledging an emotion and talking about it briefly can clear it up, like clouds moving away from the sun, so that the rest of the session can be focused on the work at hand.

Tip 5: If you have begun the paper, bring two typed copies of your draft, double spaced, for notes that you or the tutor may make. Your thoughts, ideas, and questions will keep the dialogue on the main reasons you have come to see a tutor. It is best to phrase your questions by asking “What if I write__________?”(And then come up with a possibility) instead of “What should I write?” The paper is yours, not the tutor’s; and whatever the tutor might suggest is not the answer you need. Discussing your ideas before starting your paper also works very well. Be aware that your own ideas are the ones that will work best for you when you do start writing. Talk with the tutor about your ideas, ways to structure the paper that you have considered, perhaps to see if your ideas are logical and will work to fulfill your assignment.

Tip 6: Finally, don’t forget to enjoy the half hour you have taken to talk about your writing. Keep your mind open to possibilities, and you will find the time well spent, maybe even as much fun as taking a walk along the shoreline to comb for treasure along the beach.

See you next time the breeze is cool, the sun is up, and the waves roll into view! ‘Til then, hang ten!