Semicolon

Kurt Dudley

March 27, 2008

Ariana Paliobagis

The semicolon is a very useful and simple punctuation tool.  It is an easy way to connect two complete sentences without using a period or a comma.  The semicolon has simple rules and if they are followed correctly it is almost impossible to do incorrectly.  It has two common uses; the first is to join two complete sentences without a comma, and the second is to use it like a comma.

To join two complete sentences together, you simply put a semicolon between the two complete thoughts.

Ex.

            This could be a complete sentence; this could be another one. (essortment online)

            This is a very straight forward use of the semicolon.  The second is a tad trickier.  To use a semicolon as a comma, you must first have a need for it.  If you have to list 3 or more things in a sentence and the three things already have commas in them, you can divide them using a semi colon.

Ex.

            My favorite musicians are Victor Wooten, a bassist; Jimmy Hendrix, a guitarist; and Carter Beauford, a drummer.

            Using a semicolon as a comma is slightly more complicated but it comes in handy when using names, places, or dates.

Ex.

            My family’s birthday’s are October 17, 1959;  September 18, 1979; and April 25, 1989            My favorite places to go are Bozeman, MT; San Diego, CA; and Tokyo, Japan

There are many things that you can do with a semicolon and these two are the easiest to remember and also the most common. Remembering these two simple rules can help you with semicolons and make it very difficult to do improperly.

     Resources

Essortment Online. Ed.  Pagewise.  C2002        <http://www.essortment.com/all/semicolon_rcnr.htm>

 

           

Informal vs. Formal Writing

Jessica QuayEnglish 121 sec.31March 18, 2008 Casual vs. Formal Tone            Tone in writing is the voice in which something is written. It depends on two things: the audience that you intend to read what you write, and the attitude in which it is written. Depending on these two factors, two different types of tone are used in writing, formal tone and casual tone. But with two different forms of writing, there are questions and problems that follow.1.      Formal tone and casual tone usage is problematic in writing. This is because if one is used where the other should be; the purpose of the paper is altered. For example, if casual tone is used where formal should be, as in a laboratory write up, the credibility of the results will not be as credible. And it can go the other way; if formal is used where casual should be, as for personal letters, the reader will not be able to relate and the meaning of your paper is not what it was meant to be. Ex:Formal Tone:This is to inform you that your book has been rejected by our publishing company as it was not up to the required standard. In case you would like us to reconsider it, we would suggest that you go over it and make some necessary changes. Casual Tone:You know that book I wrote? Well, the publishing company rejected it. They thought it was awful. But hey, I did the best I could, and I think it was great. I’m not gonna redo it the way they said I should. The first, the formal one, is taken with more seriously, where as the second one is seen as more childish because the writer is resentful of the publishers for rejecting his book idea. 2.      There are some rules that can be followed when either casual tone or formal tone is needed. 

Casual Tone	Formal Tone
Can use colloquial words or expressions (kids, guys, awesome, etc.)	Avoid the usage of these words or expression (use children, man/boy, wonderful, etc)
Can use contractions (can’t, won’t, it’d, etc)	Avoid these words- write out fully (cannot, would not, it would, etc)
Can use 1st , 2nd , or 3rd person	Used 3rd person (except business letter which use 1st person)
Can use clichés (without moving a muscle, quiet as a mouse, etc)	Avoid clichés (unmoving, silent, etc.)
Addresses readers using 2nd person (you, your, etc.)	Avoid addressing readers using 2nd person (use one, one’s the individual, etc.)
Can use abbreviated words (photo, TV, CD, etc.)	Never abbreviate- write out fully (photograph, television, compact disc, etc.)
Can use imperative voice/commanding voice (remember; turn to this page 96, etc.)	Avoid using commanding words (please refer to, on page 96, etc.)
Can use active voice (we caught 3 fish, etc.)	Use passive voice (3 fish were caught, etc.)
Short and simple sentences	Long and more complex sentences.
Can put emotion in.	No emotion is shown.

 3.      By just following the list of rules stated above, fixing a tone issue can be easily fixed. When you first start writing, start off thinking about the person or people you expect to read your writing. If the topic of what you are writing is the same, then the tone of the writing depends on who is reading it. If the reader is grading what you write, formal tone should be used unless told differently; but if the reader is a friend, casual tone can be used. Once the reader of the writing is determined, the topic of what you are writing on will determine if it is indeed formal or casual intone. If the reader is a grader but the topic is your opinion on genetically engineered foods, casual tone is used; or if the reader is a friend, but the topic is an invitation to a wedding, formal tone is used. Ex:

	Formal Tone	Casual Tone
Friend	Invitations to formal occasions	Current crush or favorite movie
Teacher/Boss	Résumés and lab write-ups	Opinion essays

      Works Cited “Writing Letters- The Letter Format.” Family Education. 2008. Pearson Education. 25 March 2008 <http://life.familyeducation.com/writing/writing-composition/49060.html?page=4>.“Verbs- Voice and Mood.” Online Writing Lab. 2004. Purdue University. 25 March 2008 <http://owl.english.purdue.edu/handouts/grammar/g_vmood.html>.“Tone- A Matter of Attitude.” Capital Community College Foundation. 1998. CCCF. 25 March 2008 <http://grammar.ccc.commnet.edu/grammar/composition/tone.htm>.“The Difference Between Formal and Informal Writing.” EZine Articles. 2008. EZine Articles. 25 March 2008 <http://ezinearticles.com/?The-Difference-Between-Formal-and-Informal-Writing&id=594208>.Lloyd, Jenny. “Quick Ways To Improve Your Resume.” MyCareer. 9 Nov 2007. FairFax Digital. 25 March 2008 <http://content.mycareer.com.au/advice-research/resume/quick-ways-to-improve-your-resume.aspx>.

“Informal vs. Formal.” Mr. Braiman’s English Online. 2007. Brooklyn High School of the Arts. 25 March 2008 http://mrbraiman.home.att.net/page14.html.

Problems with Sentence Flow

Samantha Kujala

3/20/08

Writing Issue Presentation

 Problems with Sentence Flow 

     For some writers (like me) it is easy in the first rough draft of your essay to think faster than you can write. This can sometimes cause your sentences to be worded funny or almost backwards. This does not mean you are dyslexic, but it could be similar to how a dyslexic person would read a sentence that you may have wrote a little out of order. Sometimes writers will write sentences that are too shorts and that can be combined into one sentence that is not repetitive. Here is an example of a sentence that does not flow correctly: 

1. A sentence that doesn’t flow is abrupt. The paragraph is full of short sentences. It has no connectivity. It doesn’t make you want to read more. It’s tedious to read. Get the idea?   

   A sentence that does flow is fluid and graceful, with long descriptive sentences flowing into each other. You want to read more because it entices you to do so, unlike the example above (EduQnA.com).             

           Another key for creating a sentence that flows better is to have parallelism. Parallelism is where you have balanced writing that matches nouns with nouns, verbs with verbs, or just a sentence where you use the same past or present tense throughout the sentence. An example of this would be: 

            2. The policy affected all vendors, suppliers, and those involved with consulting.

Correct way that matches nouns:

           The policy affected all vendors, suppliers, and consultants (Mary Guffey 66).

3. Our primary goals are to increase productivity, reduce costs, and the improvement of product quality.

Correct way that matches verbs:

            Our primary goals are to increase productivity, reduce costs, and improve product quality (Mary Guffey 66).

             Another way that sentences can not flow very well is just by the placement of a certain word. This is usually a common mistake of mine. An example of this could look like: 

            1. Because stores will remain open and jobs will not be lost in Bozeman, TSC will

 be able to continue providing high quality products to consumers.

Better sentence flow:

            Because Bozeman stores will remain open and jobs will not be lost, TSC will be able to continue providing consumers with high quality products.

             So it is important to realize that not only do paragraphs need to flow into one another, but each sentence should flow nicely. Making your essay’s have good sentence flow makes the reader want to read your paper and does not confuse them. Most of the time bad sentence flow usually occurs in the first draft and there are ways to fix this. You can read your essay out loud, have someone else read it, look for sentences that are too short or repetitive, and look for parallelism.         

         The last thing you can do to make sure your sentences are flowing within a paragraph, is make sure your points are made and organized. “An effective paragraph is organized logically, so that the information at the beginning of the paragraph leads logically to the information at the end of the paragraph (Michael Austin 672).”            

           In other words, if you begin a paragraph that talks about dogs do not end that paragraph into talking about airplanes; unless you tie the two topics together and can effectively relate them.                

References:

“How do you make sentences flow in an essay etc?.” EduQnA.com. 2006-2007. 15 Mar 2008 <http://www.eduqna.com/Words-Wordplay/3021-1-Words-Wordplay-6.html>.

Guffey, Mary. Essentials of Business Communication. 7th. Los Angeles: Thomson South-Western, 2007.

Austin, Michael. Reading the World Ideas that Matter. 1st. W.W.Norton and Company, 2007.

 

Writers Block

Drew Walters

          

  Define the issue

·         Writers block is simply struggling to start a paper, or coming to a standstill in the midst of a paper. ·         It often appears as a blank page, and after hours of staring it still looks like a blank page·         Often anxiety is the cause of this “blank page”Plan·         Recognize Ito       Constantly Second guessing word usageo       “The Worm of Doubt”-Lack of confidence, motivation, or experience ·         The Sourceo       Most cases can be linked to a single instance, usually one of disappointment  or rejectiono       Hemingway and “The Wall of Rejection”o       Concern of acceptanceo        Blocks exist because writers care about their writingo       Writers care about their writing because they feel a need/want to write, there is no need to look for validity elsewhereo       “If you want to write, that’s enough [reason]”·         Attacko       Up to us how we let these rejections and doubts affect uso       Break down rejections and doubts§         Question source of objection – no single opinion is that important§         Question Reality of personal expectations·         Bridge the Gapo       After recognizing the problem, overcome the block§         Try working on something different§         Take a walk, get mind off of what your writing about§         Free write§         Listen to new musicWorks citedhttp://www.starrigger.net/block.htm – “Dealing with Writers Block” by Jeffrey A. Carverhttp://kingprofits.com/lan/news_35279.html – “Breaking Through Writers Block” by Marige O’brien’shttp://owl.english.purdue.edu/owl/resource/567/01/ – “Writers Block/Writers Anxiety” by Sean M. Conrey

http://www.43folders.com/2004/11/18/hack-your-way-out-of-writers-block – “Hack your

 

Antonette Lininger

03/24/08

Run on sentence presentation

Run on sentences are independent clauses that have not been joined correctly. An independent clause is a word group that does or could stand alone as a sentence. Ex. Holly enjoys playing soccer she can not kick the ball straight though.

 

Realizing a run on sentence

Run on sentences can form either a fused sentence(one with little punctuation) or a comma splice(easier to place).   When read aloud you can hear an awkwardness in the sentence, and this is sometimes the best way to locate them. Look for two or more subjects in the same sentence and a pronoun, and this can indicate to you that the sentence is in need of some altercations.

 

Fixing a run on sentence.

There are multiple ways to remedy a run on sentence, after you have placed them.

-use a comma and a coordinating conjunction: and, but, or, for, nor, so Ex. Holly likes to play soccer but she can not kick the ball straight.

-use a semicolon Ex. Holly likes to play soccer; she can not kick the ball straight.

-create two different sentences Ex. Holly likes to play soccer. She can not kick the ball straight.

-use a subordinating conjunction:after, although, before, unless, as, before, unless, as, because, even though, if, since, until, when, while Ex. Holly likes to play soccer, even though she can not kick the ball straight.

-use a transitional word: however, moreover, in the other hand, nevertheless, instead, also, therefore, consequently, otherwise, as a result Ex. Holly likes to play soccer, however she can not kick the ball straight.

Often times you will end up using more than one of these remedies.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Work Cited

The English Department’s EDU 02-12-2000

<http://ace.acadiau/english/grammar/runon.htm>

Hacker, Diane. A Pocket Style Manual. Boston and New York: Bedford/

St. Martin’s, 2004

English Plus1997-2006 www.englinshplus.com/grammar/00000377htm>

Ryan Haidle’s MLA Presentation

MLA Presentation

 

            Since the internet has become such a useful source of information for writing papers, a problem has occurred with plagiarism.  It is very important that you cite anything and everything that use in your papers.  This could help you avoid several penalties.  I’m sure you all know what the consequences of plagiarism can be.  There are several different ways to cite your sources.  There are two major types of cites: MLA and APA.  Some teachers and professors have their own variation to cite text.  If your professor doesn’t clarify MLA or APA, it makes it even more difficult to cite properly. So today I am going demonstrate how to cite in proper MLA format.  First, I will show you how to set up your Works Cited page properly.

            Steps

<!–[if !supportLists]–>1.      <!–[endif]–>Put page number in upper right-hand corner, one-half inch from top of page

<!–[if !supportLists]–>2.      <!–[endif]–>Center the titile Works Cited one inch from top. Then double space the first entry.

<!–[if !supportLists]–>3.      <!–[endif]–>Begin each entry flush with the left margin.  If it runs more that one line, indent the cite one-half inch (5 spaces)

<!–[if !supportLists]–>4.      <!–[endif]–>Double space each line

<!–[if !supportLists]–>5.      <!–[endif]–>List each entry in alphabetical order by the author’s last name.  If there is no author then use first word of the title.

<!–[if !supportLists]–>6.      <!–[endif]–>Then use the proper form (your book gives a good example of a few different types.)  (Sebranek et al. 311)

Since there are so many different types of citing, it is impossible to do all of them in a ten minute presentation.  So I’ll go through a few different examples.

One Author book

Angell, David. The Internet Business Companion: Growing Your Business in the Electronic Age. Reading, MA: Addison-Wesley, 1995.  (Sebranek et al. 312)     

Signed Newspaper Article

Bleakley, Fred R. “Companies’ Profits Grew 48% Despite Economy.”  Wall Street Journal 1 May 1995, Midwest ed.:1.  (Sebranek et al. 335)

Electronic File on the Internet (No print version)

Bowker, Samuel T. “Cyberspace: Debate on Research Use.” 12 Sept. 1996 <http://www.ppc.new.edu/home/stb/com>.  (Sebranek et al. 357)

 

For an example of how to cite an author in an Anthology (like our English 121 book) you can look in your book on page 728.  This will be very helpful when it comes to citing your authors in your essay.

I hope this information presented to you today will be helpful to you in your writings. Thank you

Works Cited

Delaney, Robert. “MLA Citation Style.” 15 Nov. 2007    http://www.liu.edu/CWIS/CWP/library/workshop/citmla.htm.

“Documentation Styles.” Reading the World: Ideas That Matter. Ed. Michael Austin.   New York: Norton, 2006. 725-29.

Sebranek, Kemper. Meyer, et al. Write for College: A Student Handbook. MA: Houghton Mifflin Company. 1997. 311-60

Paragraph Structure

Paragraph Structure

By: Michael Chopp  Definition: A distinct portion of written or printed matter dealing with a particular idea, usually beginning with an indentation on a new line. Types of Paragraphs·         Definition·         Classification·         Description·         Compare and Contrast·         Sequence·         Choice·         Explanation·         Evaluation Problems with Poor Paragraph Structure·         Jumpy·         Flow·         Organization·         Lack of clear introduction·         Lack of clear conclusion/transition Basic Paragraph Structure Plan:·         Topic Sentence “States Main Idea”o   Indentationo   Some sort of motivationo   State main idea (To the point, not vague or too wordy)·         Supporting Sentences “Explains Main Idea”o   One or two support details about main ideao   Sub details from support details (example or more information)o   Should be 5-7 support sentences as a minimum·         Conclusion “Restates Main Idea”o   Transition to another paragrapho   Summarize the paragraph (large paragraphs)o   Similar to topic sentence, but not the sameo   Use a “clincher” – to leave your reader with a good feeling, or leave your reader with something to think about    Works Citedhttp://www.english-zone.com/writing/para-strctr.htmlhttp://www2.actden.com/Writ_Den/tips/paragrap/index.htmhttp://lrs.ed.uiuc.edu/students/fwalters/para.html

Argument Structure

 

Felix J Grobler

Ariana Paliobagis

English 121

Writers Issue Presentation

Argument Structure

7^th of March 2008

Argument Structure

In order to be able to write a convincing paper it is crucial that people can follow the argument that is being brought forth in a clear and organized manner. Therefore it is key that the structure of your argument is easy to understand and to follow along. An incoherent argument may result in the reader not taking the specific piece of work very seriously. Without a well structured argument even an otherwise well written paper can become below average.

Our society as a whole sort of relies on a key set of structures that we use to argue our points. In all western society generally relies to a large extent on logic in order to break down arguments into small parts, which then in turn can easily be proved or backed up.

Since we are now talking about logic, what is logic? Simply put, the purpose of logic is to sort out the good arguments from the poor ones. “An argument in the academic sense is a reasoned, logical piece of writing designed to persuade an audience to pay attention to significant points you raise” (Raimes 6). Considering your audience, which this statement addressed, helps you make sure that you are relating properly to your audience. Using an analogy that the audience is familiar with brings the argument that you are making that much closer to them, familiarity and commonality can be used to the advantage of the author.

But, the first thing of any persuasive paper should be some kind of arguable claim. Therefore you must first formulate a claim that is focused, specific and debatable. Making the theme of your paper something you are interested in yourself, especially in your private time, contributes to writing a better and more convincing paper, since an increased interest often means that you understand the topic at a deeper level. Now, it is key that you pick a thesis where you may already see ahead of time how you could argue it.

According to Aristotle, the three standard elements of persuasion are logos, pathos and ethos. All three elements are often used in the same text, each one of them serves a specific and important purpose. Logos should be considered the most important one, but the other two can be part of crucial arguments as well. Logos appeals to logic and reasoning, pathos appeals to emotion and ethos appeals to the reputation or character of the author. Logic should make up the bulk of you essay and ensure that your argument is as precise and as straightforward possible. Deductive reasoning should be used at this point. First, a premise or an assumption is introduced, which then needs to be backed up by fact and other elements of your overall argument. Using pathos can be a great tool at this point. For example you could use an example supporting the thesis of the paper that relates emotionally to the audience. If the argument structure of the paper is clear and concise, then it will help increase the ethos or reputation of the author. Having a clear argument adds to the credentials of the author.

(Logos, Pathos, Ethos)

Including counterarguments will protect the argument of the essay from people with differing opinions. Without having the major bases covered, you will be completely left open for a counterattack by somebody that disagrees with the opinion stated in the paper. Instead of waiting and giving somebody the opportunity to get the first shot at your argument you should dilute their argument before they have a chance to build it up.

In general it is just crucial for everybody to find a sense of flow in their argument. Doing a lot of research ahead of time builds your confidence in that subject, allowing you to realize when you are bringing forth a strong argument and a weak one. Once you have reached that point you can start writing your paper. Throughout writing your paper the author needs to ensure that they are arguing their point clearly, this can be easily checked by having somebody, proficient in writing, proofread your paper. This sums up what needs to be done in order to write a paper, with a successful argument structure.

 

References:

Ethos: The Writer’s Appeal. Reading the World: Ideas That Matter. Ed. Michael Austin.

New York: Norton, 2006. 697-698.

 

“Logic In Argumentative Writing.” The Owl at Purdue Online. Purdue University.

5^th March. 2008. http://owl.english.purdue.edu/owl/resource/659/01

Logos: Appeals To Logic and Reason. “Learning to Read” Reading the World:

Ideas That Matter. Ed. Michael Austin. New York: Norton, 2006. 683-692.

 

Pathos: Appeals To Emotion. Reading the World: Ideas That Matter. Ed. Michael Austin.

New York: Norton, 2006. 692-694.

 

Raimes, Ann. Pocket Keys For Writing. Boston: Patricia A. Coryell, 2006. 6-9.

 

 

conclusions

Benjamin Burns

Araina Paliobagis

Essay 1, Draft 3

2/15/08

 

Purpose of Conclusions

The Conclusion needs to act like a bridge that takes the reader out of the “world” of the paper back to reality, and explain how what they just read applies to the readers everyday life.

 

Your conclusion should make your readers glad they read your paper. Your conclusion gives your reader something to take away that will help them see things differently or appreciate your topic in relevant ways.

 

Strategies for Writing an Effective Conclusion

There are a few different strategies that you can use to help you write an effective conclusion.

One strategy is to play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new or interesting, read it to yourself. Whenever you make a statement from your conclusion, say to yourself, “So what?” or “Why should anybody care?” Then think about that question and answer it.

 

You: Basically, I’m just saying that education was important to Douglass.

Question: So what?

You: Well, it was important because it was a key to him feeling like a free and equal citizen.

Question: Why should anybody care?

You: That’s important because plantation owners tried to keep slaves from being educated so that they could maintain control. When Douglass obtained an education, he undermined that control personally.

You can return to the theme or themes in the introduction. This strategy brings the reader full circle. For example, if you begin by describing a scenario, you can end with the same scenario as proof that your essay is helpful in creating a new understanding.

 

An important thing to remember when writing a conclusion is to synthesize, not summarize: Include a brief summary of the paper’s main points, but don’t simply repeat things that were in your paper. Instead you should show your reader how the points you made and the support and examples you used fit together. Pull it all together.

 

 

Things to avoid when writing a Conclusion

Beginning with an unnecessary and overused phrase such as “in conclusion,” “in summary,” or “in closing.”

 

Stating the thesis for the very first time in the conclusion.

 

Introducing a new idea or subtopic in your conclusion.

Ending with a rephrased thesis statement without any substantive changes.

Making sentimental, emotional appeals that are out of character with the rest of a paper.

Including evidence (quotations, statistics, etc.) that should be in the body of the paper.

Four kinds of Ineffective Conclusions

1.      The “That’s My Story and I’m Sticking to It” Conclusion. This conclusion just restates the thesis and is usually painfully short. It does not push the ideas forward. People write this kind of conclusion when they can’t think of anything else to say. Example: In conclusion, Frederick Douglass was, as we have seen, a pioneer in American education, proving that education was a major force for social change with regard to slavery.

2.      The “Sherlock Holmes” Conclusion. Sometimes writers will state the thesis for the very first time in the conclusion. You might be tempted to use this strategy if you don’t want to give everything away too early in your paper. You may think it would be more dramatic to keep the reader in the dark until the end and then “wow” him with your main idea, as in a Sherlock Holmes mystery. The reader, however, does not expect a mystery, but an analytical discussion of your topic in an academic style, with the main argument (thesis) stated up front. Example: (After a paper that lists numerous incidents from the book but never says what these incidents reveal about Douglass and his views on education): So, as the evidence above demonstrates, Douglass saw education as a way to undermine the slaveholders’ power and also an important step toward freedom.

3.      The “America the Beautiful”/”I Am Woman”/”We Shall Overcome” Conclusion. This kind of conclusion usually draws on emotion to make its appeal, but while this emotion and even sentimentality may be very heartfelt, it is usually out of character with the rest of an analytical paper. A more sophisticated commentary, rather than emotional praise, would be a more fitting tribute to the topic. Example: Because of the efforts of fine Americans like Frederick Douglass, countless others have seen the shining beacon of light that is education. His example was a torch that lit the way for others. Frederick Douglass was truly an American hero.

4.      The “Grab Bag” Conclusion. This kind of conclusion includes extra information that the writer found or thought of but couldn’t integrate into the main paper. You may find it hard to leave out details that you discovered after hours of research and thought, but adding random facts and bits of evidence at the end of an otherwise-well-organized essay can just create confusion. Example: In addition to being an educational pioneer, Frederick Douglass provides an interesting case study for masculinity in the American South. He also offers historians an interesting glimpse into slave resistance when he confronts Covey, the overseer. His relationships with female relatives reveal the importance of family in the slave community.

 

Passive verb use.

Chris Ledger  

            The passive form of verbs is not often used in writing now; most instructors prefer their students to use the active voice as it gives more power to the writing and it is more direct. There are special circumstances, however, when using a passive construction is preferable. It is also important to recognize passive constructions when you are reading so that you can understand them correctly.  Passive verbs describe the action done by the subject of a sentence. Passive verbs use a linking verb alongside the main verb. With passive verbs, it is often possible that the subject is not named.

            Here is an example between Active and Passive verbs

: He burned down the house (Active verb)

: The house was burned down (Passive verb—who, or what, caused the house to burn down is not known, or is not as important as the fact that it burned down.

 

How to Recognize Active and Passive Sentences:

Identify the subject of the sentence.

Examine the relationship between the subject and verb.

            Dose the subject perform the action of the verb? (If so, the sentence is active.)

            Dose the subject sit there while something else, named of unnamed, performs an action on it? (If so, the sentence is passive.)

            Can’t tell? If the main verb is a linking verb (“is,” “was,” “are,” “seems,” etc.), then the verb functions like an equals sign; there is no action (either active or passive) involved, it merely describes a state of being.

         In passive sentences, the thing receiving the action is the subject of the sentence and the thing doing the action is optionally included near the end of the sentence. You can use the passive form if you think that the thing receiving the action is more important or should be emphasized. You can also use the passive form if you do not know who is doing the action or if you do not want to mention who is doing the action.   

Examples:

doing action

passive verb

subject Receiving action

The students         are taught        by the professor.

             

 

passive verb

doing action

subject Receiving action

The dishes                are washed           by John.   

           

 

            Because passive sentences do not need to identify the performer of an action, they can lead to sloppy or misleading statements

 

 

To drain the tank, the grill should be removed, or the storage compartment can be flooded.

Dose the sentence

1) offer two different ways to drain the tank (“you may either remove the grill or flood the compartment”)?

… or dose it

2) warn of an undesirable causal result (“if you drain the tank without removing the grill, the result will be that the storage compartment is flooded”)?

Works Cited

 

http://www.athabascau.ca/courses/engl/155/support/passive_verb_tenses.htm

 

http://jerz.setonhill.edu/writing/grammar/act-pass.htm

 

http://www.englishpage.com/verbpage/activepassive.html

Counterarguments

        A counterargument is an argument that is opposed to any part of an author’s thesis or personal argument. Counterarguments typically cause problems in two ways with writers.  The most common mistake is a lack of any counterarguments.  This may happen because people do not want to take the time to carefully think about their paper and develop it, as well as they do not take the time to look into what others think about their ideas.  If one thinks about what they have written, they can begin to see what issues might arise from the opposition.

However, just because a counterargument is included, does not mean that it is used correctly.  Many people include a counterargument but do not treat it appropriately.  They may introduce what someone else thinks and then ignore it without any reasons to show why it is wrong.  They may also reveal a counterargument and dismiss it without a good enough reason as to why it is wrong.  If one does not address a counterargument well enough, they are hurting themselves more than they are helping, even though they are including the counterargument.  This is why it is very important to be able to identify and refute anything that may arise in opposition to the author’s paper.

 To ensure that you have your bases covered when writing a paper, you need to deal with counterarguments.  There are several steps that you can follow to ensure that you have a solid argument.

First, you need to think of any ways that arguments may arise in opposition to yours.  If you aren’t very good at this, have a friend or a teacher read your paper and tell you what arguments they see that would be detrimental to your work.  After you do this a few times, you will get better at seeing arguments from different sides and finding the counterarguments.  However, make sure that they are relevant to your paper and not too broad.  There is no point in including counterarguments that do not have very much to do with your argument.

 After you identify the counterarguments, you need to either prove them wrong or show that their reasoning is not as strong as yours.  The best thing to do is to expose the weaknesses in the opposing argument as opposed to discrediting the author.  There may be an appropriate time to attack the author but a direct revelation of why their argument is weak is much more effective.  Sometimes, it may be necessary to admit that a counterargument is good, but then take the time to restate your thesis in a more exact way.  Also, the addition of a new section in your paper that considers your topic in light of the counterargument may help, but only if it concerns a part of your argument and not the whole thing, otherwise you may need a new thesis.

Finally, use counterarguments to develop your points or ideas.  If you include several counterarguments, as long as they are important, it helps to develop a strong paper.  Just make sure to include them in a logical order.  Also, a good defense may sometimes be a good offense.  Anticipate weaknesses in your argument that others will try to expose, and defend them right from the start.  In addition, if you have a claim that has a very strong counterargument, do not be afraid to remove it from your paper.  If you recognize your own weaknesses right away, it gives you time to make your arguments stronger before you have to consider including a counterargument.

 A quality essay clearly presents the authors standpoint.  However, regardless of the quality of their argument, there are typically counterarguments.  That is why it is necessary for the author to be able to identify and utilize them.  Counterarguments can help in several ways, by showing the author that they need to further develop their argument, or by giving them the opportunity to show why that counterargument is weak in comparison to their essay.

 

·         Example:

Let’s say that you, a first year student living in the dorms or apartments – have a car at home and would like to bring it to school with you. You suspect, however, that your parents will oppose your doing so. You decide to write them a letter proposing this plan – in your most persuasive way. You consider first all the reasons that you have for wanting your car at school: the time you will save shopping for necessities, the ease with which you will explore the area, the fun you will have getting behind the wheel, the money you will save on transportation to and from school at vacation times, and so on.

However, you can easily imagine what your parents are going to worry about. What do you think some of these worries would be?

1.      How much will it cost (in extra gas and possibly extra insurance) to have the car at school?

2.      How likely is it that your car might be stolen – or that it might be broken into and your radio stolen?

3.      What if you start spending too much time off campus and neglect your studies?

4.      What if you have an accident?

Once you consider what their counterarguments will, you can develop your letter so that you have a better chance at persuading them to allow you to bring your car to college.  If you take the time to think about the opposing arguments, you can have a much more persuasive and much stronger essay.

 

·         Handout

 

Sources

 Reading the World: Ideas That Matter.  Ed. Michael Austin.  New York: Norton, 2006. 697-698 

“Writing.” Language and Learning Online. 21 Feb. 2007. Monash University. 3 Mar.2008 http://www.monash.edu.au/lls/llonline/writing/law/legal-process/2.3.3.xml

     Toth, Dr. Barbara, and Amanda McGuire. “Counterarguments.” Bowlig Green State
University. 3 Mar. 2008 http://www.bgsu.edu/downloads/provost/file29009.pdf

 Harvey, Gordon. “Counter-Argument.” 1999. Writing Center, Harvard U. 3 Mar. 2008
http://www.fas.harvard.edu/~wricntr/documents/Counterarg.html

 “Basics of Counterargument.” UCSD. 3 Mar. 2008 http://marshall.ucsd.edu/current/doc/handouts/doc2/documents/W06BasicsCounterargument.pdf

Presentation

Mary Alice Dewees

English 121 Presentation

March 3, 2008

Casual Tone vs. Formal Tone

 

It is important to be able to distinguish the difference between casual tone and formal tone:

 

*Casual tone is one that is used in conversation and is often personalized for the specific individual. It is okay to use a casual tone when writing emails, notes, or letters to friend or other close ones.

 

*Formal tone is one that is used in academic writing, scientific settings, or business communications.  Formal writing must be clear, objective, and in most cases serious. Keep in mind only words are being used to convey your ideas and it is important to follow a logical pattern. Writing that is constructed of meaningful sentences, paragraphs, and arguments relevant to a well-defined thesis.

 

Following is a list of the few ways to ensure your writing is in the formal tone:

 

*Avoid using colloquial words/expressions, stay away from use of everyday speech.

 

*Avoid using contractions, write out full words!!

 

*Write in the third person, use he, she, it, they, or nouns in your writing. Avoid using I, we, (first person) and you (second person)

 

*Avoid clichés, clichés are common and that is why we should avoid them!

 

*Do not use abbreviated words, instead of words like TV or photo, try writing television or photograph

 

*Avoid the imperative voice, imperative means command. To avoid sounding commanding try using phrases like “please refer to” instead of words like “remember”

 

*Always state your points confidently and offer your argument firm support!!

 

 

 

 

For further information concerning tone try these helpful sources:

Pocket Keys For Writers, your professor, the writing center, www.1sue.edu, our class handouts, www.literarylink.com

 

 

Thesis Statements By Carley Buttelman

Carley ButtelmanEnglish 121Presentation The opening is a critically important part of essays. It’s where the reader will meet the thesis statement. The thesis is the single most important element of a formal essay. It will tell the reader exactly what you will discuss by previewing your major points or clarifying your overall assessment of the text that you’re analyzing.  It needs to be clear, concise, and goes beyond that fact and becomes an idea that needs to be supported with opinions and evidence. What happens when you fail to define your thesis?·       The paper will lack unity –A unified essay is one in which all of your arguments, directly or indirectly, support your thesis.·       The writer will not know what arguments to support·       The writer may begin to ramble – some of your evidence may be irrelevant to your thesis statement. They might also contradict some of the points.Why do Writers struggle with thesis statements?·       They are difficult to write!·       They don’t have enough support·       Not sure what the assignment is really about – if you’re confused on an assignment ask your teacher for help. It’s really hard to write an essay, and a topic sentences, when you don’t understand what you need to be writing.·       Writers do procrastinate meaning they don’t give all their attention to their essay and most importantly, their thesis.Why does it need to be improved?·       To provide your reader with a “guide” to your argument in which you want to improve on in every paper.·       A good thesis statement can mean a better grade- If you have a solid thesis statement and you support accurately, there is no doubt that you will receive a better grade than a paper with a bad thesis.·       Thesis statements are used everywhere and it’s important to understand them. How do writers write a good thesis?·       It should be placed in the introduction·       Make sure it’s in a form of a statement, not a question. –“Can we save the Amazon rainforest?”·       Don’t go overboard – It should express your true opinion and not an exaggerated version of it.·       Your thesis should cover exactly the topic you want to talk about, no more and no less.·       Many good thesis statements include words such as “because,” since,” “although,” “unless,” and “however.”·       Make sure to question your ideas. Ask yourself “why do I believe this statement is true?” “What have I seen or done or read or heard that caused me to make this statement?” ·       Avoid phrases like “I believe,” “I think,” “The purpose of this paper is,” etc.·       It’s ok if it’s “short and sweet”·       Needs to be specific – Sometimes they get to broad·       It’s ok to change it ones you have started your paper.However, an argument requires more than a good thesis. A writer also needs to provide supporting ideas and evidence. Supporting your thesis is extremely important and needs to be done if the essay is going to be effective. How do you support your thesis?·       Write several topic sentences that support it – ( A topic sentences states the paragraphs main point it’s trying to make) This will help you uncover every major idea you need to argue or explain. These topic sentences should represent what you believe to be the component parts or your thesis·       Once you have written down all your topic sentences – put them in a meaningful order. Select an order that best fits the nature of the paper·       Don’t be afraid to rewrite topic sentences!If one has written a strong thesis it makes writing a essay a whole lot easier, because it helps you see how the whole argument should be organized.  But students still turn in essays with weak or absent or confusing thesis statements with no support.  It would be like starting a trip without a clear sense of where you’re going. My advice is start with a good thesis, and build your paper on it.  Examples of Thesis StatementsNOT GOOD-There are many cause of anorexia nervosa.FIXED – Anorexia nervosa has both emotional and social causes which work hand in hand.NOT GOOD – Soap operas are not great drama, but they do reveal some of the problems in our society.FIXED – Soap operas reveal how real people deal with serious problems such as drug abuse and alcoholism.NOT GOOD – There are some negative and positive aspects of the Banana Herb Tea Supplement.FIXED – Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

Sources

http://www.umuc.edu/ewc/onlineguide/chapter2/chapter2-10.shtml

http://www.rpi.edu/web/writingcenter/thesis.html

http://ohiolink.edu/~sg-ysu/draft.html

Writing Issue- Writing Process

Michael Piccone

Ariana Paliobagis

February 26, 2008

English 121

 

 

 

 

Writing Process

 

            Writing is an art form, not just a problem to be completed. There are some well defined methods for writing, but as with any art form there are multiple ways to carry out these methods. I think that this makes writing different from other subjects such as math. Writing has some basic ideas as to how one should go about writing a paper, but they are far from concrete. For example, before writing this or any other paper, I open a separate document and just start making bullet points of the things that come to my head while thinking about the topic at hand. This method however may not work for some people.

            The largest problem for most people when it comes to writing a paper is getting started. This is also known as a writers block. This corresponds to the first step in the writing process, prewriting. Some of the most well known prewriting methods are webbing, brainstorming, and outlining. These are the methods that are traditionally taught to us as we are young and so they tend to stick in our minds. However, there are some alternative methods that I have found in my research. One of the most interesting ideas that I have heard was to paint or draw a picture of the topic you are trying to write about. Some people tend to be more visual versus analytic. Therefore, painting a picture might sparks your writing abilities more than say, writing an outline (Anyone ever heard a picture is worth 1000 words?). That will get you through half of your college paper.

            I thought that this method was a great way to describe the writing process, its like painting a picture. First you must choose the type of painting you want to create. Are you trying to write poetry, a college thesis, or a novel? Second you must choose your brush. Are you a more visual person or a logic oriented (right brain or left brain?) and based on that make the decision about how you want to go about getting ideas for your paper. Would you use something a concrete as an outline, or let your ideas flow more freely as you write by using a painting? After these steps you are ready to begin painting you essay.

            One of the major things in writing any paper is don’t stop writing once you have started. Once an artist has started to paint, he does not stop the picture until the bulk of it is finished. I think that this is the second problem for most people in writing a paper. Think of writing a first draft as a free-write. People try to make the paper a final draft from the start. This does not work well because then ideas tend not to flow together very well, just as the colors and lines of a painting wont blend together well if an artist stops and restarts on a painting.

There are reasons why teachers make students write first, second, and even third drafts. Drafts are meant to be touched up, shaded, and edited until the picture comes out perfect. Revising is a critical step in the writing process. There are a lot of methods to revising a paper once it is written. Reading a paper aloud to yourself or others is a great way to do this. People on the outside may have some great ideas and feedback about how to make your paper better. An artist takes a step back from his painting once he has finished the bulk of it to get a perspective on what the viewer (reader) will see. Based on this, the artist will shade things more, add colors, remove parts of the painting, just as any good writer would. No paper comes out perfect the first time. Along with this step comes the editing. This step involves making sure all of the grammar is correct. Some steps for doing this are to read each sentence backwards from the end of your paper to the beginning. This allows one to not so much focus on the topic or flow of the paper, but more on the grammar and agreement of each sentence separately. Again, having someone read the paper to themselves allows them to catch errors that may not be caught by the writer. An artist may have a peer look at his painting before putting it on display to the group.

The final step is publishing the paper. Most college papers require some sort of heading or title page. Look at the requirements for the paper. Is it supposed to be bound or put in a folder? Every final draft should include copies of your prewriting, all of the drafts written, and of course the final draft. This is the same as an artist framing or not framing his painting. They decide the way that the painting looks the best and put it in that form. Do they hang it or let it sit on the floor? One way to make sure that all of the things that you need to include is to save anything that has been used to write the paper in the folder that will be turned in. This way nothing can get misplaced and it can also be used in the revising process for more ideas, if needed.

The final thought that I have on the writing process is, use what works best for you as a writer. If music helps, use it. Writing is not math. One does not need to follow steps in a certain order. It’s perfectly okay to jump between the steps I have defined as long as you get the bulk of the ideas down in one sitting. Find the right environment to write. If you find that you work better in silence, find a sound proof room. If you work better with noise, go to a kegger and write down what comes to your head. Don’t be ashamed to write anywhere you want, or at least take notes. The only way to find out what works for you is to write more. You never know what is going to inspire that 50 page thesis.

Research

1.      ABC’s of the writing process-http://www.angelfire.com/wi/writingprocess/index.html

2.      The Writing Process-http://www.geocities.com/fifth_grade_tpes/writing_process.html

3.      Why Writing Is The Ultimate Art form-http://blogcritics.org/archives/2005/04/12/0420282.php

4.      Pocket Keys for Writers-Ann Raimes

5.      Reading the World: Ideas That Matter-Michael Austin

Wordiness. How to avoid/fix it.

Bethany Van Dyke

English 121 Presentation

February 27, 2008Wordiness:  how to avoid/fix it

·         Why does wordiness happen?  Three main reasons. 

1.       When we talk we use a lot of fillers that don’t do anything to help clarify our point—and a lot of times this translates over into our writing.  This results in wordiness, or extra “fluff” in your paper.

2.       “Your wordiness may derive from a problem unrelated to your writing style: uncertainty about your topic, lack of a developed argument, or lack of evidence.”  So if you are unsure about what you are saying, or what you want to talk about, then you tend to ramble.

3.       “Some writers, in an effort to make a page limit, will be wordy on purpose—this is usually obvious to the teacher or reader.  It leads to rambling and can make your reader lose interest. 

·         Some different “types of wordiness” and how to look for them.

·         Doubling of Words (choose one):

	mutual agreement (agreement)	future prospects (prospects)
	consensus of opinion (consensus)	reconsider again (reconsider)
	whether or not (whether)

·         Intensifiers, Qualifiers (omit or give specific details):

	very	really
	extremely	definitely
	a considerable amount of	to a certain extent

·         Formulaic Phrases (use a one-word form or omit):

	for the purpose of (to)	due to the fact that (because)
	at this point in time (now)	in the near future (soon)
	with regard to (about)	in view of the fact that (because)
	as the case may be (—)	Basically, . . . (—)

 Short phrases can often times be replaced with one word.  Examples:

It is crucial that	must, should
It is necessary that
There is a need/necessity for
It is important that

Is able to	can
Is in a position to
Has the opportunity to
Has the capacity for
Has the ability to

It is possible that	may, might, can, could
There is a chance that
It could happen that
The possibility exists for

Example sentences:

Problem: Lots of qualifiers (very, often, hopefully, practically, basically, really, mostly)

Example: Most people usually think that many puppies are generally pretty cute.

How to correct it: Eliminate some of these qualifiers and you will have a stronger, more direct point. Some qualifiers are necessary, but you should use them carefully and thoughtfully.

Better example: Most people think that puppies are cute.

Problem: Using two words that mean the same thing

Example: Adrienne fulfilled all our hopes and dreams when she saved the whole entire planet.

How to correct it: Choose the most precise term and delete the extra one.

Better example: Adrienne fulfilled all our hopes when she saved the planet.

·         Now that we know what “wordiness” looks like, here’s how to fix it.

1.       Writing how you speak is ok, but only for brainstorming and first drafts.  Once you recognize the different types of wordiness, it’s easier to go back and edit that first draft-specifically targeting those extra words and eliminating them.

2.       Earlier I said that wordiness can result from uncertainty about your topic or the lack of a developed argument.  When you aren’t sure exactly how you feel about a subject, or you’re not sure exactly what to say then you tend to ramble on—or you type/write something just to get something down on paper.  When you do this your writing is often ‘fluffy” and doesn’t get to the point.  To avoid this, develop an outline previous to your first draft, or really condense your ideas so that you know exactly what you want to talk about. 

3.       Having to make a page limit results in wordiness.  Once again, an outline is a good idea.  Think of extra ideas so that you don’t run out of things to talk about.  But make sure they have to do with your topic.  Think of examples in your own life, or how you could apply what you are talking about to your life.

4.       Some other tips might be to use a thesaurus to find alternate word choices.  Another good thing to do is peer revision.  Your friends, or whoever reads through your paper, will most likely be honest with you and tell you what sounds weird.  Usually if a sentence sounds weird, it’s because it’s wordy.  These are just a few helpful tips.

Summary:

·         Avoid writing how you talk.

·         Try to develop your topic as much as possible before starting paper.

·         Brainstorm other things you can talk about that are related to your topic—so that it’s easier for you to make that page limit and avoid rambling. 

Thesis/Focus Presentation

Keely Boulton

English Presentation

February 29, 2008

I.  Defining the Problem

            Many people have a hard time narrowing their ideas into a clear and definite thesis statement.

            -Being stuck in the thesis statement blues can be caused by the following:

                        1. Poor knowledge of the topic you wish to write about.

                        2. Not being able to focus on a specific aspect of the subject you are         writing about (being to broad and general).

                        3.  Having an unclear understanding of what you want to write about exactly.

II.  How can the Problem be Remedied? 

            -It is helpful to know the definition of a thesis, so: A thesis statement is a specific declaration that summarizes (an argument really) the point of view you will express in your paper. It is the basic stand you take, the opinion you express, and the point you make about your narrowed subject. It’s your controlling idea, tying together and giving direction to all other elements in your paper. Your primary purpose is to persuade the reader that your thesis is a valid one.

            - Here are some steps you can take to build a solid thesis and make it clearer:

                        1. Your thesis should be specific.  If the ideas you present are general and numerous, chances are your reader will not be able to understand your point. A good thesis statement supplies a specific subject and a clear direction for your paper.

                        2.  Your thesis should be restrictive.  Think of your thesis subject as a single chocolate chip inside a cookie.  Your job as a writer is not to discuss all the issues in your subject, only a very small bit of it.  Try to limit yourself to only discussing one or two issues in an essay, or you will get lost in the information, as will your reader.

                        3.  Your thesis should be unified and express one major idea or purpose.  Do not try and cover every aspect of your subject, EVER! When you try and do this your paper becomes muddy and you, as well as your reader, will not be able to pick out the argument you are trying to make through your paper.

                        4.  Do not think of your thesis as:

                                    ~A promise or statement of purpose.

                                    ~A topic or subject by itself.

                                    ~A question

                        5. Your thesis statement should be arguable in both your favor, as well as in the favor of an opposing opinion.  Every sub point you put into your paper should somehow confirm your thesis, show the opposing argument (without weakening your own) and relate back to your thesis statement in some way.

 —–Overall, just remember to try and stay focused when you are developing your thesis statement.  Focus on issues that are important to you and that you are interested in writing about.  When you get lost, try and brainstorm or just get away from your paper for a while and come back when you are ready to focus again… Basically… just K.I.S.S. (keep it simple stupid).:)——– For extra help try these websites (my sources): 

            http://theliterarylink.com/thesis.html

            http://ozline.com/electraguide/thesis.html

            http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml

            http://www.fas.harvard.edu/~wricntr/documents/Thesis.html

            Also, use the writing center on campus, its an amazing tool available to us!!!!

Transitions

Transitions within Paragraphs1. Define the issue            Transitions are words or phrase that alert your reader about what you are going to         state next. They are basically red flags that say “hey, this is what I’m saying now,      but I’m going to show you an acception later” or “I’m going to go ahead and            prove my point by giving you more supporting details”. (handouts and links)            Transitions are what hold your paper together and they provide unity and flow   within your papers.- Why is it problematic?            Transitions are problematic because many people are not using them correctly, or          more often, are not using them at all.- What does it look like (give example)? - Why does it happen?            It happens to most people because people often write exactly what they are       thinking; however, we all know from experience that what we are thinking tends        to jump around from idea to idea. In the end, we get all of our ideas on paper, and        it may make sense to us(the writer), but it certainly will not make sense to anyone           else reading it.             “How can you tell whether you need to work on your transitions? Here are some           possible clues:

·         Your instructor has written comments like “choppy,” “jumpy,” “abrupt,” “flow,” “need signposts,” or “how is this related?” on your papers.

·         Your readers (instructors, friends, or classmates) tell you that they had trouble following your organization or train of thought.

·         You tend to write the way you think—and your brain often jumps from one idea to another pretty quickly.

·         You wrote your paper in several discrete “chunks” and then pasted them together.

·         You are working on a group paper; the draft you are working on was created by pasting pieces of several people’s writing together.” (Handouts and links)

·         Someone tells you that you are a shot-gun writer!!!

- Why does it need to be improved?            The problem needs to be improved  because as a writer you may have many good         ideas, but if they are not organized correctly and connected with tranistions it will            be hard to get your point across to the reader. 2. How can it be remedied/improved?            It can be improved by using the “Unity & Flow Writing” worksheet. It can also be         imporved by carefully reading papers (backwards forward) to make sure that the        paper has a nice flow to it. Reading your paper with someone else’s mindset.            Making sure your paper is organized correctly because transitions won’t help a poorly organized paper.- What does it look like after being fixed?3. Detail a plan of action to remedy this issue.            USE THE WORKSHEET TO HELP YOU CONNECT YOUR IDEAS AND            SENTENES!!!    Works Cited

Handouts and links. The Writing Center, University of North Carolina at Chapel Hill. 26            February 2008. <http://www.unc.edu/depts/wcweb/handouts/transitions.html>. 

 Transitional Devices.  20 August 2006. The Owl at Purdue. 26 February 2008. <             http://owl.english.purdue.edu/owl/resource/574/02/>. 

Cheryl Moen. Unity & Flow in Writing Worksheet. 

Unity & Flow in Writing To Show Time Relationship                    first                 later            second            during             third                earlier                         next                 at the moment            now                        soon                            last                  afterwards            finally             currently   To Show Additional Ideas                    also                 second                        besides           as well                        too                  in addition            moreover        furthermore   equally important         To Show Examples                    for instance    that is                          for example    namely                        in particular    also            specifically       To Show Comparison or Contrast

           

            however          nevertheless               unlike              yet                               likewise          on the contrary            similarly         in contrast                  instead            by comparison

            yet                   in like manner

            on the other hand

  To Show Cause and Effect                        thus                 so                                then                 because of      therefore        on account of             as a result  consequently              hence              accordingly                  To Show Emphasis

           

            indeed             in other words            in fact             even                especially       truly                            of course surprisingly    undeniably         Connectives Within a Paragraph

           

            Another factor . . .                             But . . .                                                This also applies . . .            Accordingly,. . .                                 Consequently, . . .             Finally, . . .             However, . . .              Such . . . 

            Thus, . . .                    

   To Summarize or Conclude

           

            finally             in brief                        in conclusion on the whole              to conclude    to summarize             in sum             in summary