SULTAN KUDARAT EDUCATIONAL INSTITUTION

COLLEGE OF NURSING,MIDWIFERY ,
AND EDUCATION TACURONG CITY,
SULTAN KUDARAT
COURSE TITLE: EFFECTIVE WRITING

CONTACT HOURS: 3 HOURS

CREDIT UNIT:3 UNITS

TEACHER: AGNES E. LADIO

INTRODUCTION

The quality of the work you do also changes. It is not enough to understand
course material and summarize it on an exam. You will also be expected to seriously
engage with new ideas by reflecting on them, analyzing them, critiquing them, making
connections, drawing conclusions, or finding new ways of thinking about a given
subject. Educationally, you are moving into deeper waters. A good introductory writing
course will help you swim.

The other key component of planning is setting a purpose. Knowing what you want to
get out of a reading assignment helps you determine how to approach it and how much
time to spend on it. It also helps you stay focused during those occasional moments
when it is late, you are tired, and when relaxing in front of the television sounds far more
appealing than curling up with a stack of journal articles.

LEARNING OBJECTIVES

1. Know how to write correct sentences,

2. Could be able to understand different rules in English grammar,

3. Write a paragraph with correct constructions,

4. Making of resume and application letter ,

5. Can create and understand more about the subject areas.

 Methods for Writing With Absolute Clarity

1.) Know what you want to say.

Clarity goes beyond a few writing tweaks.

It’s a whole new way of thinking. And it forces you to think about what you’re
writing before you start spilling words onto the page.

Before you write a word, you should know the following:

Your subject. For example, this blog post is about clear writing.

Your point. My point in this article is to explain how to write with clarity.

2) Know who you’re talking to.

Knowing your audience is an important feature of good writing. The better you know
your audience, the more clearly you can communicate to them.

Let me improve on this idea. Think of your audience as a five-year-old child.

To communicate with them effectively, write the way you would talk to a five-
year-old. It won’t offend them or insult their intelligence. Instead, it will allow them to
process your message easily.

Obviously, when explaining advanced topics, you will need to use bigger words
and advanced concepts. For this reason, you should know what topics and concepts
your audience is familiar with, and discuss such topics.

3) Define unfamiliar words.

One simple technique to make your writing clear is to explain your terms.

At the beginning of this article, I defined clarity. If I had just assumed you knew
the definition, the article could have been confusing. Instead, I explained it.
If you’re going to write an article that focuses on a particular subject or concept, then be
sure to explain that subject or concept. That way, readers know exactly what you’re
talking about.

4) Create a sentence outline.

What is a sentence outline?

A sentence outline is an outline of your article using complete sentences. When

your outline consists of phrases or single words, it’s not clear or helpful. Writing full
sentences forces you to think through what you’re saying. Plus, full sentences help the
user understand what each point is about.

5) Write one-sentence paragraphs.

One thing that I’ve tried in my writing, especially on my own blog, is creating one-
sentence paragraphs. Most users don’t read every word. Instead, they skip entire
words, sentences, and even sections.

6) Make your sentences short.

Short sentences are easier to understand. If you try to pack a lot of words into a
sentence, you lose clarity.These words just clutter your writing. The result? Your content
loses meaning and clarity.

7) Don’t use long words.

Long words impact clarity.

Why would you use words like these?

Preantepenultimate

Thanatognomonic

Misodoctakleidist

To impress people? To flaunt your knowledge? To most ordinary people, these

words mean nothing.

Drop big words from your writing, and your clarity skyrockets.
8) Leverage writing tools.

Over the years I've come across a couple tools that make it easier for me to write
clearly: Hemingway Editor and Grammarly. For even more resources, check out this
comprehensive list of tools for improving your writing skills.

9) Be consistent.

It’s good to be predictable. In fact, that’s why people come back to your site --
they know what to expect and how your content will speak to them. Consider
McDonald's as an example of consistency. Every time you go into McDonald's, you
know how the store will look, the menu options, how to order, and how the food will
taste. People go back to McDonald’s because it’s predictable. Your website’s content is
the same way. People want the same experience every time, so focus on delivering a
steady and consistent style.

Mastering Clarity

Clarity is a lost art in today’s content-saturated world. If you can write more
clearly than most people, then your writing will stand out. Clear writing is powerful and
compelling. It turns heads, changes minds, and encourages action. Although, keep in
mind that clarity takes practice. If you don’t get it the first, second, or even tenth time,
don’t worry. You will get it.

Simple Ways to Write Stronger Introductions

There's a lot of material out there about writing great headlines. Hey, getting someone
to click on your article is a critical part of your blogging strategy. But what about writing
introductions?.How to Improve Your Writing Skills and Escape Content Mediocrity
(Infographic)

Delivering high-quality content is an undeniably critical component of any

successful marketing strategy. Content creation can help your business rank highly in
search engines for keywords related to.
A memo (also known as a memorandum, or "reminder") is used for internal
communications regarding procedures or official business within an organization. Unlike
an email, a memo is a message you send.

Misplaced Modifiers

A misplaced modifier is a word, phrase, or clause that is improperly separated from the
word it modifies / describes. Because of the separation, sentences with this error often
sound awkward, ridiculous, or confusing. Furthermore, they can be downright illogical.

The example above suggests that a gold man owns a watch.

Misplaced modifiers can usually be corrected by moving the modifier to a more

sensible place in the sentence, generally next to the word it modifies.

What is a paragraph?

Paragraphs are the building blocks of papers. Many students define paragraphs
in terms of length: a paragraph is a group of at least five sentences, a paragraph is half
a page long, etc. In reality, though, the unity and coherence of ideas among sentences
is what constitutes a paragraph. A paragraph is defined as “a group of sentences or a
single sentence that forms a unit” (Lunsford and Connors 116). Length and appearance
do not determine whether a section in a paper is a paragraph. For instance, in some
styles of writing, particularly journalistic styles, a paragraph can be just one sentence
long. Ultimately, a paragraph is a sentence or group of sentences that support one main
idea. In this handout, we will refer to this as the “controlling idea,” because it controls
what happens in the rest of the paragraph.

How do I decide what to put in a paragraph?

Before you can begin to determine what the composition of a particular

paragraph will be, you must first decide on an argument and a working thesis statement
for your paper. What is the most important idea that you are trying to convey to your
reader? The information in each paragraph must be related to that idea. In other words,
your paragraphs should remind your reader that there is a recurrent relationship
between your thesis and the information in each paragraph. A working thesis functions
like a seed from which your paper, and your ideas, will grow. The whole process is an
organic one—a natural progression from a seed to a full-blown paper where there are
direct, familial relationships between all of the ideas in the paper.
The decision about what to put into your paragraphs begins with the germination of a
seed of ideas; this “germination process” is better known as brainstorming. There are
many techniques for brainstorming; whichever one you choose, this stage of paragraph
development cannot be skipped. Building paragraphs can be like building a skyscraper:
there must be a well-planned foundation that supports what you are building. Any
cracks, inconsistencies, or other corruptions of the foundation can cause your whole
paper to crumble.

Unified: All of the sentences in a single paragraph should be related to a single

controlling idea (often expressed in the topic sentence of the paragraph).

Clearly related to the thesis: The sentences should all refer to the central idea, or thesis,
of the paper (Rosen and Behrens 119).

Coherent: The sentences should be arranged in a logical manner and should follow a
definite plan for development (Rosen and Behrens 119).

Well-developed: Every idea discussed in the paragraph should be adequately explained

and supported through evidence and details that work together to explain the
paragraph’s controlling idea (Rosen and Behrens 119).

How do I organize a paragraph?

There are many different ways to organize a paragraph. The organization you choose
will depend on the controlling idea of the paragraph. Below are a few possibilities for
organization, with links to brief examples:

Narration: Tell a story. Go chronologically, from start to finish. (See an example.)

5-step process to paragraph development

Let’s walk through a 5-step process for building a paragraph. For each step there is an
explanation and example. Our example paragraph will be about slave spirituals, the
original songs that African Americans created during slavery. The model paragraph
uses illustration (giving examples) to prove its point.

Step 1. Decide on a controlling idea and create a topic sentence

Paragraph development begins with the formulation of the controlling idea. This idea
directs the paragraph’s development. Often, the controlling idea of a paragraph will
appear in the form of a topic sentence. In some cases, you may need more than one
sentence to express a paragraph’s controlling idea. Here is the controlling idea for our
“model paragraph,” expressed in a topic sentence:

Step 2. Explain the controlling idea

Paragraph development continues with an expression of the rationale or the

explanation that the writer gives for how the reader should interpret the information
presented in the idea statement or topic sentence of the paragraph. The writer explains
his/her thinking about the main topic, idea, or focus of the paragraph. Here’s the
sentence that would follow the controlling idea about slave spirituals:

Step 3. Give an example (or multiple examples)

Paragraph development progresses with the expression of some type of support

or evidence for the idea and the explanation that came before it. The example serves as
a sign or representation of the relationship established in the idea and explanation
portions of the paragraph. Here are two examples that we could use to illustrate the
double meanings in slave spirituals:

Step 4. Explain the example(s)

The next movement in paragraph development is an explanation of each

example and its relevance to the topic sentence and rationale that were stated at the
beginning of the paragraph. This explanation shows readers why you chose to use
this/or these particular examples as evidence to support the major claim, or focus, in
your paragraph. Continue the pattern of giving examples and explaining them until all
points/examples that the writer deems necessary have been made and explained.
NONE of your examples should be left unexplained. You might be able to explain the
relationship between the example and the topic sentence in the same sentence which
introduced the example. More often, however, you will need to explain that relationship
in a separate sentence. Look at these explanations for the two examples in the slave
spirituals paragraph:

Step 5. Complete the paragraph’s idea or transition into the next paragraph

The final movement in paragraph development involves tying up the loose ends
of the paragraph and reminding the reader of the relevance of the information in this
paragraph to the main or controlling idea of the paper. At this point, you can remind your
reader about the relevance of the information that you just discussed in the paragraph.
The Differences Between Inductive and Deductive Reasoning

Inductive and deductive reasoning are often confused. This lesson introduces the
concept of reasoning and gives you tips and tricks to keeping inductive and deductive
reasoning straight.

Using Reasoning

Andrew and Kevin are studying for their upcoming speech final. They have to define
inductive and deductive reasoning and provide examples of each. Kevin says he has a
great example for deductive reasoning: 'Every time it hails, I get a dent in my car. Every
time it hails, my dad gets a dent in his car. Every time it hails, my brother gets a dent in
his car. Every time it hails, everyone will get a dent in their cars.'

Andrew says that Kevin does not have an example of deductive reasoning, but it is
better as an example for inductive reasoning. Who is right?

In this lesson, you will learn about the concept of reasoning and how it is used in
conjunction with logic for inductive and deductive arguments.

Reasoning and Logic

First, let's discuss the concept of reasoning. Reasoning is the action of constructing
thoughts into a valid argument. This is something you probably do every day. When you
make a decision, you are using reasoning, taking different thoughts and making those
thoughts into reasons why you should go with one option over the other options
available. When you construct an argument, that argument will be either valid or invalid.
A valid argument is reasoning that is comprehensive on the foundation of logic or fact.

Now let's discuss propositional logic. Inductive and deductive reasoning are both forms
of propositional logic. Propositional logic is the branch of logic that studies ways of
joining and/or modifying entire propositions, statements or sentences to form more
complicated propositions, statements or sentences. For our purposes, this means that
propositional logic uses a series of facts and reasoning to develop a conclusion.
Inductive and deductive reasoning use propositional logic to develop valid arguments
based on fact and reasoning. Both types of reasoning have a premise and a conclusion.
How each type of reasoning gets to the conclusion is different.

Inductive reasoning .
 Inductive reasoning is reasoning where the premises support the conclusion. The
conclusion is the hypothesis, or probable. This means that the conclusion is the part of
reasoning that inductive reasoning is trying to prove. Inductive reasoning is also referred
to as 'cause and effect reasoning' or 'bottom-up reasoning' because it seeks to prove a
conclusion first. This is usually derived from specific instances to develop a general
conclusion.

Kevin and Andrew are now arguing about math. Kevin says that all big brothers are
good at math. Andrew is an only child, but he's pretty sure that this argument cannot be
valid.

Kevin makes a conclusion based on the following premises: 'My older brother is good at
math. My friend's older brother is good at math. My neighbor's big brother is a math
tutor. Therefore, all older brothers are good at math.'

You've probably heard people use this type of reasoning in life. We know this
can't be true. You probably know that being an older brother doesn't inherently make
you good at math. What Kevin has done is made a generalized conclusion: all older
brothers are good at math based on three premises of specific instances: Mine, my
friend's and my neighbor's older brother are all good at math. These specific instances
are not representative of the entire population of older brothers. Because inductive
reasoning is based on specific instances, it can often produce weak and invalid
arguments.

You can remember inductive reasoning like this: inductive reasoning is bottom-up
reasoning; it starts with a probable conclusion and induces premises.

Deductive Reasoning

Deductive reasoning is reasoning where true premises develop a true and valid
conclusion. In the case of deductive reasoning, the conclusion must be true if the
premises are also true. Deductive reasoning uses general principles to create a specific
conclusion. Deductive reasoning is also known as 'top-down reasoning' because it goes
from general and works its way down more specific.

For example, 'All cars have engines. I have a car. Therefore, my car has an engine.'