ENC 1102 Hybrid Day 8 – Global revision [M 2-6]
Goals:
Students will review their drafts and identify areas in need of revision and development
What’s the old-before-new principle? (p. 580)
General idea is that readers understand better when what they already know introduces
what they need to learn. Works at a lot of levels (like class intro: old concepts first). The
idea is that the reader can only hold so much in short-term memory — can only pay
attention to so much at once. The reader is always trying to connect what they’re reading
now to what they’ve read already in the piece. So if you list a bunch of new information
-What does your book call the old before new contract? Don’t ask this. Just
mention it.
-More specific. Using old-new principle in your sentences. Examples on p.606
(just read first two sentences of A and B)
Point before particular? (p. 601) Why? (helps reader make meaning out of particulars.
They know what to do with the particulars when they read them. Like old-new principle
in that sense – old info tells us what to do with new info – but not identical, since the
point is no “older” than the particular (at least until you make it that way by putting it
first). Often you’ll find you put the particulars before the point and need to revise. Most
of us think from particulars to points, particular to general, but that doesn’t mean it’s
easier to follow writing that’s organized that way. )
Part I. Annotation
Review: What does it mean to annotate?
You’re trying to label each paragraph in your essay to figure out (a) what it says and (b)
what it does. What’s the difference?
Begin by underlining your thesis.
Then, spend the next 5-10 minutes annotating your drafts by writing brief notes in the
margins describing the purpose of each paragraph (e.g., “identifying opposing views” or
“developing reason #1”). TRY TO ANNOTATE WITH COMPLETE SENTENCES.
Part II. Unity and Coherence
When you were annotating, did you notice any paragraphs that seemed to have more than
one purpose? This is often a sign that a paragraph can be split up into two or more
paragraphs in order to address each point more thoroughly and independently.
Each paragraph should be UNIFIED.
Next, look at the transitions between paragraphs. How does one paragraph lead logically
to the next? Is there something in the first sentence of one paragraph that makes reference
to the previous paragraph? If you see places where this is missing, try to draft a sentence
or two to create a stronger transition. This will lead to a greater sense of COHERENCE,
which is often what people mean when they talk about how a paper “flows.”
Part III. Incorporating Support
Are there any places where you could offer more direct quotes as support for your points.
Are there any points that still feel underdeveloped? Don’t expect readers to know what
you mean. Really spell it out for your audience.
Part IV. Plan for next class
Journal: Review the assignment sheet on Moodle and, using the grading criteria as a
checklist, write a plan for what you will need to revise.
REVIEW HW