Teachers at the high school and college level require that the research papers their students write list the sources they used. It can be quite an arduous task finding the right sources for that research, however. What makes a good source? What factors should be considered when choosing a source?
Is the Source Scholarly?
Scholarly are articles and white papers written by teachers and researchers in specialized areas of study. Their research writing is filled with subject area jargon and are illustrated with charts and graphs. Scholarly journals, which usually publish these scholarly research papers, are generally peer-reviewed meaning they are not marketed to the general public and carry no advertising. Scholarly sources include professional and academic journals, sources with statistical data and lab reports, literary reviews, commentaries on the arts, textbooks, and reference works as well as some non peer-reviewed materials such as books published by University academic publishing houses. Scholarly sources almost always include end-notes and parenthetical citations.
Popular Sources
No, popular sources are not considered scholarly, but even some sources considered commercial or aimed at general audiences contain well researched material that is backed up with good evidence. Magazines like Astronomy, Scientific American, and National Geographic are excellent examples of popular sources that make good sources for research papers. They are timely and their writers are usually professionals or amateurs who have been working in a particular subject area for many years, which gives them credibility.
Credibility of Sources
Sources gain credibility when they have been written by an author with a good reputation or published by a highly regarded organization. Academic sources carry more credibility than popular sources, however, some popular sources have more credibility than others. Comic books would probably not make good sources unless you were researching comic books (how they're created, the effects of comics on society, etc.). The point here that sources that would otherwise not be considered credible might be deemed credible if they fit into the subject of the research paper. For instance, they could be used as examples to illustrate a point.
This also applies to internet sources. Those that are tied to universities and professional organizations are generally considered to have credibility. Personal blogs are generally not considered credible, unless written by a professional in that subject area. The long and short of it is that there are many questionable websites out there. If you're not sure if the this website is credible, first ask your teacher. If you can't get hold of the teacher, and you're still not sure if it's credible, exclude the source and look for the information elsewhere.
Authority of Sources
Here the author's credentials is what gives a source authority. This author has been studying, working in, and/or writing in a specific field for long enough to be considered and authority on the subject. Books and journals published by universities and university publishing houses also carry with them the authority to make them good sources. Academic journals and some of those popular magazines (Astronomy, Scientific American) publish only in one subject area, and have been around for many years. They have earned a reputation in their subject area and are considered authoritative. The internet warning under "credibility" above applies her as well. If you're not sure, and you don't have the opportunity to verify it with the teacher, omit the source and find the information elsewhere.
Timeliness
Timeliness refers to when the source was published. Recently published materials - books, magazines, or websites - are considered timely. Materials published 5 to 10 or more years ago, generally are not considered so timely. The older the material is, the less timely it becomes. However, even a source published 40 or 50 years ago can be considered when comparing it to a timely source on the same subject. For example, when comparing what people believed than as compared to what they believe now. It's not a timely source, but it is a good source because it makes or backs up a point in your research.
Following the Source's Trail
Look at the end of the source's research paper or book. There you will find listed the resources that were used by the writer in his or her research. If you can find any of these sources, they are automatically considered good sources for your research paper. Their resource lists are a form of bibliography, providing all the information needed to locate their sources. The writers have already done some of the legwork for you, meaning you don't have to look for all of your own sources for your research paper.
What Makes a Bad Source? Bias and the Sales Pitch
One of the problems with some sources - like blogs and chat rooms - is that they tend to be biased by the writer's opinion. Another problem comes in the form of information found on company websites. Those that offer articles related to what the manufacture, repair, or sell without making a sales pitch in the article are still good sources. However, if the article is solely intended to tout the company's products and services, it is considered a sales pitch (the company is promoting its products to make money) and is, therefore, not a good source for a research paper. Same thing goes for sales brochures. However, if you walk into the paint department at the local hardware store, for instance, and they offer printed instructional freebies on determining the amount of paint required to paint a room, and you're researching a paper on how math is used in remodeling, than this could be considered a good source. The goal in determining whether the source is not reliable, is to establish two things: (1) Is the author biased and is that bias coming across in his or her writing? (2) Is this material actually a sales pitch? Is it trying to sell you something?
There are quite a few good sources out there for writing a reference paper. Choosing the best ones shouldn't be overwhelming. If you're not sure about a source, leave it be and go on to the next one. Choosing wisely is easier when you know what to look for. So start here, and happy researching.
Thursday, 19 January 2012
Thursday, 29 December 2011
Professional Dissertation Editing Services
People who are pursuing a postgraduate programme will know how hard it is to do all the academic writing. Completing the academic writing in time can be difficult. It is during such scenarios a dissertation editing service can be a big help for postgraduate students. A dissertation is a multi-chaptered document that gives the details of the student's research and findings in a particular specialism. The real challenge lies in accurately putting into writing the months or years of hard work in the research phase. When you are new to handling such responsibility, you can use the assistance of a dissertation editing service. Many PhD students opt for dissertation editing services, as it helps them submit a good quality report of their research and saves them a lot of time.
It takes a lot of time to write your dissertation, and you will also have to be cautious when you write about every important detail of your research. You will need the assistance of a qualified and experienced person to guide you through your dissertation. If you have the support of an advisor who is willing to go the extra mile for your dissertation then you will finish your dissertation in record time and to a high standard. It is situations like this the services provided by dissertation editing and proofreading companies come in handy. The final result should look good for the observer. If available, the services provided by dissertation editing should be undertaken before you submit your final draft to help you to rest assured that you will be submitting a good quality dissertation.
Students cautious of fulfilling their degree requirements pertaining to dissertations tend to miss grammatical and vocabulary mistakes. These mistakes may not be big, but they create a bad impression. You would have worked for months or years to complete the research for your final dissertation. It is important that you submit a dissertation that is error free and clearly highlights your research.
Qualified professional dissertation editing services will spot errors with referencing, footnotes, citations, author names, quotations, and dates. You will be satisfied when you turn in your work, and will be confident in the work you have done because a qualified professional has proofread the entire document. The services provided by the professional proofreader will ensure you have enough time to concentrate on your research rather than mistakes in your writing. You can also be rest assured that your research material is safe with them.
It takes a lot of time to write your dissertation, and you will also have to be cautious when you write about every important detail of your research. You will need the assistance of a qualified and experienced person to guide you through your dissertation. If you have the support of an advisor who is willing to go the extra mile for your dissertation then you will finish your dissertation in record time and to a high standard. It is situations like this the services provided by dissertation editing and proofreading companies come in handy. The final result should look good for the observer. If available, the services provided by dissertation editing should be undertaken before you submit your final draft to help you to rest assured that you will be submitting a good quality dissertation.
Students cautious of fulfilling their degree requirements pertaining to dissertations tend to miss grammatical and vocabulary mistakes. These mistakes may not be big, but they create a bad impression. You would have worked for months or years to complete the research for your final dissertation. It is important that you submit a dissertation that is error free and clearly highlights your research.
Qualified professional dissertation editing services will spot errors with referencing, footnotes, citations, author names, quotations, and dates. You will be satisfied when you turn in your work, and will be confident in the work you have done because a qualified professional has proofread the entire document. The services provided by the professional proofreader will ensure you have enough time to concentrate on your research rather than mistakes in your writing. You can also be rest assured that your research material is safe with them.
Sunday, 18 December 2011
Essential Writing Techniques For College Students
When students venture into the new realms of college or university education, they will commonly encounter a vast range of new experiences both in and out of the lecture theater. One of the big challenges that these students face, however, is working out how to raise their standards when it comes to study techniques and academic writing.
Academic writing at secondary or high school is of a significantly lower level than that required at college or university and indeed, these institutions are much stricter when it comes to marking such writing. And if, as a college student, you fail to meet the required standard or your writing style is not consistent, then you will see your grades dropping, despite the fact that you may really know your stuff!
It is vital therefore that you learn and master the essential writing techniques for college students. The first of these is to understand the basic format of an essay or dissertation. Depending on the length of the work, there should be an abstract at the beginning of your writing, which really summarises the purpose of your work, your methodology/analysis and your conclusions. Do not attempt to write this until you have finished the rest of your piece as you may find you end up making incorrect conclusions just to match those that you quoted in your abstract.
Your work should then have a sound introduction, some theoretical, evidenced background, a clear methodology and analysis section and some discussion and conclusions. You may also go on to discuss the limitations of your work and detail the opportunities for further research.
Once you have the structure of your writing you then have to ensure that the language you use is appropriate for your academic level. One thing that most new students tend to slip up on is using 'I'. For example, 'I believe that the economic challenges of today were brought about by...'. College students should quickly get into the habit of replacing 'I' with, 'The author' or 'The researcher'. Talking about your opinions or actions in the third person is a simple way to raise the standard of your academic writing.
And finally, and possibly most importantly, you should swiftly familiarise yourself with your college or university referencing system, whether its Harvard, APA, Oxford etc., learn it and use it consistently. Failing to reference others' material correctly can actually lead to dismissal from college or university on the grounds of plagiarism, and this issue should not be taken lightly.
If you embed all of these techniques into your writing from day one, you will soon become a good writer, and hopefully this, combined with sound learning and study techniques will allow you to become a successful student.
Academic writing at secondary or high school is of a significantly lower level than that required at college or university and indeed, these institutions are much stricter when it comes to marking such writing. And if, as a college student, you fail to meet the required standard or your writing style is not consistent, then you will see your grades dropping, despite the fact that you may really know your stuff!
It is vital therefore that you learn and master the essential writing techniques for college students. The first of these is to understand the basic format of an essay or dissertation. Depending on the length of the work, there should be an abstract at the beginning of your writing, which really summarises the purpose of your work, your methodology/analysis and your conclusions. Do not attempt to write this until you have finished the rest of your piece as you may find you end up making incorrect conclusions just to match those that you quoted in your abstract.
Your work should then have a sound introduction, some theoretical, evidenced background, a clear methodology and analysis section and some discussion and conclusions. You may also go on to discuss the limitations of your work and detail the opportunities for further research.
Once you have the structure of your writing you then have to ensure that the language you use is appropriate for your academic level. One thing that most new students tend to slip up on is using 'I'. For example, 'I believe that the economic challenges of today were brought about by...'. College students should quickly get into the habit of replacing 'I' with, 'The author' or 'The researcher'. Talking about your opinions or actions in the third person is a simple way to raise the standard of your academic writing.
And finally, and possibly most importantly, you should swiftly familiarise yourself with your college or university referencing system, whether its Harvard, APA, Oxford etc., learn it and use it consistently. Failing to reference others' material correctly can actually lead to dismissal from college or university on the grounds of plagiarism, and this issue should not be taken lightly.
If you embed all of these techniques into your writing from day one, you will soon become a good writer, and hopefully this, combined with sound learning and study techniques will allow you to become a successful student.
Wednesday, 14 December 2011
Working Outlines: Creating Outlines for Use in Writing Essays and Term Papers
It's that time of year again, the beginning of another school year, bringing with it the assurance of teachers handing out essay and term paper assignments. Once the research is done, the question becomes: How do you take that pile of notes and turn it into piece of great writing? The answer? By creating a great working outline first. The working outline's main purpose revolves around showing areas of the research that need more research. The working outline also sets up a general essay writing roadmap that can be re-arranged or tweaked at any point during the writing process if a problem with flow develops. Think of it more as a brainstorming step before transitioning to the stage of writing the rough draft.
Know the Paper's Purpose or Topic
First things first. Know the teacher's reason for assigning the essay, or, in the case of term papers, know the teacher's topic. Also take note of the teacher's parameters for the finished paper and keep them in mind during the research, outlining and writing process. The teacher's parameters may include any of the following: length, typed or handwritten, font and font size, margins, in-text citations, proper quotation format, bibliography, end-notes or footnotes. Make notations on the working outline so it's obvious where these some of these things (quotations, citations, footnotes, end-notes) should be included in the final paper. If necessary, write the "purpose" or "topic" at the top of the working outline as a reminder or to keep the outline and paper focused.
Research, Notes, and Organizing the information.
Second things second. Do the research for the essay or term paper. Take copious notes. Separate notes by topic points. Make notations or draw symbols that indicate points that seem to be more or less important than others. As you take notes, keep all the bibliography information with the notes for that source. Write the bibliography information in correct bibliography format (the teacher will provide this information with the parameters for the paper; if not ask).
Take notes either on paper, on index cards, or using a computer word processing program. Index cards can be stacked and organized in the general arrangement that the working outline will be in. Paper notes can be cut apart and organized in the same manner as the index cards. With the index card and paper note-taking methods, care will have to be taken to remember which notes and quotes came from which resource for citation, endnote or footnote purposes.
Probably the easiest way to organize notes into an outline is to use the word processing program. Type in the notes under the bibliography resource entries and save that as one file labeled "notes". Then organize the working outline by cutting and pasting from the notes file to the working outline, and saving the working outline in a separate file. Either way, as the working outline is being created, keep asking: Does this piece of information satisfy the paper's purpose or topic? If the information doesn't quite seem to fit, set it aside for a while. If it obviously doesn't fit, discard it.
Working Outline: The Set Up
Set up the working outline like any other outline. Use Roman numerals for the Introduction, the main points and the conclusion. Indent and use capital English letters for the main supporting evidence for each main point. Switch to Arabic numbers and indent again to include details and important information connected to the supporting evidence. Indent again and use lowercase English letters for finer points (these may or may not be included in the final paper depending on whether the add to or detract from the topic and the flow of the paper). For longer papers, like term papers, the main points listed next to the Roman numerals can be used to create sub-headings, which break the paper into smaller sections and make it easier to read.
Highlight, use symbols, or write notes in the margin when going over the working outline, before beginning the writing process. Make note of areas where more research is needed, where some tweaking or re-organization may be needed, or where quotations, end-notes, footnotes, or in-text citations belong. Use different color highlighters or ink that give special significance to each notation. Red of really important, yellow for "caution", purple for citations... whatever symbols or colors are used they should hold significance to the student creating the outline and writing the paper.
Intro: Rough Draft
The information used to write the introduction may be the same as that used to write the conclusion. From the notes set aside for the introduction / conclusion, write a rough, rough draft of the introduction that gives an indication of what information will be presented in the paper, without stating it outright.
Wrong Way: "I am writing this paper to tell you how to create a working outline. I will back it up with supporting evidence or information. Then I will conclude by reminding you about the ways I showed you to set up a working outline."
Right Way: "It's the time of year when teachers start handing out essay and term paper assignments. To help organize the information obtained in the research material before writing those papers, begin with this easy working outline process."
The Key Points
There may be only 3 key points in the case of essays or more than three for term papers. The number of key points doesn't matter. The only thing that counts is that each key point gets its own Roman numeral in the working outline, with its own supporting evidence and additional details. The key points will become either a single essay paragraph or a separate section of the term paper, which can be listed under a sub-heading that reflects the key point's intent.
Conclusion: The Rough Draft
Much of the information used to create the introduction will be used to write the conclusion. As with the introduction, don't point out to the reader (teacher) what you told them. When writing this rough, rough draft of the conclusion, reflect on how the topic or purpose of the paper developed through the writing process, until it arrived at this conclusion.
Working Outline: Read Through
Once the working outline is completed, set it aside and let rest for an hour, a day or a few days - whatever you have time for. Then come back to it and read through it. Does it flow well? Does it need tweaking or re-arranging? Does it need quotes? Does it need citations? Does it need a bit more research somewhere? Does some piece of information not belong?
If the teacher wants to see an outline before writing begins, then you have one ready to show. The teacher may point out what's good about the working outline and where it needs work before writing. Take this as objective criticism (a critique aimed at making the final written essay or term paper a better finished product). If the teacher doesn't demand a copy of the working outline, then simply use it to begin the writing process.
Remember that the working outline set up is not written in stone, it doesn't have to be followed exactly. Working outlines are simply tools to help organize the research materials, to point out potential problems, and to maintain a balance between too much and not enough information. Most of all, they bridge the gap between the research process and the writing process.
Know the Paper's Purpose or Topic
First things first. Know the teacher's reason for assigning the essay, or, in the case of term papers, know the teacher's topic. Also take note of the teacher's parameters for the finished paper and keep them in mind during the research, outlining and writing process. The teacher's parameters may include any of the following: length, typed or handwritten, font and font size, margins, in-text citations, proper quotation format, bibliography, end-notes or footnotes. Make notations on the working outline so it's obvious where these some of these things (quotations, citations, footnotes, end-notes) should be included in the final paper. If necessary, write the "purpose" or "topic" at the top of the working outline as a reminder or to keep the outline and paper focused.
Research, Notes, and Organizing the information.
Second things second. Do the research for the essay or term paper. Take copious notes. Separate notes by topic points. Make notations or draw symbols that indicate points that seem to be more or less important than others. As you take notes, keep all the bibliography information with the notes for that source. Write the bibliography information in correct bibliography format (the teacher will provide this information with the parameters for the paper; if not ask).
Take notes either on paper, on index cards, or using a computer word processing program. Index cards can be stacked and organized in the general arrangement that the working outline will be in. Paper notes can be cut apart and organized in the same manner as the index cards. With the index card and paper note-taking methods, care will have to be taken to remember which notes and quotes came from which resource for citation, endnote or footnote purposes.
Probably the easiest way to organize notes into an outline is to use the word processing program. Type in the notes under the bibliography resource entries and save that as one file labeled "notes". Then organize the working outline by cutting and pasting from the notes file to the working outline, and saving the working outline in a separate file. Either way, as the working outline is being created, keep asking: Does this piece of information satisfy the paper's purpose or topic? If the information doesn't quite seem to fit, set it aside for a while. If it obviously doesn't fit, discard it.
Working Outline: The Set Up
Set up the working outline like any other outline. Use Roman numerals for the Introduction, the main points and the conclusion. Indent and use capital English letters for the main supporting evidence for each main point. Switch to Arabic numbers and indent again to include details and important information connected to the supporting evidence. Indent again and use lowercase English letters for finer points (these may or may not be included in the final paper depending on whether the add to or detract from the topic and the flow of the paper). For longer papers, like term papers, the main points listed next to the Roman numerals can be used to create sub-headings, which break the paper into smaller sections and make it easier to read.
Highlight, use symbols, or write notes in the margin when going over the working outline, before beginning the writing process. Make note of areas where more research is needed, where some tweaking or re-organization may be needed, or where quotations, end-notes, footnotes, or in-text citations belong. Use different color highlighters or ink that give special significance to each notation. Red of really important, yellow for "caution", purple for citations... whatever symbols or colors are used they should hold significance to the student creating the outline and writing the paper.
Intro: Rough Draft
The information used to write the introduction may be the same as that used to write the conclusion. From the notes set aside for the introduction / conclusion, write a rough, rough draft of the introduction that gives an indication of what information will be presented in the paper, without stating it outright.
Wrong Way: "I am writing this paper to tell you how to create a working outline. I will back it up with supporting evidence or information. Then I will conclude by reminding you about the ways I showed you to set up a working outline."
Right Way: "It's the time of year when teachers start handing out essay and term paper assignments. To help organize the information obtained in the research material before writing those papers, begin with this easy working outline process."
The Key Points
There may be only 3 key points in the case of essays or more than three for term papers. The number of key points doesn't matter. The only thing that counts is that each key point gets its own Roman numeral in the working outline, with its own supporting evidence and additional details. The key points will become either a single essay paragraph or a separate section of the term paper, which can be listed under a sub-heading that reflects the key point's intent.
Conclusion: The Rough Draft
Much of the information used to create the introduction will be used to write the conclusion. As with the introduction, don't point out to the reader (teacher) what you told them. When writing this rough, rough draft of the conclusion, reflect on how the topic or purpose of the paper developed through the writing process, until it arrived at this conclusion.
Working Outline: Read Through
Once the working outline is completed, set it aside and let rest for an hour, a day or a few days - whatever you have time for. Then come back to it and read through it. Does it flow well? Does it need tweaking or re-arranging? Does it need quotes? Does it need citations? Does it need a bit more research somewhere? Does some piece of information not belong?
If the teacher wants to see an outline before writing begins, then you have one ready to show. The teacher may point out what's good about the working outline and where it needs work before writing. Take this as objective criticism (a critique aimed at making the final written essay or term paper a better finished product). If the teacher doesn't demand a copy of the working outline, then simply use it to begin the writing process.
Remember that the working outline set up is not written in stone, it doesn't have to be followed exactly. Working outlines are simply tools to help organize the research materials, to point out potential problems, and to maintain a balance between too much and not enough information. Most of all, they bridge the gap between the research process and the writing process.
Monday, 28 November 2011
Online Freelance Writing
Freelance writing jobs are growing daily thanks to the huge demand from webmasters for website content, freelance writing jobs online is a growth industry and open to anyone who has the ability to write well. Internet markets are always on the lookout for more quality content to populate their websites. The market for freelance writers is huge and varied; there are freelance writing jobs online to suit every writer.
If you like writing and reviewing technology, or prefer to write about health issues you will find a market for your skills. The demand is so big that there's room for everyone who wants to ply their skills as.
Getting started just requires some determination and effort on your part, once you get your first freelance writing job then you can start to build your portfolio and this will increase your credibility and enable you to demand more money for your time and skills.
Internet marketers are looking for good writers who can meet deadlines and produce quality content, when they find good writers they tend to stick with them. So once you get started you will, sooner or later, get people coming back to you time and again providing you produce good quality work on time.
The rates for freelance writing vary depending on the job. For writing articles, depending on the length and the subject matter, and whether it requires a lot of research varies from $5.00 an article up to $20.00 an article.
For writing an E-book the price is negotiable depending on the length of the book but you're looking at $500.00 to $1500 and even more, experience in the field will soon familiarize you with writing rates and what you can charge for your services.
Then there's the subject matter, for technical writing the rates increase as they do for medical and health writing. There's plenty of sites advertising freelance writing jobs online, once you decide to become a writer you'll soon become familiar with them.
Like any industry you will need to start at the bottom if you're just entering the freelance writing field, start with writing articles. Marketers are always advertising for writers to write articles for them. They usually advertise in bulk. They won't usually ask for one article but for tens of articles about a subject.
To enhance your reputation it's important that you meet the stipulated deadline. You'll find that virtually all the freelance writing jobs online stipulate a deadline. This is a fact of life for a freelance writer.
If you're just entering the field look for customers who are asking for articles and bid for the job. If you haven't built a portfolio yet don't price yourself out of the job, start low and as your experience increases so will your ability to go for the higher paid jobs. If you're thinking of entering the writing field, don't hesitate, as long as you can write the field is open to you and can be a great way to provide an extra income.
If you like writing and reviewing technology, or prefer to write about health issues you will find a market for your skills. The demand is so big that there's room for everyone who wants to ply their skills as.
Getting started just requires some determination and effort on your part, once you get your first freelance writing job then you can start to build your portfolio and this will increase your credibility and enable you to demand more money for your time and skills.
Internet marketers are looking for good writers who can meet deadlines and produce quality content, when they find good writers they tend to stick with them. So once you get started you will, sooner or later, get people coming back to you time and again providing you produce good quality work on time.
The rates for freelance writing vary depending on the job. For writing articles, depending on the length and the subject matter, and whether it requires a lot of research varies from $5.00 an article up to $20.00 an article.
For writing an E-book the price is negotiable depending on the length of the book but you're looking at $500.00 to $1500 and even more, experience in the field will soon familiarize you with writing rates and what you can charge for your services.
Then there's the subject matter, for technical writing the rates increase as they do for medical and health writing. There's plenty of sites advertising freelance writing jobs online, once you decide to become a writer you'll soon become familiar with them.
Like any industry you will need to start at the bottom if you're just entering the freelance writing field, start with writing articles. Marketers are always advertising for writers to write articles for them. They usually advertise in bulk. They won't usually ask for one article but for tens of articles about a subject.
To enhance your reputation it's important that you meet the stipulated deadline. You'll find that virtually all the freelance writing jobs online stipulate a deadline. This is a fact of life for a freelance writer.
If you're just entering the field look for customers who are asking for articles and bid for the job. If you haven't built a portfolio yet don't price yourself out of the job, start low and as your experience increases so will your ability to go for the higher paid jobs. If you're thinking of entering the writing field, don't hesitate, as long as you can write the field is open to you and can be a great way to provide an extra income.
Friday, 25 November 2011
Grammatical Correctness, an Apostrophal Rant
Assailed, once again, by a plague of apostrophes - like locusts! - over the fruit and veg in yet another market, I despair. The humble apostrophe, so ill-used, hits back in the only way it can.
Amid a sea of bean's, potatoe's, apple's etc, it becomes a burr under my skin; a small claw which twists and turns and sets my nerves on edge - monstrous in its capacity for torture.
I have a magic formula to remedy this, but I shall chant it only once:
the apostrophe has two very distinct purposes
a) to indicate possession
b) to show where missing letters should be - hence it's meaning it is
Please indulge me, while I explain something the whole of the English speaking world should have learnt aged 8-12:
David's coat, the man's car, the cat's paw - meaning: the coat of David, the car of the man, the paw of the cat. To fathom the position of the apostrophe, just ask - exactly who is the owner? and insert the little smudge (') after that same owner before adding an "s". So David's, the man's, the cat's and voila: correct English possession.
The plural, is similarly formed by asking the same question and following the same procedure:
the dogs' tails (the tails of the dogs) - who own the tails? the dogs do.
the lads' boots (the boots of the lads)
the turnips' leaves (the leaves of the turnips)
However, it should be remembered that - people, children, men, women are already plural words, so:
the people's King (the King of the people)
the children's gloves
the men's room
the women's Ferraris... and so on - it works every time, and it's so quick to do!
Incidentally, its is the exception. Possessive already, it requires no apostrophe. The only time one should be used is to shorten the phrase it is (it's) - as seen also in it will (it'll) or it would (it'd) etc.
I am not planning a vendetta against market traders across the country. In fact, if I had to get up at 4 am to buy produce and set up shop, I might not be too picky about labels, either... but it might be nice for once, to buy grammatically correct veg without apostrophes crawling all over everything.
There is, however, always the apocryphal to tip the balance. In one fruitshop in a northern English town that I frequent, one sign read "orbargene's" - so outlandish, I had to examine the deep purple, fleshy fruits before recognising an alternative spelling to "aubergine" (complete with ubiquitous apostrophe). Bristling, I determined to take the man to task!! He couldn't describe his own merchandise correctly - and my inner, sanctimonious pedant was straining at the leash.
When he put in an appearance, he beamed and spoke to me, lovingly, of his produce - wanting, very much, for me to be as enamoured as he was. Completely disarmed, I spent more than I intended, and now buy most of my green groceries from him - apostrophes notwithstanding.
Amid a sea of bean's, potatoe's, apple's etc, it becomes a burr under my skin; a small claw which twists and turns and sets my nerves on edge - monstrous in its capacity for torture.
I have a magic formula to remedy this, but I shall chant it only once:
the apostrophe has two very distinct purposes
a) to indicate possession
b) to show where missing letters should be - hence it's meaning it is
Please indulge me, while I explain something the whole of the English speaking world should have learnt aged 8-12:
David's coat, the man's car, the cat's paw - meaning: the coat of David, the car of the man, the paw of the cat. To fathom the position of the apostrophe, just ask - exactly who is the owner? and insert the little smudge (') after that same owner before adding an "s". So David's, the man's, the cat's and voila: correct English possession.
The plural, is similarly formed by asking the same question and following the same procedure:
the dogs' tails (the tails of the dogs) - who own the tails? the dogs do.
the lads' boots (the boots of the lads)
the turnips' leaves (the leaves of the turnips)
However, it should be remembered that - people, children, men, women are already plural words, so:
the people's King (the King of the people)
the children's gloves
the men's room
the women's Ferraris... and so on - it works every time, and it's so quick to do!
Incidentally, its is the exception. Possessive already, it requires no apostrophe. The only time one should be used is to shorten the phrase it is (it's) - as seen also in it will (it'll) or it would (it'd) etc.
I am not planning a vendetta against market traders across the country. In fact, if I had to get up at 4 am to buy produce and set up shop, I might not be too picky about labels, either... but it might be nice for once, to buy grammatically correct veg without apostrophes crawling all over everything.
There is, however, always the apocryphal to tip the balance. In one fruitshop in a northern English town that I frequent, one sign read "orbargene's" - so outlandish, I had to examine the deep purple, fleshy fruits before recognising an alternative spelling to "aubergine" (complete with ubiquitous apostrophe). Bristling, I determined to take the man to task!! He couldn't describe his own merchandise correctly - and my inner, sanctimonious pedant was straining at the leash.
When he put in an appearance, he beamed and spoke to me, lovingly, of his produce - wanting, very much, for me to be as enamoured as he was. Completely disarmed, I spent more than I intended, and now buy most of my green groceries from him - apostrophes notwithstanding.
Monday, 21 November 2011
Writing Is Like Doing Paper Mache
Writing can be like that intriguing form of artwork called papier mache, in which paper is glued onto a surface to begin with, and then more is glued on as each bit dries, until the combination of paper and glue forms a solid shape. When it is fully dried, it can then be painted and varnished for a permanent finish.
There are three main stages to creating this artwork, and these can be likened to stages in producing a finished written article.
First of all, writing needs a surface shape to start with. For this, you need some idea of the eventual finished shape you want to produce so you can create an outline to hang it onto. Possibilities of these 'shapes' include newspapers articles, magazine articles, poems, university theses, short stories, or books. The outlines can be as long and detailed as suits your needs and personality.
The second stage is, like that of papier mache, likely to be the longest. You will need to find your material to write about. What might this stage consist of?
· You might need to interview someone knowledgeable on the subject. This involves preparation, the actual interview, and then writing the information and opinions obtained. Interviews, and then getting all of the material into readable form, can be time-consuming but they add great value to articles. Readers like to know what other people say and think.
· You may need to do some research in the library, or by computer.
· You may need to visit a place and really observe it closely so you can give a proper perspective; and take photographs if these are required.
· Add your own opinions on the subject.
· Organise everything according to the outline you've created; or, if you don't have an outline and don't like to work to one, then group your material into smaller subtopics as you go, arrange it logically, and try to make sure each section leads seamlessly onto the next.
I liken the glue to your own personal writing style - i.e. the way you put your words together. Everyone has their own style. Your style is seen in the words you choose, and the way you use them.
Finally, there is the important end-process of putting a good finish onto the paper-mache. In writing, this is equivalent to editing. In this, you will be making sure the spelling and grammar are correct, and the words mean what you want them to mean. Finally - add the final coat of polish. This is where you go over it again (and maybe several times), checking the little details, and making sure you have used the best words for what you mean, and that everything flows as smoothly as you can get it.
Like a finished work of art, a well-crafted piece of writing is interesting to read and even memorable.
There are three main stages to creating this artwork, and these can be likened to stages in producing a finished written article.
First of all, writing needs a surface shape to start with. For this, you need some idea of the eventual finished shape you want to produce so you can create an outline to hang it onto. Possibilities of these 'shapes' include newspapers articles, magazine articles, poems, university theses, short stories, or books. The outlines can be as long and detailed as suits your needs and personality.
The second stage is, like that of papier mache, likely to be the longest. You will need to find your material to write about. What might this stage consist of?
· You might need to interview someone knowledgeable on the subject. This involves preparation, the actual interview, and then writing the information and opinions obtained. Interviews, and then getting all of the material into readable form, can be time-consuming but they add great value to articles. Readers like to know what other people say and think.
· You may need to do some research in the library, or by computer.
· You may need to visit a place and really observe it closely so you can give a proper perspective; and take photographs if these are required.
· Add your own opinions on the subject.
· Organise everything according to the outline you've created; or, if you don't have an outline and don't like to work to one, then group your material into smaller subtopics as you go, arrange it logically, and try to make sure each section leads seamlessly onto the next.
I liken the glue to your own personal writing style - i.e. the way you put your words together. Everyone has their own style. Your style is seen in the words you choose, and the way you use them.
Finally, there is the important end-process of putting a good finish onto the paper-mache. In writing, this is equivalent to editing. In this, you will be making sure the spelling and grammar are correct, and the words mean what you want them to mean. Finally - add the final coat of polish. This is where you go over it again (and maybe several times), checking the little details, and making sure you have used the best words for what you mean, and that everything flows as smoothly as you can get it.
Like a finished work of art, a well-crafted piece of writing is interesting to read and even memorable.
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