Feedback on Writing Style Micro Level Issues – “Word” Spelling error Plural / singular errors Ineffective or incorrect punctuation Inappropriate change in verb tense Poor grammar Omitted words/phrases or duplicate or extra words/phrases Poor word-choice Use subjunctive mood for hypotheticals - Redundant use of words (within a sentence or across sentences) without parallelism Ineffective use of prepositions: Limit prepositions to no more than two between verbs. Preposition at end of sentence: Reserve position” (a sentence’s ending) for more impactful words. “stress Ambiguous pronoun use (e.g., to whom does or refer?) “it”, “s/he”, “they” Use of or (reserve those for complete certainty, i.e., mathematical proof) “prove” “proof” Locating the action - (s/b in the verb) rather than verbs such as – “being” “is” “are” “was” “were” “have” “had”. Avoid nominalizations. Personification Mid Level Issues – “Sentence” Lapse in succinctness (limit sentences to no more than 35 words) (omit the phrase order”) See , , “in Lapse in clarity Lapse in coherence or logic: A non-sequitur occurs when a conclusion does not follow from the premise(s). Awkward phrasing or informal phrasing Ambiguous comparison, ambiguous negation (“not A or B”), or incorrect negation (“all that glitters is not gold”). Subject / verb separation s/b short or zero. Also, minimize the separation between items being contrasted. – Lapse in parallelism - Macro Level Issues – “Paragraph” Ineffective transition between sentences, or paragraphs - Put in the topical position old info that links back to the prior unit of discourse (sentence or paragraph). Put in the stress position new info that you want emphasize to the reader. Also avoid transitions” - placing the topical sentence for one paragraph as last sentence in the “pseudo preceding paragraph. Poor organization at the paragraph level. Each paragraph should begin with a topical sentence. Each subsequent sentence must relate to the topical sentence. Each unit of discourse should make a single point: one idea per sentence, one theme per paragraph. Idea requires additional development, evidence, or context Emphasizes or opinion over , synthesis, or . (Connect; Compare / Contrast; Pros / Cons)
Feedback on Writing Style Micro Level – “Word” Issues Spelling error Plural / singular errors Ineffective or incorrect punctuation Inappropriate change in verb tense Poor grammar Omitted words/phrases or duplicate or extra words/phrases Poor word-choice Use subjunctive mood for hypotheticals - Redundant use of words (within a sentence or across sentences) without parallelism Ineffective use of prepositions: Limit prepositions to no more than two between verbs. Preposition at end of sentence: Reserve “stress position” (a sentence’s ending) for more impactful words. Ambiguous pronoun use (e.g., to whom does “it”, “s/he”, or “they” refer?) Use of “prove” or “proof” (reserve those for complete certainty, i.e., mathematical proof) Locating the action - (s/b in the verb) – rather than “being” verbs such as “is” “are” “was” “were” “have” “had”. Avoid nominalizations. Personification Mid Level – “Sentence” Issues Lapse in succinctness (limit sentences to no more than 35 words) (omit the phrase “in order”) See , , Lapse in clarity Lapse in coherence or logic: A non-sequitur occurs when a conclusion does not follow from the premise(s). Awkward phrasing or informal phrasing Ambiguous comparison, ambiguous negation (“not A or B”), or incorrect negation (“all that glitters is not gold”). Subject / verb separation – s/b short or zero. Also, minimize the separation between items being contrasted. Lapse in parallelism - Macro Level – “Paragraph” Issues Ineffective transition between sentences, or paragraphs - Put in the topical position old info that links back to the prior unit of discourse (sentence or paragraph). Put in the stress position new info that you want emphasize to the reader. Also avoid “pseudo transitions” - placing the topical sentence for one paragraph as last sentence in the preceding paragraph. Poor organization at the paragraph level. Each paragraph should begin with a topical sentence. Each subsequent sentence must relate to the topical sentence. Each unit of discourse should make a single point: one idea per sentence, one theme per paragraph. Idea requires additional development, evidence, or context Emphasizes or opinion over , synthesis, or . (Connect; Compare / Contrast; Pros / Cons)
Comparative%20Psychology%20Intetagrative%20Essay%201%20Spring%202017.docx