Some events and trends are too recent to appear in Tier One sources, which tend to be highly specific, and sometimes you need a more general perspective on a topic. Thus, Tier Two sources can provide quality information that is more accessible to non-academics. There are three main categories. First, official reports from government agencies or major international institutions like the World Bank or the United Nations; these institutions generally have research departments staffed with qualified experts who seek to provide rigorous, even-handed information to decision-makers. Second, feature articles from major newspapers and magazines like the New York Times, Wall Street Journal, London Times, or The Economist are based on original reporting by experienced journalists (not press releases) and are typically 1500+ words in length. Third, there are some great books from non-academic presses that cite their sources; they’re often written by journalists. All three of these sources are generally well researched descriptions of an event or state of the world, undertaken by credentialed experts who generally seek to be even-handed.

books and scholarly articles. Academic books generally fall into three categories: (1) textbooks written with students in mind, (2) monographs which give an extended report on a large research project, and (3) edited-volumes in which each chapter is authored by different people. Scholarly articles appear in academic journals, which are published multiple times a year in order to share the latest research findings with scholars in the field.

Instead, the main objective is to highlight specific information about your topic. In this project, you may be asking “after researching general aspects about my topic, what do I want others to understand about it?”

r. The Informative Research Report is a report that relays the results of a central research question in an organized manner through more formal sources. These resources could include Google Scholar, library catalogs and academic article databases, websites of relevant agencies, and Google searches using (site: *.gov or site: *.org). A report is written from the perspective of someone who is seeking to find specific and in-depth information about a certain aspect of a topic.

I. The introduction (usually one paragraph)     1.    Introduces the texts to be synthesized:             (i)  Gives the title of each source (following the citation guidelines of whatever style                     sheet you are using);               (ii)  Provides the name of each author;             (ii)  Sometimes also provides pertinent background information about the authors,                    about the texts to be summarized or about the general topic from which the                    texts are drawn.

The introduction of a synthesis essay: I. The introduction (usually one paragraph)     1.    Contains a one-sentence statement that sums up the focus of your synthesis.     2.    Also introduces the texts to be synthesized:             (i)  Gives the title of each source (following the citation guidelines of whatever style                     sheet you are using);               (ii)  Provides the name of each author;             (ii)  Sometimes also provides pertinent background information about the authors,                    about the texts to be summarized, or about the general topic from which the                    texts are drawn.

begin by briefly summarizing the shared points or themes. Identify patterns or traits that will help you organize your essay by topic or theme

In contrast, a thesis-driven synthesis not only combines information from multiple sources, but also uses that information to support a central claim or argument. Here, you evaluate and interpret the sources to develop your own perspective or theory about the topic. Both types require you to organize information meaningfully, but a background synthesis remains neutral, while a thesis-driven synthesis aims to persuade or prove a point.

(1)  Accurately reports information from the sources using different phrases and sentences; (2)  Organized in such a way that readers can immediately see where the information from the sources overlap;. (3)  Makes sense of the sources and helps the reader understand them in greater depth.

The basic research report (described below as a background synthesis) is a common document in the business world.  Whether one is proposing to open a new store or expand a product line, the report will synthesize information and arrange it by topic rather than by source.  Whether you want to present information on child rearing to a new mother, or details about your town to a new resident, you’ll find yourself synthesizing too

Synthesis is related to but not the same as classification, division, or comparison and contrast.  Instead of attending to categories or finding similarities and differences, synthesizing sources is a matter of pulling them together into some kind of harmony.

At its most basic level, a synthesis involves combining two or more summaries, but synthesis writing is more difficult than it might at first appear because this combining must be done in a meaningful way, and the final essay must generally be thesis-driven.  In composition courses, “synthesis” commonly refers to writing about printed texts, drawing together particular themes or traits that you observe in those texts, organizing the material from each text according to those themes or traits, and developing your own thesis or theory.  Sometimes, you may be asked to synthesize your own ideas with those of the texts you have been assigned. In your other college classes, you’ll probably find yourself synthesizing information from graphs and tables, pieces of music, and artworks as well.

Not all citation generators are accurate We suggest using the citation generator on the Purdue Owl website

Each Works Cited entry has 9 components. You may not use each component in the reference; however, they all form a function to help the reader find the source you have cited.  Note the punctuation after each element: Author. Title of Source. Title of Container, Other Contributors, Version, Number, Publisher, Publication date, Location.

Why Not Just Use Hyperlinks to Credit Sources?   Hyperlinks are very useful for linking to information that will be read immediately. We all use hyperlinks in emails to link to videos, articles, and recipes. These are good uses of hyperlinks because, most likely, the information will still be there. And, you are probably linking to information that is free and available to the public. However, hyperlinks are not very useful for academic papers. Here are some reasons: Links change: The internet changes every day. Websites add and remove articles, on-line magazines and newspapers change their links. If there is only a link to a source and if that link changes, then the reader cannot find the source. Inaccessible Databases: Some of the information you will use will be from CNM databases. The readers of your article may not have access to the same database; therefore, a link is not sufficient. The reader needs to know pertinent information, such as the author’s name, title, etc., to be able to find the source.

Each entry (i.e, each source) follows a specific format. Formatting Works Cited entries can sometimes be confusing and possibly irritating. It can also seem like a lot of work for something so small and seemingly unimportant. However, following the form for each entry is important. Remember that each Works Cited entry is the key for your reader to find the exact source that you used for information. Following MLA style exactly means that you will include all of the information necessary for your reader to find your original source.

Start the Works Cited page on a separate page. This should be the last page of your paper. Margins and pagination (last name and page number on the top right) remain the same as the rest of the paper. Title the page Works Cited. Center the title Do not italicize the title Only the title is centered; the rest of the page is left justified The entire Works Cited should be double-spaced. Do not add a space between citations (i.e., do not add an extra double space between citations). Citations should be in alphabetical order.

If you need to cite multiple publications by different authors in the same sentence, you should list the multiple sources in alphabetical order by author and use a semicolon to separate them.

Here are examples:   If the source has page numbers: (Pauling 113).  If the source does not have page numbers: (Pauling).  If the source has page numbers: (“Bilingual Minds” 113).  If the source does not have page numbers: (“Bilingual Minds”).

If you do not credit the work of other writers –taking credit for their work as if you wrote it—you are committing plagiarism.

What Type of Material to Cite  This material must always be cited:  A direct quote  A statistic  An idea that is not your own  Someone else’s opinion  Concrete facts, not considered “common knowledge”  Knowledge not considered “common”

Your paper should include no more than 25% direct quotes

. To examine the author’s credibility or ethos—that is, how much you can believe of what the author has to say

these sites have no control system for researching, writing, and reviewing articles. Instead, they rely on a community of users to police themselves. At best, these sites can be a starting point for finding other, more trustworthy sources. Never use them as final sources.

The different types of sources you will consult are written for distinct purposes and with different audiences in mind. This accounts for other differences, such as the following: How thoroughly the writers cover a given topic. How carefully the writers’ research and document facts. How editors review the work. What biases or agendas affect the content.

Smart researchers continually ask themselves two questions: “Is this source relevant to my purpose?” and “Is this source reliable?”

the content will still be presented in an objective style and formal tone. Entertaining readers with breezy comments and splashy graphics is not a priority.

When you search for periodicals, be sure to distinguish among different types. Mass-market publications, such as newspapers and popular magazines, differ from scholarly publications in their accessibility, audience, and purpose. Consult your instructor because they will often specify what resources you are required to use.

Resources Format Contents eLibrary Academic (ProQuest) Online Database that archives content from newspapers, magazines, and dissertations Psychology Collection (Gale) Online Database that archives content from journals in psychology and psychiatry Business and Company ASAP (Gale) and Business Insights Essentials Online Database that archives business-related content from magazines and journals CINAHL Complete, Health Reference Center Academic Online Databases that archive articles in medicine and health EBSCOhost Online A general database that provides access to articles on a wide variety of topics

Library catalogs can help you locate book-length sources, as well as some types of non-print holdings, such as CDs, DVDs, and audio books. To locate shorter sources, such as magazine and journal articles, you will need to use an online database. CNM’s library website holds a large online database you can use to begin your research.

Your sources will include both primary sources and secondary sources. As you conduct research, you will want to take detailed, careful notes about your discoveries. These notes will help trigger your memory about each article’s key ideas and your initial response to the information when you return to your sources during the writing process. As you read each source, take a minute to evaluate the reliability of each source you find.

The challenge here is to conduct your search efficiently, so writers use strategies to help them find the sources that are most relevant and reliable while steering clear of sources that will not be useful.

Your topic and purpose determine whether you must cite both primary and secondary sources in your paper. Ask yourself which sources are most likely to provide answers your research questions. If you are writing a research paper about reality television shows, you will need to use some reality shows as a primary source, but secondary sources, such as a reviewer’s critique, are also important. If you are writing about the health effects of nicotine, you will probably want to read the published results of scientific studies, but secondary sources, such as magazine or journal articles discussing the outcome of a recent study, may also be helpful.

Secondary sources discuss, interpret, analyze, consolidate, or otherwise rework information from primary sources. In researching a paper about the First Amendment, you might read articles about legal cases that involved First Amendment rights or editorials expressing commentary on the First Amendment. These sources would be considered secondary sources because they are one step removed from the primary source of information. The following are examples of secondary sources: Magazine articles Biographical books Literary and scientific reviews Television documentaries

Other primary sources include the following: Research Articles Literary Texts Historical documents such as diaries or letters Autobiographies or other personal accounts Podcasts

. Your main research question should be substantial enough to form the guiding principle of your paper—but focused enough to guide your research. A strong research question requires you not only to find information but also to put together different pieces of information, interpret and analyze them, and figure out what you think. As you consider potential research questions, ask yourself whether they would be too hard or too easy to answer.

A successful research process should go through these steps: Decide on the topic. Narrow the topic in order to narrow search parameters. Consider a question that your research will address. Generate sub-questions from your main question. Determine what kind of sources are best for your argument. Create a bibliography as you gather and reference sources.

After narrowing your focus, think about key search terms that will apply only to your subtopic. Develop specific questions that can be answered through your research process, but be careful not to choose a focus that is overly narrow. You should aim for a question that will limit search results to sources that relate to your topic, but will still result in a varied pool of sources to explore.

But the research process does not end when you have solved your mystery. Imagine what would happen if a detective collected enough evidence to solve a criminal case, but she never shared her solution with the authorities. Presenting what you have learned from research can be just as important as performing the research. Research results can be presented in a variety of ways, but one of the most popular—and effective—presentation forms is the research paper. A research paper presents an original thesis, or purpose statement, about a topic and develops that thesis with information gathered from a variety of sources.

While it is true that some young women in today’s society are more sexualized than in the past, that is not true for all girls. The writer of this thesis should ask the following questions: Which teenage girls? What constitutes “too” sexualized? Why are they behaving that way? Where does this behavior show up? What are the repercussions?

Examples of Appropriate Thesis Statements The societal and personal struggles of Troy Maxon in the play “Fences” symbolize the challenge of black males who lived through segregation and integration in the United States. Shakespeare’s use of dramatic irony in Romeo and Juliet spoils the outcome for the audience and weakens the plot. J. D. Salinger’s character in Catcher in the Rye, Holden Caulfield, is a confused rebel who voices his disgust with phonies, yet in an effort to protect himself, he acts like a phony on many occasions. Compared to an absolute divorce, no-fault divorce is less expensive, promotes fairer settlements, and reflects a more realistic view of the causes for marital breakdown. Exposing children from an early age to the dangers of drug abuse is a sure method of preventing future drug addicts. In a crumbling job market, a high school diploma is not significant enough education to land a stable, lucrative job.

Specificity A thesis statement must concentrate on a specific area of a general topic. As you may recall, the creation of a thesis statement begins when you choose a broad subject and then narrow down its parts until you pinpoint a specific aspect of that topic. For example, health care is a broad topic, but a proper thesis statement would focus on a specific area of that topic, such as options for individuals without health-care coverage. Precision A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic.

A thesis is generally one to two sentences long and appears toward the end of your introduction. It is specific and focuses on one to three points of a single idea—points that will be demonstrated in the body. The thesis forecasts the content of the essay and suggests how you will organize your information. Remember that a thesis statement does not summarize an issue but rather dissects it.

When you look over the draft of your paper, the first part you should focus on is your introduction. Whether it is one paragraph or an entire chapter, the purpose of the introduction is to grab your reader’s attention while simultaneously giving a preview of the information that will be included in the following paragraphs. Make sure you draw your readers in from the beginning and follow with interesting and supportive information. If readers are not intrigued from the very beginning of the piece, they will quickly become distracted and avoid reading any further.

Take a look at the picture above. Notice anything? No two slices are the same. So it should be in your essay. Each paragraph should do its own job, have its own focus.

PIE What does PIE stand for? P = Point. This is the point of the paragraph, or the topic sentence. I = Illustration. This is where you illustrate your point with evidence E = Explanation. This is where you explain how that evidence supports your point. This is your analysis. Why give you two ways to think of this? Because you may find that to fully develop your paragraph, you’ll need to add a little more evidence and analysis. And it looks a little funny to write TEAEAR. So, you can think of PIE-IE-IE will always love you.

T = “What’s all this about?” E = “How do you know?” A = “Why should I care?” R = “What does this have to do with anything?”

Two Formulas for Paragraph Structure We have looked at the basic parts of your essay, and now we have a sample formula to help you expand your ideas about your evidence. Between the Introduction (and thesis) and the Conclusion (and reflection on the thesis) comes the body of the essay. For your essay’s body to be solid and focused, it needs to have clear, well-developed paragraphs. Even paragraphs need to have a beginning, middle, and end. To help you think about paragraph organization, think about TEAR: T = Topic Sentence This is like a little thesis for your paragraph. It tells the reader what that paragraph is all about. If your reader were only to read the topic sentences in your essay, he/or she should have a general idea of what you’re talking about. Of course, he/she can’t get a complete picture unless you provide… E = Evidence This is the “how do you know?” part of your paragraph. Evidence comes from the real world. You may present your evidence in the form of statistics, direct quotes, summaries, or paraphrases from a source, or your own observations. Evidence is available to us all. What your reader needs is for you to make sense of that evidence so that s/he understands what all this has to do with your thesis or claim. That is why you provide… A = Analysis This is the ‘so what?’ part of your paragraph. You say what is important and why. This isn’t just personal taste or opinion. You have to provide good reasons to support your conclusions. And just to make sure you’re still on track, you… R = Reflection This sentence concludes the paragraph and relates to the topic sentence and the thesis. Ideally, it should also prepare us for the next paragraph.

Result Transitional Devices Sample Sentence To indicate addition and, again, and then, besides, equally important, finally, further, furthermore, nor, too, next, lastly, what’s more, moreover, in addition, still, first (second, etc.) “Strength of idea is indeed a factor in entrepreneurial success, but equally important is economic viability.” To indicate comparison whereas, but, yet, on the other hand, however, nevertheless, on the contrary, by comparison, where, compared to, up against, balanced against, although, conversely, in contrast, although this may be true, likewise, while, whilst, although, even though, on the one hand, on the other hand, in contrast, in comparison with, but, yet, alternatively, the former, the latter, respectively, all the same “In contrast to what we now consider his pedantic prose, his poetry seemed set free to express what lies in every human heart.” To indicate a logical connection because, for, since, for the same reason, obviously, evidently, furthermore, moreover, besides, indeed, in fact, in addition, in any case, that is “The Buddha sat under the bodhi tree for the same reason Jesus meditated in the desert: to vanquish temptation once and for all.” To show exception yet, still, however, nevertheless, in spite of, despite, of course, once in a while, sometimes “Advocates of corporate tax incentives cite increased jobs in rural areas as an offset; still, is that sufficient justification for removing their financial responsibilities?” To show time immediately, thereafter, soon, after a while, finally, then, later, previously, formerly, first (second, etc.), next, and then “First, the family suffered a devastating house fire that left them without any possessions, and soon thereafter learned that their passage to the New World had been revoked due to a clerical error.” To summarize or indicate repetition in brief, as I have said, as I have noted, as has been noted, as we have seen, to summarize “We have seen, then, that not only are rising temperatures and increased weather anomalies correlated with an increase in food and water shortages, but animal-migration patterns, too, appear to be affected.” To indicate emphasis definitely, extremely, obviously, in fact, indeed, in any case, absolutely, positively, naturally, surprisingly, notwithstanding, only, still, it cannot be denied “Obviously, such a highly skilled architect would not usually be inclined to give his services away, and yet this man volunteered his services over and again to projects that paid him only through appreciation.” To indicate sequence first, second, third, and so forth, next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently “So, finally, the author offers one last hint about the story’s true subject: the wistful description of the mountains in the distance.” To indicate an example for example, for instance, in this case, in another case, on this occasion, in this situation, take the case of, to demonstrate, to illustrate, consider. “Take, for example, the famous huckster P. T. Barnum, whose reputation as ‘The Prince of Humbugs’ belied his love and support of the finer things of life, like opera.” To qualify a statement under no circumstances, mainly, generally, predominantly, usually, the majority, most of, almost all, a number of, some, a few, a little, fairly, very, quite, rather, almost “Generally, we can assume that this statement has merit, but in this specific case, it behooves us to dig deeper.”

Signal-Phrase Verbs Signal-Phrase Verbs Signal-Phrase Verbs Signal-Phrase Verbs acknowledges confirms implies rejects adds contends insists reports admits declares notes responds argues denies observes suggests asserts disputes points out things believes emphasizes reasons writes claims grants refutes

In the end, you want your body paragraphs to build (like blocks) to your conclusion. Transitions are the glue that hold these blocks together. You should work  on building topic sentences that both develop and support the thesis in a logical manner. Avoid such easy, empty transitions as “firstly,” “secondly” and “finally.” Your reader should be able to understand they have been moved from one aspect of your argument to another without a tell-tale “secondly” informing them that the first point is over and the second point is about to begin. Again, this is where keeping a close eye to your thesis and your outline is so important. If you know where the essay is going, you can transfer your readers smoothly from the analysis of one aspect of the text to the next with meaningful connections and statements rather than empty transitional phrases. Witness the transition from the final sentence in Paragraph 2 into the first sentence and then the topic sentence of Paragraph 3.

You do not have to make announcements like, “This paragraph is about …” There is no need to remind your reader that he or she is reading a paper. The focus should be on the argument. This kind of announcement is unnecessary, and seeing it in a paper can be somewhat startling to the reader, who’s expecting a professional presentation.

Topic sentence: summarizes the main idea of the paragraph; presents a claim that supports your thesis. Supporting sentences: examples, details, and explanations that support the topic sentence (and claim). Concluding sentence: gives the paragraph closure by relating the claim back to the topic sentence and thesis statement.

Facts. Facts are the best kind of evidence to use because they  cannot be disputed and help build your credibility. They support your stance by providing background information or a solid foundation for your point of view. However, some facts may still need explanation. For example, the sentence “The most populated state in the United States is California” is a fact, but it may require some explanation to make it relevant to your specific argument. Judgments. Judgments are conclusions drawn from the given facts. Judgments are more credible than opinions because they are founded upon careful reasoning and examination of a topic. Testimony. Testimony consists of direct quotations from either an eyewitness or an expert witness. An eyewitness is someone who has direct experience with a subject; he adds authenticity to an argument based on facts. An expert witness is a person who has extensive experience with a topic. This person studies the facts and provides commentary based on either facts or judgments, or both. An expert witness adds authority and credibility to an argument. Personal observation. Personal observation is similar to testimony, but personal observation consists of your testimony. It reflects what you know to be true because you have experiences and have formed either opinions or judgments about those experiences. For instance, if you are one of five children and your thesis states that being part of a large family is beneficial to a child’s social development, you could use your own experience to support your thesis. Once you have your evidence organized, and the evidence relates to the points you have outlined for yourself, you have the scaffolding that you need to begin constructing strong body paragraphs. Now it’s time to begin constructing the building blocks that will help you create strong and developed body paragraphs. Keep in mind that your evidence should compliment your ideas rather than overshadow them. A chapter from Writing published by Boundless on the topic of writing effective paragraphs explains paragraph structure this way:

Be specific. The main points you make about your thesis and the examples you use to expand on those points need to be specific. Use specific examples to provide the evidence and to build upon your general ideas. These types of examples give your reader something narrow to focus on, and if used properly, they leave little doubt about your claim. General examples, while they convey the necessary information, are not nearly as compelling or useful in writing because they are too obvious and typical. Be relevant to the thesis. Primary support is considered strong when it relates directly to the thesis. Primary support should show, explain, or prove your main argument without delving into irrelevant details. When faced with lots of information that could be used to prove your thesis, you may think you need to include it all in your body paragraphs. But effective writers resist the temptation to lose focus. This idea is so important, here it is again: effective writers resist the temptation to lose focus. Choose your examples wisely by making sure they directly connect to your thesis. Be detailed. Remember that your thesis, while specific, should not be overly detailed. The body paragraphs are where you develop the discussion that a thorough essay requires. Using detailed support shows readers that you have considered all the facts and chosen only the most precise details to enhance your point of view.

Successful Writing explains how to support your thesis statement within your body paragraphs. Without primary support, your argument may not be convincing. Primary support can be described as the major points you choose to expand on as you prove your thesis. It is the most important information you select to argue for your point of view. Each point you choose will be incorporated into the topic sentence for each body paragraph you write. Your primary supporting points are further supported by supporting details within the paragraphs.

When you are ready to write your introduction, there are multiple strategies available to help you craft a great first paragraph. Ideally the end of your first paragraph will clarify the thesis statement you will support in the rest of your paper. The video provides a quick overview of how to create an effective introduction.

There are two types of formal outlines: the topic outline and the sentence outline. Format both types of formal outlines similarly. Place your introduction and thesis statement at the beginning, under roman numeral I. Use roman numerals (II, III, IV, V, etc.) to identify main points that develop the thesis statement. Use capital letters (A, B, C, D, etc.) to divide your main points into parts. Use arabic numerals (1, 2, 3, 4, 5, etc.) if you need to subdivide any As, Bs, or Cs into smaller parts. End with the final roman numeral expressing your idea for your conclusion. Here is what the skeleton of a traditional formal outline looks like. The indentation helps clarify how the ideas are related.

Descriptive writing is most effective when it is organized well. Use the following information to decide what organization best fits your goals. Chronological order → best for describing events Spatial order → best for describing places Order of importance →  best for describing objects and people

Chronological To tell a story or relate an experience To explain the history of an event or a topic To introduce the steps in a process Spatial To help readers visualize something as you want them to see it To create a main impression using the senses (sight, touch, taste, smell, and sound) Order of Importance To persuade or convince To rank items by their importance, benefit, or significance Organizing Your Writing Descriptive writing is most effective when it is organized well. Use the following information to decide what organization best fits your goals. Chronological order → best for describing events Spatial order → best for describing places Order of importance →  best for describing objects and people Types of Outlines A formal outline is a detailed guide that shows how all your supporting ideas relate to each other. This outline helps you distinguish between ideas that are equally important and ones that are less important. You can build your paper based on the framework you created in the outline. There are two types of formal outlines: the topic outline and the sentence outline. Format both types of formal outlines similarly. Place your introduction and thesis statement at the beginning, under roman numeral I. Use roman numerals (II, III, IV, V, etc.) to identify main points that develop the thesis statement. Use capital letters (A, B, C, D, etc.) to divide your main points into parts. Use arabic numerals (1, 2, 3, 4, 5, etc.) if you need to subdivide any As, Bs, or Cs into smaller parts. End with the final roman numeral expressing your idea for your conclusion. Here is what the skeleton of a traditional formal outline looks like. The indentation helps clarify how the ideas are related. Outlining a Paper Outlining a Paper Quick Guide to Topic Outlines Adapted from “Chapter Seven” of English for Business Success, 2012, used according to Creative Commons CC BY-NC-SA 3.0 License

When you write, your goal is not only to complete an assignment but also to write for a specific purpose—perhaps to inform, to explain, to persuade, or to achieve a combination of these purposes. Your purpose for writing should always be in the back of your mind, because it will help you decide which pieces of information belong together and how you will order them.

In longer pieces of writing, you may organize parts in different ways so that your purpose stands out clearly and all parts of the paper work to consistently develop your main point.

The textbook English for Business Success explains that your prewriting activities and readings can help you gather information for your assignment. The more you sort through the pieces of information you found, the more you will begin to see the connections between them. Patterns and gaps may begin to stand out.

Basic Orienting Facts-Lets the reader know who, when, where, and what is happening. Organization-The reason you order your content the way you do. Structure-The order in which you choose to present your events to your reader Scene-Vivid descriptions of the setting and what you said in order to feel immersed in a story. Scene is the opposite of summary. Use scene sparingly when you want to slow down and focus on an important part of the story. Summary– A way to manage time. When you tell the reader what used to happen in your family, for example, you could explain, “My mother used to cook Sunday dinner for the family. She often made a roast.” You are summarizing what used to happen in the past. If you were to write about a specific Sunday, and you fleshed out what happened in scene with dialogue, included details about the sound of vegetables being chopped, described the smells in the kitchen, and told the reader what your mother was wearing, and reflected on the conversation you had, that would be a scene. Summary condenses information in both academic and creative writing, but in creative writing, summary is linked to time management. Persona– The character of you that you construct. It’s not literally you, because you are not words on the page, right? You are flesh and bone and you have a rich inner life. Use that rich inner life to develop your persona. Persona comes from the Latin word for mask. It’s the version of you that you would like to illustrate for the reader in your memoir. This is a complicated concept. One way to think of your persona is you in relationship to the situation or people in the story. The persona can also be shaped by time: who and what you were like when you were twelve, for example. It can be shaped by relationship to your topic: who and what you are like in relationship to your mother or third grade teacher or your sergeant in boot camp. Readers Trust in You-Readers won’t automatically question your credibility as a narrator on the page, but if you seem very infallible or somehow superhuman while everyone else in the story is tragically flawed, then the reader will wonder about the truthfulness of your own self-depiction. You are accountable to telling the story to your reader as truthfully as you can, while using craft elements to engage the reader. It’s a daunting task. Also, readers like protagonists who are flawed, so be truthful about your mistakes. Setting-Where and when the story takes place. Mood-The emotional weight or atmosphere of a story, created through details, description, and other craft features, for example, sometimes setting can help create a mood. Imagery-An image in a story, or in a poem, is a description that appeals to one of the five senses. An image should also convey additional meaning, either emotional and/or intellectual. It’s not an image to say green gelatin. Green gelatin is meaningless until the reader injects the gelatin with meaning. You can, however, create an image if you were to write, “The Frog Eye Salad recipe that my beloved grandmother used to make for Sunday picnics.” The latter description is specific and contains emotional content. Reflection-The sense and interpretation that you make of the events that transpired in your memoir and how you feel and/or think about them. You can also reflect on the story and relate the events to the universal meaning or theme you would like to include in the story. You can use all of these tools or craft features to help you tell a story that is vibrant and focused. All of these craft features work together in a story to help the writer convey the ultimate theme or universal experience in a nonfiction work. That universal experience, what reading and writing means for you, personally, getting down to that level of personal experience actually makes your writing more appealing and universal to the reader. The more specific your descriptions and stories become, the more easily the reader can relate and enjoy your stories.

Plot – The events as they unfold in sequence Characters -The people who inhabit the story and move it forward. Typically, there are minor characters and main characters. The minor characters generally play supporting roles to the main character, or the protagonist. Characters are fleshed out not only through how the author describes them, but also through their actions, dialogue, and thoughts. Conflict -The primary problem or obstacle that unfolds in the plot that the protagonist must solve or overcome by the end of the narrative. The way in which the protagonist resolves the conflict of the plot results in the theme of the narrative Theme – The ultimate message the narrative is trying to express; it can be either explicit or implicit. The theme of a story is also what makes it significant. If the story has lasting meaning to you, it will be meaningful to your readers.

Craft features are the tools a writer uses to tell stories. Some examples of craft features include theme, characterization, setting, mood, imagery, persona, and plot–these help you to shape and craft your story. Craft features, stylistic elements, or literary devices are all synonyms for the same basic idea–these are your writer’s toolbox, and using craft features effectively in a piece of writing tells the reader that you know your focus, and you are using craft as support for your larger idea–some people call it theme, some people call it a universal experience.

As always, it is important to start with a strong introduction to hook your reader into wanting to read more. Try opening the essay with an event that is interesting to introduce the story and get it going. Tell the story with scene and engaging details. Finally, your conclusion should help resolve the central conflict of the story and impress upon your reader the ultimate theme of the piece

Creative writing can take place in a variety of forms: poems, short stories, memoirs, novels, and even song lyrics. Literacy narratives can also be classified as creative nonfiction. Narratives whether in the form of a poem, a story, or an essay, often attempt to achieve, or create, an effect in the minds of the readers. In this class, you will only write nonfiction, but if you would like to learn more about creative writing, check out the creative writing courses the CNM English department offers: English 2120 (nonfiction), English 2310 (three genres of CW), English 2320 (fiction), English 2330 (poetry). Additionally, the student literary journal at CNM, Leonardo, publishes creative nonfiction, fiction, and poetry. If you write a memoir for class that you are proud of, consider submitting your memoir essay to Leonardo, which accepts submissions in the fall and spring semesters. To learn more, email leonardo@cnm.edu.

Free-writing is an exercise in which you write freely about any topic for a set amount of time (usually three to five minutes). During the time limit, you may jot down any thoughts that come to your mind. Try not to worry about grammar, spelling, or punctuation. Instead, write as quickly as you can without stopping. If you get stuck, just copy the same word or phrase over and over until you come up with a new thought.

My purpose: My audience: The following checklist can help you decide if your narrowed topic is a good topic for your assignment. Yes or No: Am I interested in this topic? Yes or No: Would my audience be interested? Yes or No: Do I have prior knowledge or experience with this topic? If so, would I be comfortable exploring this topic and sharing my experiences? Yes or No: Do I want to learn more about this topic? Yes or No: Is this topic specific? Yes or No: Does it fit the length of the assignment? Yes or No: Can I achieve the assignment’s purpose with this topic?

When you begin prewriting consider why you are writing (to inform, to explain, or some other purpose) and for whom you are writing. With your narrowed focus in mind, answer the bulleted questions in the checklist for developing a good topic. If you can answer “yes” to all the questions, then you have a good topic. If you answer “no” to any of the questions below, think about another topic or adjust the one you have and try the prewriting strategies again.

These are the five most common steps in the writing process: Prewriting Outlining the structure of ideas Writing a rough draft Revising Editing

If an assignment asks you to summarize, you will know that your teacher wants to make sure you comprehend the material, and the teacher would like you to re-state a text’s main ideas in your own words. If you see a verb like evaluate, rate or assess, you will know that your instructor expects you to write evaluative paragraphs. There aren’t many synonyms for synthesis in an assignment prompt. If your teacher asks you to synthesize in writing, you can expect that they would like you to use multiple sources and discuss them together, how they relate to one another, and how they relate to your ideas and claims in an essay. If your teacher asks you to examine, interpret, consider, or investigate a piece of writing, chances are they would like to see you writing analytical paragraphs.

An evaluation judges the value of something and determines its worth. Evaluations in everyday experiences are often dictated by both set standards but are also influenced by opinion and prior knowledge.

A synthesis combines two or more items to create an entirely new item.

In academic settings, the reasons for writing often fulfill four main purposes: to summarize, to analyze, to synthesize, and to evaluate. You will encounter these four purposes not only as you read for your classes but also as you read for work or pleasure. Because reading and writing work together, your writing skills will improve as you read.

Paragraphs separate ideas into logical, manageable chunks. One paragraph focuses on only one main idea and presents coherent sentences to support that one point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own.

The first step to developing a writing process is considering why you need to write and what you need to write

You should also be on the lookout for words like, “stuff,” “things,” or “items,” if you can replace them with more concrete terms like, “scattered papers,” “empty oil cans,” or “half finished plates of food.”