I. Love. This. Lesson.
#omfg
#truestory
Whether you realized it or not -- and whether I, the writer, realized it or not -- I made some "moves" right there. I tapped into my pop culture resources and used some informal conventions of the modern "millenial" generation to (1) reach you, my target audience, by writing a somewhat unusual teacher-to-student "hook" in the beginning (2) let you know that I'm honestly juiced up to teach this lesson... perhaps my enthusiasm for this will be contagious, and (3) let my hair down for a change.
Some other moves I made right there?
OK, so Writing Project #2 is coming up, which requires you to analyze and evaluate what's gained/lost between scholarly and non-academic texts. To most effectively do this, I'd like you to consider each writer's moves -- what they're doing, how they're doing it, and whether you believe that it was effective.
By studying this, my hope is that you'll be able to detect writers' moves more clearly and, in doing so, consider adapting what you find to be effective. Think of this as a way to open up your tool kit.
Ever hear of two musicians "jamming out"? Well, this is essentially what you're doing as a (good) reader. You're listening to what the writer/musician is trying to communicate, and if you like what they've done, feel free to "borrow that lick." (But remember: if you're borrowing their ideas/research, you need to attribute that work to them in a citation!)
Blah blah blah. Here are some videos that can help us start thinking about "moves."
#thisissocool
#omfg
#truestory
Whether you realized it or not -- and whether I, the writer, realized it or not -- I made some "moves" right there. I tapped into my pop culture resources and used some informal conventions of the modern "millenial" generation to (1) reach you, my target audience, by writing a somewhat unusual teacher-to-student "hook" in the beginning (2) let you know that I'm honestly juiced up to teach this lesson... perhaps my enthusiasm for this will be contagious, and (3) let my hair down for a change.
Some other moves I made right there?
- put the key buzzword in boldface for added emphasis
- #'d that list so you realized that there were only a few things you had to get through
- #'d that list so that my punctuation (commas) would come across more clearly -- the #s allowed me to separate each "thing" without using commas. By using #s, I can save my commas within each item/thing so you (probably) wouldn't confuse them as an additional unit/thing
- used the "rule of 3" (a cheap trick that most readers seem to enjoy)
- finished the list with a joke. If I started that list with my "long hair joke," would it have been as effective? Probably not -- punchlines usually work best at the end.
OK, so Writing Project #2 is coming up, which requires you to analyze and evaluate what's gained/lost between scholarly and non-academic texts. To most effectively do this, I'd like you to consider each writer's moves -- what they're doing, how they're doing it, and whether you believe that it was effective.
By studying this, my hope is that you'll be able to detect writers' moves more clearly and, in doing so, consider adapting what you find to be effective. Think of this as a way to open up your tool kit.
Ever hear of two musicians "jamming out"? Well, this is essentially what you're doing as a (good) reader. You're listening to what the writer/musician is trying to communicate, and if you like what they've done, feel free to "borrow that lick." (But remember: if you're borrowing their ideas/research, you need to attribute that work to them in a citation!)
Blah blah blah. Here are some videos that can help us start thinking about "moves."
#thisissocool
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