Proof reading your work

(C) With Associates cc

Listening to your work

The first step in proofing your work is to check it for sense and flow. While one can try to do this by looking at the text, it is much better done by listening. Listening to a computer interpret what you have written is especially revealing. (The computer has little or no understanding but follows rules of grammar and intonation that have been programmed in, it is thus good at showing up clumsy sentences.)

As well as clumsy sentences, listening to your work can help us spot where we have failed to make the ideas flow. By listening you may spot jumps in logic that you missed while focussing on looking at the words.

Many commercial word processors, like Microsoft Word, have the capacity to read text aloud (MS Word on PC instructions). The open source word processors use an add-in to do this. Read Text can be downloaded and installed from this link. The add-in adds a small icon to your menu bars, I needed to move this so that it did not occupy a whole line to itself, or the description linked above tells how to use it.

It helps to follow along with your eyes as the computer reads, what you should spot (and probably correct) are places where the computer has not made sense of what you wrote (reword it, add or revise punctuation, etc. till it works) or places where you spot jumps or repetitions (again edit to correct the problem).

Spell and grammar checkers

Most students know about spelling checkers, some foolishly don’t use them to check their spelling, or ignore their warnings. Don’t! Poor spelling may not be important to you, but it will signal loudly to your markers that you are careless.

Grammar checkers can also be really useful. Even the basic grammar checker in Libre Office often shows me silly mistakes that students could have avoided in essays I am marking. A better grammar checker, like the one in commercial word processors, or the free Grammarly, will do an even better job.1 Correcting your errors will also improve your writing, meaning you have less errors to correct next time.

The last step

For the final step, you will need a friend or family member who can write good English. (Perhaps you can offer some service in return, or cook some treat as a thank-you : ) The ideal person will be  able (and if you encourage them enough) willing to be a tough audience. You want them to say things like: “What did you mean to say here?” or “I’m sorry I don’t understand this!” or “This does not seem to follow from that…” Much better such comments come from a friend than the marker!

Previously…
  1. There is a subscription “pro” version of Grammarly which catches far more mistakes and corrects more complex errors. It is too expensive for me to try, but then I have spent decades learning to correct my own grammar. []

Writing the essay

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People hate to write

writersblockMost people hate writing. Even professional writers suffer from “writers’ block”, a combination of symptoms that lead to them doing anything else except actually write. Students with assignments do not have the luxury of years to prepare their masterpieces – they work with tight deadlines. The good news is that if you follow the advice in the earlier post “researching an essay” then you are already past the first barrier, you have begun to write!

Let me explain: As part of the research process, indeed as the goal of that process you have a title and a summary paragraph. I described the summary paragraph like this:

The first sentence should define the areas or issue. The last should present a conclusion. In between the sentences should each address one thing, and together they should present the arguments and sorts of evidence that lead to the conclusion.

If you have actually done this, instead of skipping over it as an unnecessary extra asd many of us (sadly) do, you have a framework that you will now expand into your essay.

From summary to essay

target-970640_1920You are basically going to turn each sentence into a paragraph or two of your essay. So, how many sentences do you have. (Remember they need to be short and focused, if they are long and complex edit them!)  If each sentence was a paragraph (of the average length of paragraph you write) how close would you be to the word target? If this estimate is over you may need to begin thinking of what to cut, or trying to write shorter paragraphs – often shorter simpler sentences will help you do this ;)  If the estimate is under you may need to make each sentence of the summary (or some of them) into two paragraphs. Ideally at this stage youi are aiming for an essay that will be 10-20% over the word target.

These paragraphs should be easy to write – you have already done the research. They will be focused – each expands on one simple sentence. They will lead your reader sensibly through the arguments and evidence to your conclusion. Congratulations. You are one ofd the few students to write a coherent essay!

Already you are on track for better marks – you would be horrified how many incoherent essays teachers have to mark – if you doubt this befriend some (ex)teachers on Facebook ;)

The final steps

According to the Daily Telegraph: Mark Smithers, from Kent, recently revealed that he lost 11 stone in one year

According to the Daily Telegraph:
Mark Smithers, from Kent, recently revealed that he lost 11 stone in one year

You have two tasks left:

Edit, then edit again. Cut the waffle. In speech we need time to think so we use words and phrases that mean nothing or which add little to the meaning to give us time to think. Cut them out! We think descriptive words, especially superlatives, make our writing and ideas stronger, usually they don’t – cut them. A slimmed down, taut and powerful essay will come out of this painful process!

Write a conclusion. What it will look like depends on the subject and type of essay. BUT it should say nothing new. It should merely repeat in compressed form what you have already said. It serves to remind your reader what you said, and draws attention to how cleverly and in what a focused way you arrived there.

Researching an essay

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Literature search

The first step to a good essay is a “literature search”. The goal of this, whether conducted with the aid of an academic library or in the wild with “merely” the Internet to help, is two-fold:

  • to get an overview of the topic and if you do not have a narrow topic set for you to identify a precise topic on which to write (see below)
  • to begin collecting resources, useful resources are of two sorts:
    • Simple overviews of a broad topic (we called them “Noddy guides” when I was young ;-) Articles on the topic in specialised dictionaries or encyclopedias are usually good possibilities.1 A good noddy guide will help you gain a broad context of what experts have said and are saying about the topic. It will also probably help you to identify a narrower topic within the broad topic which is subject to debate and so might make a good topic on which to write.2
    • Specialist works you also need works written by specialists, often these are journal articles, but (in theology and biblical studies at least) will also include chapters from books3 focused on your narrow topic. As you search you should not read everything but glance through the works getting an idea what each is about. Gradually you will get a sense of which are the “best” works in the area, they are the ones that are mentioned in bibliographies and footnotes by other authors more often. They are the ones you will prioritise for reading later, and may be the only ones to reach the final bibliography for the essay – quality is usually better than qualtity in bibliographies.

Beginning to sketch out the field

Title

The overview(s) you found should begin to give you an understanding of the topic and (hopefully) the issues that have been/are being debated in this area. At this stage one goal is to produce a provisional title for your essay. The title should (if you have a choice) should be short and identify a narrower area within the broad topic on which you will focus. (If you are working with a set title, unless the rubric demands that you offer a broad overview, you should create a private title that identifies the focus – within the official title – that you will give to your essay.

Draft summary and conclusion

When you have your defined area or issue to address try to write a first draft of a one paragraph (unless it is a long essay) summary of the relevant information or the sub-issues in dispute. This should suggest a provisional conclusion. (Usually in writing such a summary one side or other of the issue will seem weightier or more attractive.)

If significant things seem still really unclear you should read more.

Now revise your summary paragraph. The first sentence should define the areas or issue. The last should present a conclusion. In between the sentences should each address one thing, and together they should present the arguments and sorts of evidence that lead to the conclusion.

This summary paragraph will provide the structure of your essay, and may provide also its opening. At this stage, indeed until the essay is finished, it is provisional and can be edited whenever you fins a need.

Researching the specialised works

At this stage you begin to read the specialised works you prioritised. While you may read short articles from start to finish any longer work should be read following the sort of process outlined here. Note taking will be covered in the next post.. Here it is sufficient to say that you should focus on getting information, arguments, and ideas that will help you fill out the sentences of your summary – so you are looking for material that relates to the special topics of each sentence.

Excursus: advice on Wikipedia and Internet resources

Wikipedia is often a useful place to start, but many scholars depreciate its use. Lack of expert editorial control may allow inaccuracies or ignorant bias in some articles. If you use Wikipedia as your first read do not cite it, but make sure that the information or ideas it gives you can be sourced from works of conventional scholarship. (This is not merely pandering to scholarly prejudice, but simple prudence, remember Wikipedia does not have expert editorial control and so is more likely to contain errors or serious bias without supporting arguments and evidence.) Because of ow Wikipedia is produced its articles are NOT usually useful in providing an outline for your essay (see above).

Other Internet material (not counting scholarly journals and books that you can access via Internet) should be treated with greater suspicion than material found in an academic library. Librarians act as filters removing works that lack scholarly quality (nb. this is more true of academic libraries and less true of public libraries). The Internet has no such selectivity, you can access any and all sorts of rubbish as well as works of real quality. If you use the Internet (including Google Books as it has little such filtering) you must assume responsibility for this selectivity for yourself. Look for works with a scholarly air. Signs to look for include:

  • authors associated with reputable institutions (and who work in the field of study they write about)4 or who have a solid CV
  • referencing – works that are referenced are more likely to be of solid worth
  • arguments and evidence – works that simply state conclusions are of little value, scholarship NEVER rests on assertions of authority, but always on arguments and evidence
  • balanced tone and relative avoiding evaluative language – the more a site expresses clear and strong opinions the less likely it is to be scholarly (there are exceptions but unless other more reputable sources agree do not assume you have found one – however much you agree with the author’s opinions).
  1. Encyclopedia articles are often too long to really serve, though they may have introductions that set the scene or conclusions that will work well. []
  2. By and large the narrower a title you choose the better your essay, as long as sufficient has been written to give you the ideas, information and arguments that you will need. []
  3. Sometimes indeed whole books. []
  4. Many scholars in other disciplines have websites on institutional servers (with .edu or .ac domains) that discuss theological topics – treat these as you would contributions from the general public, a research nuclear physicist is no more likely to be a good theologian than an equaly intelligent bricklayer! []

Sensible Sentencing

Writing is dangerous. Readers often misunderstand. #SensibleSentencing can help. Short simple sentences are easier.

I have been marking. Some student essays are a joy to read. Some are full of long complicated sentences and I am left guessing what the writer intended to say. I cannot fairly give marks based on guesswork. Not just beginners, but experienced writers too, can write sentences that are misunderstood. Complex sentences are more likely to be misunderstood than simple ones.

The trick to writing that can easily be understood is easy. The trick to writing that is unlikely to be misunderstood is easy. Write simple sentences. Each sentence should say ONE thing.

[Like most “rules”, experienced writers can break this one effectively. PG Wodehouse wrote many long elegant sentences. Often they had a “twist” that added spice to his humour. However, when beginners try to copy such sentences often something goes wrong. The result is puzzled or angry readers. If you are an experienced writer you should still be wary of long sentences. They are dangerous. Check them twice.]1

If each sentence is short and says one thing, then it is almost guaranteed to be clear and comprehensible. Sometimes we need to coordinate two ideas together – in which case use a conjunction. If the ideas are simply placed side by side use “and”. If they are contrasted use “but”.2

However, beginners should be wary of sentences that use more complicated tricks than this.

  1. This is good advice. I have been writing for public consumption for over forty years, usually more often than weekly, still most of my bad writing is due to long sentences – like this one? []
  2. You can do this as two sentences, using however, but this can lead to other problems. Not least lots of “howevers”. If you start a sentence with however put a comma after it.

    Actually it is more complicated than this, if “however” means “no matter how” it is not followed by a comma. For example: “However Squiggly tried, he couldn’t get his mind off chocolate.” More here. If “however” means “but” then a comma is needed: in Star Trek (2009) Spock says, “I intend to assist in the effort to reestablish communication with Starfleet. However, if crew morale is better served by my roaming the halls weeping, I will gladly defer to your medical expertise.” – More here. []

Write tight (repeating myself)

Photo by Dick Rochester

I have been doing a lot of writing in the last few months (one reason for less posts here) much of it to tight word counts, I was delighted to find my own advice still (despite Mike’s comments) rings true – at least to me ;)

In our intro class, students write a summary of the message a biblical text had for its intended audience. This should be one or two sentences and less than 50 words.

Writing a summary is like packing for a journey, some people want to take everything! Then it is an exercise in writing tight. Most students write much as they speak. In speaking we include padding – unneeded words and phrases that allow us time to think. Writing tight involves removing the padding.

Googling “tight writing” produced lots of advice, but many writers could not practise what they preached. (Several high ranked hits were written on contract, to raise the word count for the writer ;)

So, here’s Tim’s guide to writing tighter

Don’t repeat yourself

If a word occurs several times in a paragraph some of them may be unneeded. Using two words where one will do (tautology) is wasteful: “tightly stretched” only says the same as “stretched”.

Focus

Writers should have something to say. They should say it. Often, though, we also want to say other things. Tight writing omits such diversions. It keeps focused. The asides that often pepper this blog in brackets or as footnotes are examples that should be cut. (Except I like the effect, and am not trying to save words and do help the reader by using parentheses to mark the digressions off from the body text ;)

Don’t be passive

Good Grammar checkers (like MS Word used to have) hate passives. They are correct. Passive sentences are longer, and usually less clear: “The ball was kicked by John” vs. “John kicked the ball”

Cut conjunctions

Long sentences usually waste words, needing extra coordination. Several short sentences work better.

Very that

“That” is often unnecessary. It can often be pruned, it sometimes signals other words that1 can be pruned. Extra adjectives are also an easy target “very” for example usually adds little. Karen Luna Ray offers this sentence: “See how many unnecessary words that you can remove from this very lengthy sentence that I am writing..” Which becomes: “See how many unnecessary words you can remove from this sentence.”

To be or not to be

The verb “to be” often encourages wasted words. Compare: “She is a powerful writer” with “She writes powerfully.”

Avoid adverbs

Often we employ adverbs when a stronger verb does the job better. Suzanne Lieurance compares:

Flabby: She smiled slightly at the photographer.
Fit: She grinned at the photographer.

Above all, rewrite right

Paragraphs, and even sentences, are seldom  written right first time. Edit cutting flab. Read your text aloud. Read it silently. Each reading will show fat to prune.

Have a sit down and a nice cup of tea

After a break (better a good night’s sleep, but a cup of tea will do), edit again. Cut again!

  1. Though notice sometimes it IS needed ;) []

Referencing (citing) for beginners

One of the biggest hurdles new students face is learning to reference their work “properly”. Schools seldom teach this skill but increasingly Universities and colleges are demanding it. Life is not made easier by the fact that, to all except for OCD suffers getting proper citations is no fun :(

That’s the bad news. However the good news is that “proper” citation has never been easier.

Software

You can use a program that keeps track of all your references and even formats them differently for different teachers at the click of a button. The two commonest ways to do this (at least in NZ) are:

  • EndNote: an expensive program for which many institutions have bought site licences that allow students to install a copy. Its greatest advantage is that it may come with institutional support (e.g. free classes on how to use it). Its greatest disadvantage is that it is a big heavyweight that has a history of slowing your wordprocessor to a crawl and crashing machines. (I’m told it is better behaved now, but have no recent experience to confirm this.) It will do everything you need and 16,000 other things as well.
  • Zotero: a free program that works as a standalone or integrates with your browser1 and both MS and the main free Wordprocessors. It does everything you need and a score or more of things you should need but probably won’t. It has been known to crash, but in my experience less than Endnote.

The choice is probably really simple :)

  1. If your institution offers Endnote and supports it, choose it.
  2. If not choose Zotero.
  3. Unless you like using free software and hate your computer running slowly in which case use Zotero anyway.
  4. Not using either is plain stupid, and if you were stupid you would not be looking at this ;)

Learn to use it. (If there is demand I might do updated Zotero tutorials but I think the ones on the site are good.)

Getting the data

Unless you are a fossil from the dark ages, do not try to enter the data (author’s name, title, etc.) by hand. There are easier ways :)

For books and e-journals your institution’s system should integrate with your bibliography software, on the catalogue page just click the link to “add citation to Endnote” (or however it is phrased).

NB: this data is prepared by librarians so is usually good, but occasionally even librarians have brainstorms or bad hair days. If the author’s name appears in capitals, or the Title includes a description or something, then you may need to “clean up” the data. This is rare, and if you do it in the bibliography software itself you only have to do it once for any item. One piece of “tidying” I often have to do is add the place of publication.

Citing right

Add your citations in your wordprocessor.

Make sure you have chosen the “correct” format. Hint: the “correct” format is the one your teacher told you to use, even if you think a different one is better :(

There are more possible formats than there are days in a leap year, but there are a few in common use:

MLA 7th Ed Bulkeley, Tim. Not Only a Father: Talk of God As Mother in the Bible & Christian Tradition. Auckland, N.Z: Archer Press, 2011. Print.
APA 6th Ed Bulkeley, T. (2011). Not only a father: Talk of God as mother in the Bible & Christian tradition. Auckland, N.Z: Archer Press.
Turabian Bulkeley, Tim. Not Only a Father: Talk of God As Mother in the Bible & Christian Tradition. Auckland, N.Z.: Archer Press, 2011.
Chicago Bulkeley, Tim. 2011. Not only a father: talk of God as mother in the Bible & Christian tradition. Auckland, N.Z.: Archer Press.

Learn what the ones used at your place look like, so you’ll notice if somehow your document is set to the “wrong” one ;)

What about interesting things like videos, blogs etc.?

Ths is the most frequently asked question. The first answer is this: “Don’t panic”2 The second answer is go to Son of Citation Machine, click the appropriate link, and enter the data (or at least those that you can easily discover, how much effort you make probably depends on how IT savvy your lecturer seems ;)  Though nowadays Zotero or Endnote are probably up to the job without Son of Citation Machine once you have done a few and got the feel of things :)

It should look something like this:

Bulkeley, Tim. Not Only a Father: Talk of God As Mother in the Bible & Christian Tradition. Archer Press, n.d. Web. 7 Apr 2013. <http://bigbible.org/mothergod/>.

  1. on PCs, Macs, iPhone/iPad, Chrome for Android, Android Browser, Firefox Mobile Browser or Opera Mobile/Mini []
  2.  Douglas Adams (1992). The Hitchhiker’s Guide to the Galaxy: A Trilogy in Four Parts. Pan, 537. []

A massive library is available to distant students

I’m marking again. Every time I mark an assignment there are distant students who could have got better marks if they had used a decent scholarly commentary or two, to supplement whatever they, their aunt Jemima (who did a course at Capenwray in the 1960s) or their pastor happen to have. Time and again I tell them, so now I’m telling you, the secret of a massive theological library that offers (at least) several good solid recent commentaries (in stock when you go to look for them)1 on every Bible book. And, to make a good story better, this huge resource is available in your own home :)

  1. And with your local theological library isn’t it always the case that the best commentaries on the book you are interested in have always been borrowed by either a PhD student or a class of hungry students with an assignment due? []

70% of students could learn from this

Yes, here :)

Click for full graphic

Sadly the students who need this advice most probably don’t read my blog ;)

However, for students and others who do here  is some good sensible advice and a quick revision of some of the more useful operators one can use in searching Google.

HT: Lifehacker from HackCollege.com

PS more than 70% of students in NZ do not use Macs, they still cost too much for most students.

Write tight

Photo by Dick Rochester

In our intro class, students write a summary of the message a biblical text had for its intended audience. This should be one or two sentences and less than 50 words.

Writing a summary is like packing for a journey, some people want to take everything! Then it is an exercise in writing tight. Most students write much as they speak. In speaking we include padding – unneeded words and phrases that allow us time to think. Writing tight involves removing the padding.

Googling “tight writing” produced lots of advice, but many writers could not practise what they preached. (Several high ranked hits were written on contract, to raise the word count for the writer ;)

So, here’s Tim’s guide to writing tighter

Don’t repeat yourself

If a word occurs several times in a paragraph some of them may be unneeded. Using two words where one will do (tautology) is wasteful: “tightly stretched” only says the same as “stretched”.

Focus

Writers should have something to say. They should say it. Often, though, we also want to say other things. Tight writing omits such diversions. It keeps focused. The asides that often pepper this blog in brackets or as footnotes are examples that should be cut. (Except I like the effect, and am not trying to save words and do help the reader by using parentheses to mark the digressions off from the body text ;)

Don’t be passive

Good Grammar checkers (like MS Word used to have) hate passives. They are correct. Passive sentences are longer, and usually less clear: “The ball was kicked by John” vs. “John kicked the ball”

Cut conjunctions

Long sentences usually waste words, needing extra coordination. Several short sentences work better.

Very that

“That” is often unnecessary. It can often be pruned, it sometimes signals other words that1 can be pruned. Extra adjectives are also an easy target “very” for example usually adds little. Karen Luna Ray offers this sentence: “See how many unnecessary words that you can remove from this very lengthy sentence that I am writing..” Which becomes: “See how many unnecessary words you can remove from this sentence.”

To be or not to be

The verb “to be” often encourages wasted words. Compare: “She is a powerful writer” with “She writes powerfully.”

Avoid adverbs

Often we employ adverbs when a stronger verb does the job better. Suzanne Lieurance compares:

Flabby: She smiled slightly at the photographer.
Fit: She grinned at the photographer.

Above all, rewrite right

Paragraphs, and even sentences, are seldom  written right first time. Edit cutting flab. Read your text aloud. Read it silently. Each reading will show fat to prune.

Have a sit down and a nice cup of tea

After a break (better a good night’s sleep, but a cup of tea will do), edit again. Cut again!

  1. Though notice sometimes it IS needed ;) []

Plagiarism as toilet training

By didbygraham

Plagiarism has been a hot topic in staff rooms over recent years, and there has been a flurry of interest in the social media over the last day or two. Charles Halton has a nicely provocative piece Authors or Criminals? as well as attempting to set felines among columbida:

What’s all the fuss about?

We live in a very odd culture that extends ownership rights to non-tangible things like ideas and words.  However, these are relatively modern inventions.  Within the ancient world there was no such thing as “intellectual property” or even “authorship” as we understand it.  Literature was composed not by individuals but by communities–whether these communities were sitting around campfires recounting stories real or fiction or in between or whether the communities were scholars writing for other scholars.  Within the ancient world literature developed over time and subsequent generations of composers used previous work in order to fashion their own accounts.  Hardly any scholar put their name on their work (there are a couple exceptions of acrostic poems which spell out a scribe’s name).

All this fuss about plagiarism has me thinking–are students merely reverting to an ancient view of authorship?

This post has generated a fascinating discussion of “ancient” authorship and its conventions, the comment thread is well worth a look! But I want to address that final question: “All this fuss about plagiarism has me thinking–are students merely reverting to an ancient view of authorship?”

Firstly: I am thinking of students operating in a Western academic context, I am aware that different considerations apply to students of other cultures operating within those cultural settings. “You cannot step into the same river twice.”1 Culture has moved on and so has technology, in a world of Zotero the habits of Baruch are no longer applicable.

Secondly: Plagiarism is a matter of respect. If I present another’s words or ideas as if they were mine I fail to respect them treating their work as of no value to me. I also fail to respect myself, for by failing to distinguish my own contribution to the conversation, or indeed situate it within a conversation, I suggest it is of no value.

Thirdly: Plagiarism is a matter of socialisation. There ain’t no such animal as a “digital native” we all, including your twelve-year-old, learned to speak video and audio we have been socialised into these modes of discourse just as we were once toilet trained. We can all no matter how young or old (within limits, but these are limits to all aspects of academic life) be socialised into citing our sources, just as we can all (again with only fairly extreme limits) be socialised into not depositing our excreta here and there as the urge takes us!

There are no digital natives. Indeed on the issues of plagiarism and citation, our classes commonly have students between late teens and seventies, with the majority between twenties and fifties, I have most problems with those in the middle of this range. The young are eager and willing to learn, the old also (or at that stage of life they would not have undertaken a course of formal education). It’s some of the the middle aged, fat and forty, fat in mind not necessarily body, who won’t learn! But, if you won’t learn, then you fail. End of story :(

  1. Heraclitus of Ephesus, Fragment 41; Quoted by Plato in Cratylus []