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The following Writing Guides are available. To view guides, click on the list of catgories on the list below. You may view or hide descriptions of the guides.
These guides are the result of a joint effort of the Writing@CSU project and the Colorado State University Writing Center. Development of these guides began in 1993, when the original Online Writing Center was developed for campus use at Colorado State University. Several guides were developed in Asymmetrix Multimedia Toolbook and then migrated to the web in 1996. Over the years, additional guides were developed and revised, reflecting the efforts of many writers and writing teachers. We thank them for their generosity. You can learn who developed a particular guide by clicking on the “contributors” link in that guide.
Definition is a rhetorical style that uses various techniques to impress upon the reader the meaning of a term, idea, or concept. Definition may be used for an entire essay but is often used as a rhetorical style within an essay that may mix rhetorical styles. For example, you may need to use definition in order to fully explain a concept before you make an argument about that concept.
A definition essay is structured around the goal of defining a term, concept, or idea. While you may start off with a simple dictionary definition, your essay will, ultimately, contain an extended definition. There are many techniques you can use to extend a definition in a definition essay (to be discussed further).
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This Cedefop handbook is addressed to individuals and institutions actively involved in defining and writing learning outcomes in education and training. Its ambition is to act as a reference point for cooperation in this area.
It offers concrete examples of the use of learning outcomes and provides an overview of existing guidance and research material supporting the definition and writing of learning outcomes. The handbook also aims to promote dialogue between education and training and labour market stakeholders by building on material from different parts of the education and training system, and bridging the gap between institutions and sectors.
It has a formal tone and style, but it is not complex and does not require the use of long sentences and complicated vocabulary.
Each subject discipline will have certain writing conventions, vocabulary and types of discourse that you will become familiar with over the course of your degree. However, there are some general characteristics of academic writing that are relevant across all disciplines.
We frame digital writing and digital rhetoric by the emerging body of theory and knowledge about communication and writing in online environments, using digital technologies. Digital writing addresses the question of how writing and communication work in digital spaces.
Digital writing also reminds us of the very physical elements and interactions required to write. Digits not only refers to the zeros and ones that float in cyberspace and create online spaces, but also refers to the fingers we use to craft the writing translated to zeros and ones and then retranslated and fed to the screen through the software we use to interface digital spaces.
Background knowledge of the subject matter is essential. But mere evidence of this knowledge is not enough. If you are asked to compare the British and American secondary school systems, you will get little or no credit if you merely describe them. If you are asked to critically analyze the present electoral system, you are not answering the question if you merely explain how it operates.
Good answers to essay questions depend in part upon a clear understanding of the meanings of the important directive words. These are words such as explain, compare, contrast, justify , and analyze which indicate the way in which the material is to be presented.
Hmmm. It’s a great question and one I’ve never been sure of the answer to. I sometimes call myself a writer. My friends always refer to me as ‘their writer friend’. I have aspirations to be a ‘novelist’ and yet I’m not sure where the classification of ‘author’ comes in. Is is based on how many books you’ve written, or does it just boil down to personal preference? Can you only be an ‘author’ if you are JK Rowling or Sebastian Faulks and can you only be a novelist if you are Emily Bronte or Jane Austen?
I saw an interesting question posted on Facebook this week by Sarah Webb, which was prompted by a reaction someone had to her telling them she was a ‘writer’. They considered the term ‘writer’ to be very ordinary, especially given the number of books Sarah has written (33! *faints*). So, Sarah’s question to the writing community was this: what do you call yourself? Writer? Author? Novelist?