Part 2 Discovering Meaning Through Structure

1. Part 2Discovering Meaning Through Structure Chapter 3 Determining the Author’s Purpose

2. Most writers create a story, essay, article, or poem with at least one general purpose in mind. Because most writers do not directly state their general purpose, the reader must use indirect clues to determine it. We can identify the general purpose by asking the question, “Why did the author write this?” Usually, this purpose will fall into one of three broad categories to inform to entertain, or to persuade.

3. An author whose purpose is to inform will provide readers with knowledge or information. Ordinarily, the material will be presented in an objective, neutral fashion. Authors who write textbooks presenting factual material often have this purpose in mind. Articles in newspapers are usually meant to inform.

4. An author whose purpose is to entertain will tell a story or describe someone or something in an interesting way. A piece of writing meant to entertain will often make an appeal to the reader’s imagination, sense of humor, or emotions. Such writing may be either fiction or nonfiction. Witty, unusual, dramatic, or exciting stories usually have entertainment as their purpose.

5. Finally, the author’s purpose may be to persuade. Persuasion goes beyond merely entertaining or providing information. This kind of writing tries to change the reader’s opinions by appealing to emotions or intellect. If the author is making an emotional argument, the author may use vividly descriptive passages designed to manipulate the reader’s feelings. If the author is making an appeal to intelligence, the author will employ logic and reasoning. Political literature is a common form of writing meant to persuade. Newspaper editorials ordinarily have persuasion as their purpose.

6. Authors take into account their audience (those they are writing for) when they choose their general purpose. Writers of fiction usually want to entertain readers by creating interesting characters and stories.

7. In addition to a general purpose, authors also usually have a specific purpose, which reveals more detailed information about the article than the general purpose.

8. Sometimes an author may have more than one purpose in mind. When an author has more than one purpose in mind, usually one of the author’s purposes will be primary. To determine the author’s general and primary purpose, first identify the main idea and the key details that support that idea. Then, note the author’s choice of words. Is the vocabulary neutral and unbiased? Is it meant to influence our judgment in some way? Finally, note the source of the article or passage. Often the publication that the article or passage comes from will help you identify the author’s primary purpose.

9. An Introduction to Modes of Writing (Rhetorical Modes) In longer reading selections, the main idea is often called the thesis. The thesis, just like the main idea in paragraphs, expresses the most important point the writer is trying to make. The thesis is sometimes called the controlling idea, because its primary purpose is to hold the essay or story together.

10. In the process of creating written work, most writers select a mode of writing (sometimes called a rhetorical mode) that helps them achieve their purpose. There are four primary modes of writing: narrative, descriptive, expository, and persuasive.

11. Material written in a narrative mode tells a story, either true or fictional. In narrative writing, the events of a story are usually ordered by time.

12. With material written in a descriptive mode, the emphasis is on providing details that describe a person, place, or object. The writing may employ the use of figurative language and include material that appeals to one or more of the five senses. Descriptive writing most commonly deals with visual perceptions.

13. An author who is trying to explain something will likely use an expository mode. Expository writing explains ideas and how things work. It is more likely to be logical and factual. Much of the material that you read in your textbooks follows an expository mode.

14. Material written in a persuasive mode is meant to convince you of something. Persuasive writing tends to be about controversial topics. It presents an argument and offers evidence. It is writing that is considered to be biased.

15. Sometimes an author will use more than one mode of writing. For example, the author might choose to write a piece that is both descriptive and narrative. This is called a mixed mode of writing.

16. Study Technique # 4 Outlining An outline is an orderly arrangement of ideas going from the general to the specific. An outline shows the relationship and importance of ideas by using a system of Roman numerals for main headings (I, II, III, etc.), capital letters for the next level of subheadings (A, B, C, etc.), and numbers for the next level of subheadings (1, 2, 3, etc.). Whether you are using outlining to organize class notes or a reading selection, only the most important points should be included.

17. Troublesome words for additional practice loose adverb or adjective meaning “free or released from fastening or attachment” lose a verb meaning “to come to be without” passed a verb, the past tense of the verb pass past a noun meaning “former time” Also, an adjective meaning “former” Also, an adverb meaning “going beyond something”

18. Troublesome words for additional practice peace a noun meaning “freedom from dissension or hostilities” piece a noun meaning “a limited portion or quantity of something” personal an adjective meaning “concerning a particular person” personnel a noun meaning “the body of persons employed in an organization”

19. Troublesome words for additional practice rain noun meaning “water that falls to earth in drops formed from moisture in the air” rein noun meaning “a leather strap fastened to each end of a bit for guiding or controlling an animal” reign a noun meaning “period of rule or government by a monarch”

20. Troublesome words for additional practice right adjective meaning “in accordance with what is good, proper, just” Also, an adjective meaning “opposite of left” Also, a noun meaning “something that is due to anyone by just claim” rite a noun meaning “a formal ceremony” write a verb meaning “to form words or letters; to send a message in writing” wright a combining form meaning “a person who makes or builds something”

21. Troublesome words for additional practice stationary an adjective meaning “not moving” stationery noun meaning “writing paper” their an adjective meaning “possession” there an adverb meaning “direction.” Notice how the word here appears in the word there. Also, a pronoun used to begin a sentence or phrase they’re a contraction for “they are”

22. Troublesome words for additional practice tortuous an adjective meaning “full of twists and turns” torturous an adjective meaning “involving great pain or agony” vain an adjective meaning “having an excessively high opinion of oneself” Also, an adjective meaning “futile” vein a noun meaning “any blood vessel that carries blood back to the heart from some part of the body” vane a noun, a short form of weather vane

23. Troublesome words for additional practice weather a noun meaning “the state of the atmosphere with respect to wind, temperature, cloudiness etc.” whether a conjunction used to introduce two or more alternatives who a subjective pronoun meaning “what person or persons or which person or persons whom a pronoun used as the object of a verb or preposition

24. Troublesome words for additional practice who’s a contraction of “who is” and “who has” whose a possessive adjective meaning “done by whom or which or having to do with whom or which” your a possessive adjective meaning “belonging to you or done by you” you’re a contraction for “you are”

25. Chapter 3 Test Taking Tip--After the Test is Returned After taking a test, think about what happened. Was it what you expected and prepared for? In what ways did it surprise you? Did it cover both lecture and textbook material? Or focus on one or the other? Think about how to change your approach to the course and the next test to take into account what you learned from the test.

26. When you get your test back, go over the test to see where your weaknesses are. What sorts of questions did you have the most trouble with? You need to remedy the deficiencies in your test preparation before the next test. You also need to go back and learn better the material that gave you trouble, because you may see questions about this material again on future tests, such as a mid-term or final exam.

27. If you did poorly on the test, talk with the instructor about it. Work with the instructor or a tutor out-of-class. Become part of a study group. If you are taking a course before you’re ready for it, consider taking some other courses first. Treat past tests as learning experiences for what they tell you about your test preparation, how you’re doing in the course, and what changes you can make to do better. Above all maintain a positive attitude.