Writing Assignment Sourcebook: Glossary
A
reference guide that writing instructors and others involved with writing
and literacy studies may find useful is The Literacy Dictionary,
edited by Theodore L. Harris and Richard E. Hodges. The terminology glossed
here is defined very briefly, in the specific context of the SUNY Stony
Brook writing program's curriculum, but should be generally useful to other
users.
Abstraction–the ability to distill essential message or meaning
from a text. An essential skill for summarizing and many kinds of analysis.
Analysis--in this context, usually an examination of the elements of
a text to reveal how the text operates as a whole.
Argument--a writer's informed, supportable opinion or stand. Also
the summary of this stand, which usually comprises the thesis of an essay.
Audience Awareness--a writer's assessment of the mindset, opinions,
and personal traits of his or her readers and how these factors may influence
their understanding of his or her writing.
Blackboard–a world-wide-web based interactive learning and classroom-management
system which includes an announcement board, grade book, class e-mail list
accessible to instructors and students, discussion forum, essay drop-off,
assignment folder, and many other features.
Blow-Ups– a generative revision method in which new paragraphs
are inserted which add depth and detail to the preceding, original sentence.
BMR– an acronymn for Buch Method Revision. In a term coined by
Richard Buch, a generative revision technique which consists of inserting
new sentences into a drafted paragraph which provide detailed observations
on the preceding sentences.
Close Observation–deep penetration of a text, idea, context,
situation, etc. which allows the observer to construct patterns or find
meaning not immediately apparent. (See also Close Reading)
Close Reading– reading of a text which allows the reader to
penetrate the surface or apparent meaning, bringing outside knowledge or
personal experience and associations to bear on the words. (See also Close Observation)
Collaborative Writing–a text co-written by a team of writers (in
this case, usually students in a class), either handwritten in a traditional
classroom or computer-generated in a networked computer classroom using
interactive software such as DIWE Interchange or a web-based discussion
format such as Blackboard Discussion Forum. (See also Networked Computer
Classroom, DIWE, Blackboard)
Collage–an informal exploratory or expressive essay, related
to the informal or personal narrative essay but frequently without a precise
thesis and loosely structured with a minimum of transitions. The collage
allows the writer to concentrate on developing fluency at a paragraph level
and allows for an intuitive organization.
Community-Building–the skill of being able to create effective
interpersonal communication between the members of a group.
Correctness–writing which is presented in a format acceptable to
one's audience, community, or writing instructor. Correctness is not necessarily
a standard of inherent value, but being able to maintain standards of acceptability
is a survival skill for academic writers, in fact so much so that it has
frequently been confused with "learning to write." In class, correct
writing varies according to the assignment, the phase of writing (such as
freewriting or graded draft), the genre, and other factors. Most of our
writing instructors allow for multiple revisions which facilitate better
proofreading. (See also Mechanics, Grammar, Proofreading)
Course–course in the Program in Writing and Rhetoric at SUNY
Stony Brook, usually WRT 101, 102, 103, or 201. See the Program
website for further details.
Description–the ability to recreate a physical or emotional
effect through words.
Dialogue-Writing–re-creation of a conversation scene as if it
were occurring in real time, usually by using direct quotation and attributing
this to specific characters.
Direct Quotation–an exact reproduction of another writer's words
in a text, set off by quotation marks and identified by author. (See also Paraphrasing, Summarizing)
DIWE–an acronym for Daedalus Interactive Writing Software.
Essay Planning–pre-writing strategies and techniques, such as
freewriting on the essay topic, writing a proposal, outlining, research.
Freewriting–unplanned, unstructured writing which is usually
not graded or evaluated.
Generative Writing–writing, usually unstructured, which leads
to a greater flow of ideas and usually to more structured and developed
writing. Freewriting, journal writing, reading responses, and other types
of brainstorming exercises are common types of generative writing.
Genre–in this context, usually meant to indicate a type of academic
essay (such as personal narrative, researched argument, textual analysis,
summary and response, profile, or survey essay). In the larger context,
genre is any generally recognized classification of texts, such as short
story, novel, play, epic or lyric poem, essay, etc.
Genre Distinction–the skill of being able to distinguish between
different types of genres, and by doing so be able to determine the purpose
and audience of a particular text.
Grammar–the structure of language. In the context of writing instruction,
frequently misapplied to mean correctness in a written text ("good
grammar," "bad grammar"). (See Correctness)
Group Revision Exercise–an exercise which teaches revision strategies
or allows students to employ revision strategies on each others' writing,
usually done in small groups of two to six.
Holistic Revision (also referred to as Generative Revision)–a
process in which the writer seeks to improve the entire essay (i.e., strengthen
the argument, improve the support, improve overall clarity and organization,
add depth and detail) rather than simply revise for local and superficial
errors.
Implants– in a term coined by Francis Christenson, phrasal modifiers
which are inserted into sentences to give more depth and detail.
In-Class Essay–an essay written under time-constraints and supervised
by a instructor or test proctor, usually without time to revise.
Individual Revision Exercise–an exercise, done by a single student,
which teaches revision strategies or allows the student to employ revision
strategies on his or her own writing.
Individual Writing Assignment–any non-collaborative writing assignment,
such as a portfolio essay or a freewrite, done by a single student.
Informal Essay–an essay in which the writer uses his or her own
experiences, thoughts, memories, opinions, etc. to make a focused observation
or argument. The diction is conversational and less formal than that of
most academic essay genres.( See also Personal Narrative, Narrative,
Reflective Essay)
Interpersonal Communication–in this context, discussion which
facilitates the writing process, between class members, between the writing
instructor and individual students and/or groups of students, between members
of small groups and/or partners, and between interviewers and interviewees.
Interpersonal communication is an especially important component of peer
evaluation.
Interview–an interaction, usually between two people, in which
one person asks the other questions about his or her life, career, opinions
on particular topics, etc. This is usually done as preliminary work for
writing an essay or article some or all of the obtained information, such
as the Profile essay. (See Profile)
Journal–a notebook or folder in which a writer regularly writes.
Frequent journal writing is a course requirement for all WRT 101 classes
and many more advanced classes. It encourages the development of fluency
and creativity, and provides a medium for essay planning.( See also Reading
Response)
Logical Reasoning–a catch-all term for inductive and deductive
thinking, frequently used as support for an argument or thesis. Frequently
used by writers to point out the flaws (logical fallacies) in an opposing
point of view.
Materials–items the teacher will need to provide or have the
students provide in order to complete the assignment, other than paper and
pen, such as a chalkboard or a specific text.
Mechanics–usually refers to correct spelling, punctuation, and
paper format (such as proper heading and pagination as indicated by the
instructor or by MLA or APA). (See also Correctness)
Metaphorical Thinking–thought in which unlike objects are compared
to one another, frequently for an aesthetic effect: the use of figurative
language to express a point of view.
Narrative–a text which re-creates a scene or series of related
scenes, or a series of events: a story. In these assignments, narrative
is usually an abbreviation for personal narrative, an essay which re-creates
an event, events, scenes, or series of scenes which happened in the writer's
experience or to someone that the writer knows, usually with a thesis. The
narrative in this case serves as support for the thesis. The personal narrative,
also referred to as the informal essay or reflective essay, is one of the
three required academic essays for the WRT 102 portfolio. (See also Personal
Narrative, Informal Essay, Reflective Essay)
Networked Computer Classroom–a classroom with enough computers
for each student and instructor with interactive software (such as Blackboard,
Common Place, or DIWE) and a connection to the World Wide Web. At Stony
Brook, the two classrooms which fit this description are the EWC and History
Lab.
Oral Presentation–in this context, usually an informal but organized
summary of individual or group work during class discussion, graded or non-graded.
Paragraph-Level Revision–revision which employs techniques to
structure paragraphs more effectively or to add depth and detail at the
paragraph level.
Paraphrasing–restating the words of another writer in one's
own words. Paraphrases must be identified by author to avoid plagiarism.
(See also Direct Quotation, Summarizing)
Peer Evaluation–an evaluation of a text by a peer (a classmate,
colleague, or workshop member) rather than by an instructor or workshop
leader. Instructors frequently provide a list of evaluation techniques or
criteria for peer evaluators to follow.
Personal Assessment–a writer's evaluation of his or her own
writing or other classroom performance.
Personal Narrative–an essay which re-creates an event, events,
scenes, or series of scenes which happened in the writer's experience or
to someone that the writer knows, usually with a thesis. The narrative in
this case serves as support for the thesis. The personal narrative, also
referred to as the informal essay or reflective essay, is one of the three
required academic essays for the WRT 102 portfolio. (See also Narrative,
Informal Essay, Reflective Essay)
Persuasion–methods which a writer uses to convince his or her reader
of the validity of an argument, including appeals to emotion as well as
logic.
Placement Exam–a timed and supervised essay, supervised by a
test proctor, which determines incoming students' placement into a writing
class (at SUNY Stony Brook, WRT 101, 102, or 103).
Portfolio –The portfolio system used by SUNY Stony Brook and many
other universities to maintain a literacy competence among undergraduates
was developed to replace the former "exit essay" test which is
still used by many institutions. The portfolio allows undergraduate writers
to revise their writing and present their best work as proof of their writing
skills. At least two writing instructors must agree that a student's portfolio
is at passing level for him or her to complete the writing requirement.
Process Writing–a text in which a writer documents and reflects
upon his or her process in writing another text. Frequently used as a method
of Personal Assessment, and helpful to writing instructors in assessing
their students' needs and progress as writers.
Profile Essay–an essay which relies on the personal experience
of another as its source. Writers interview someone about his or her life
and work and transform the interview into a biographical description of
the person, focusing on one particular dominant impression of the person
or some aspect of the person's professional life.
Proofreading–a methodical examination of a completed text for errors
in syntax, spelling, mechanics, formatting, etc..
Proposal–a formalized plan for an essay, usually an persuasive
essay, in which a writer states his or her planned argument and the ways
in which he/she intends to support it.
Reading Response–a writer's thoughts and feelings after reading
a text, done in class or as homework, frequently written in a journal. It
may include, but is not limited to, analysis of the text.
Readings–texts which are assigned to a class by an instructor to
facilitate discussion and writing by the class.
Reflection–a meditative exploration of an idea, text, topic,
writing process, or one's general state of mind, frequently written in a
journal or in freewriting.
Reflective Essay–an essay of a personal nature in which the writer
uses his or her subjective opinions, observations, thoughts, feelings, and
experiences to support a thesis. ( See also Narrative, Personal Narrative,
Informal Essay)
Research–a gathering of outside materials, usually texts, which
provide a writer with information on his or her topic and support for his
or her thesis.
Researched Argument–an essay which proposes an argument and supports
it with evidence obtained during research. One of the three required academic
essays for the WRT 102 portfolio.
Scene–a re-creation or invention of a series of related events
occuring within a proscribed period of time. A written scene does not usually
have a thesis, but it may be used to support a thesis in a personal narrative
essay.
Sentence-Level Revision–revision which focuses on meaning and
clarity at the sentence level, including but not restricted to syntax, word
choice, and mechanics. (See Mechanics, Syntax)
Small Group Discussion–discussion of an assignment, assigned text,
or student writing by groups of usually two to six students. The groups
then usually report back to the instructor and entire class in a full class
discussion.
Style–the quality of a text which is determined by genre, appropriateness
and tone of word choice, the writer's audience awareness, and the individual
imprint of personality which the text bears to readers. Style is often considered
along with correctness, but is distinct from it. (See Correctness)
Summarizing–the skill of abstracting and condensing essential features
of a text.
Summary and Response Essay–an essay which the writer summarizes
an outside text and then provides his or her own thoughts, feelings, and
associations stimulated by the text. This may include but is not limited
to an analysis of the text. (See Text Analysis)
Survey Essay–an essay which uses data collected from a survey designed
and implemented by the writer as the source for a small, social science
research report. Writers learn to analyze and organize information coherently
while being exposed to the notion of discourse communities in the academy.
Syntax–in this context, usually refers to acceptable, understandable
word order in a sentence.
Text–usually refers to a cohesive unit of words which can be
read and understood. The most commonly encountered texts are classified
by genre, such as poem, short story, essay, etc. More recently, also taken
to mean any cohesive entity that can be understood through analysis. In
the second context, a text can be a painting, a photograph, an advertisement,
a building, a human face, etc.
Text (or Textual) Analysis–the holistic understanding (reading)
of a text by examination of its particular characteristics. In the context
of these assignments, a genre of academic essay which presents an argument
about a text by supporting the argument with a holistic understanding of
a text by examination of its particular characteristics. One of the three
required academic essays for the WRT 102 portfolio.
Thesis–in an essay, a writer's argument or focused observation
which is supported by the body of the essay. A thesis can be supported by
personal experience, by outside research, by logical argument,
Thesis Development–the process of choosing, focusing, and fine-tuning
an argument, frequently by processes such as brainstorming, freewriting,
and discussion. (See Essay Planning)
Time-Management–the skill of pacing one's essay planning, thesis
development, and essay composition during a timed essay or during the duration
of any writing assignment.
Transitions–connective devices in writing (words, phrases, sentences,
paragraphs) which bridge sections of a text to make it seem more cohesive.
Voice– the individual imprint of personality which a text bears
to readers. In addition to an individual writer's voice, a literary movement
or era, a nationality, etc. can be said by some to have its own voice (i.e.,
the voice of Victorian English writing, the voice of modernist poetry).
(See Style)
Writing Across the Disciplines–a method of writing instruction
which does not divorce writing from the content of other academic disciplines,
and which acknowledges the requirements of existing academic genres in other
fields of study.