Text Purpe Bema From tacks et Behind millennia ago, scents can ident th cnosaus hat once ‘onmed an ae, Pater helps now what expec, nat nly nee but an tet, ey toreflet, to memorialize, o define, to entertain, to ist to vent frustration, ant fate la jc cane sto ‘Most of the texts you encounter in your college and work ‘ife will have one or more of these writing purposes: to inform, 19 analyze to evaluate, and to persuade, “To compose texts that etfectvey fulfil their purposes, writes often use text pa ‘ems, Text patterns—naration, definition, illustration, classification, comparison- er ee “Text patterns help us oth as readers and as writers. As tears, we recognize text oe pect fran nei es A er, Wat Tain cae we ean on or king pS em owe pn ck se cli tl te po,Text Purposes and TextPattems 149 Peach ieee ci mn ‘An important part of exploring a tex is to ask yourself, “What isthe writer's pur pose?” Four common purposes are to inform, to analyz, to evaluate, an to persuade Knowing the writer's purpose helps you determine the text's meaning and decide on the tex effectiveness, Writing to Inform Informative texts ure straightforward: they tll readers about a subject. Newspaper vcles are usually informative, at ae textbooks, reference books, tavelogues (rel ‘wing, factual magazine articles, repoets, and many Schoey journal aril. You can identity informative writing by its charateities f= Iexists to deliver information, 1 I¢uses facts and may include data and statistics. 1 Teofen inclodes citations from sources. = Tedoes nor present the authors opinion; thus, it i unbiased Writing to Analyze ‘Toanalyze isto examine a subject, an event an object, ora possiblity very carefully Analysis requires that we break a subject int its component pats. To analyze the en sine of seat, you would look carefully atthe individusl parts urder the hood. The Same principle is tue of analytical writing: it requires Us to Look at the individual components ofa subject. ‘We might also use analysis to understand how past events, sic a the Civil War, ‘ame tobe. We might use analysis o examine current evens sch asthe privacy threats we fice when we Use the Inert. We might aualyze an abject, sacha a smartphone or {tablet computer. And we might analyze future actions, such as proposal t change ude registration laws or the potential eects of buying ol from a particular county. ‘You can idemity analytical writing by its characteristics "© Ttexplains or describes the parts of something * Icexplain or deseribes how something works or could work. 1 ILexplains or describes how something happened ot what might happen, * Ituses facts and credible information, ' Tipresems the topic im a fair and unbiased way. Writing to Eval Evaluative texts come to a conclusion about the value o effetvetess ofa particular thing, idea, or course of aeton, Evaluation includes analysis, To evaluate the useful ness af a particular smartphone, for instance, you mus first analyze it. You ean thet evalu fs wort You might even compare it with another smartphone to make your evaluation Because evaluation means making a judgment, it usually involve setting up ia. Suppose you live in apart of the country where tormadoes are common {and you have decided to buy a storm shelter. To evaluate the available shete You would first analyze them. You might ask questions such as "What is it made te450 Reading ang Wing as integrated Processes of?” “How large is it?” “I it inside the home or outside?” “Does it have features such as carpeting?” and "What docs it cost?” After completing your analysis, you ‘would decide which criteria are important to you. You may realize that you wan shelter that is inside your home, costs under $3,000, and is made of scl. In this case, your criteria are location, cost, and material. By using these criteria, you will be able t0 evaluate your options and choose the shelter that best meets your requirements. ‘You can identity evaluative writing by its characteristics: tis asod on analysis. i generally presnts subject ina fair and unbiased way. Wuses a fair and cleanly stated appraisal process. uses criteria for weighing choices makes a judgmene, Writing to Persuade ‘The goal ofa great deal of writing is persuasion. Some text that aim to persuade [provide explicit arguments; that is, these texts make it clear that they want readers to buy into the point of view they offer. For example, editorials are brief articles written by newspaper editors. Their purpose—by definition—is to persuade readers of a particular point of view: For example, an editorial may describe an editor's opinion about immigration reform with the gos! of | persuading readers ‘Sone texts that aim to persuade are mare subtle. For example, a Web site may appear to provide information about a product, but when you analyze the it indepth, ‘you may find thatthe information just a means to an end: he site's real purpose isto ‘omvince readers to bay the prod, Persuasive writing is found inalmost every genre | Of writing: ition and nonfiction books, magazine arcs, some newspaper atcls, editorials, Web pages, and s0 0. ‘You can identity persuasive writing by its characteristics 1 Ieatemps o sway reader’ opinions on atopic. 1 rprovides evidence fo the writer's opinion. 1 Tis generally writen from a biased (opinionated) point of view. 1 I appeals to logic, emotions, and credibility wo influence reader. “These four writing purposes inform, to analyze, to evaluate, andto persuade—will ‘elp you understand the choices writers make in their texts, Determining a Text’s Purpose Read oach text description and make an educated guess about the writer's pur- ‘oe. Each description presents alferent purpose to inform to analyze, to evaluate, oF to persuade 4. Anat ina newsmagazine ted “Fences Won't Stop Wega! Immigration” Purpose: (eontinecd‘Tea Purposes and Text Pattems 151 “The iPhone versus the Androié: Which One Is Best?" article in a com puter magazin Purpose: An article ina newspaper tiled “Entre Cly Installs Solar Panos on its Homes" Purpose: “Current Trends: The Decne of Marriage™—an artcle ns popular science magazine Purpose: uci [In both orl and writen communication. we depend on recognized patterns of thught to communicate idess. When you read the phrase “or instance,” you realize that you ate about tobe presented with an example that will help You understand anche pont {he writer is making. When you red “Once upon atime," you ment ly prepare ta hear «story. These pater tat We Use to communicate ideas are text pater. ‘The most common text putters are narration, definition ildstation, clasifea- tion, compatiso-contrast, cause and effect, process analysis, and argument. Often hen we communicate, we use more chan one text pattern. Consider ‘he paragraph that follows, noticing te variety of text patterns that come into py ATTRCIpSe Is iT stologieal vent that occurs when one object gets in between you and another object and blocks your view. From Earth, we ownely experience tWOIKINESTGFEEIBEES: an eclipse ofthe Moon and an eclipse ofthe Sun. Sometimes, asthe Eartn orbits the Sun, comes between the Sun and the Moon. MIHGAfISAPBENS. the Eat throws 3 ark shadow across the Moon. This kNOWn aS af elipse'o the Maan ‘lunareeipse; Sometimes, the Moon passes between the Earth and the ‘Sun. The Moon blocks the ght of the Sun and a shadow ofthe Moon is cast on the Earth's surface, Thisisiah/Gclbso!of ther SUnor a slar eclipse; Seu: Aptos om Mpa nes. gue Chlguetonelgveseninl Text patterns can be used for single pieces of support, a8 the paragraph above demonstrates, or they can be used to structure an entre essay. A writer who wants to siseus the causes and eects of eclipses in more depth could devote an entire est to the subject. In such an essay, the writer could use cause and effect as the base text pattern forthe entte txt, elaborating on particular causes and effects in each para ‘raph, for insane. In the pages that follow, you will Jaen how to use text pattern in two Ways: aS ‘supporting details and asthe organizational framework for your writing, Detition Clssieation ‘cause ana etfect Definition Definition152 Reading end Wetlng as Integrated Processes Narration [Narration is simply strytting. Everyone likes # good story. That’ why people who ‘are good at writing speeches or sermons frequently add interesting stories to their texts, Have you ever wondered why we enjoy listening to stores? Sometimes the “answers thatthe sores themselves ave simply fun to ear, Pethaps they are funny ot ‘maybe they reel an event tht people enjoy ecounting Another reason we use naration is to make a point or teach a lesson. Aesop's fables are narratives that communicate moral principles. Ifyou have reed “The Tor. toise and the Hare?” you know thatthe point ofthe sory i to not give up. Because of his persistence, the slow tortoise wins the race. "When rites use naraives, they often do $0 to make a point. Even if the writer ‘es not expliily tel readers the point, the narrative should The narrative should be sch a good story and so wel od that eaders intuitively understand the writer's point in using it, Writing good story can be challenging. Not only mustte story becom: pelling but the writer must choose words carefully so that readers can infer meanings. published onthe cover of July 1908 magazine Shows Willan Hat Republican hore, racing Willan Jennings Bryan, 3 Democretietoralee for the presidency. The tnptlon ead, "The ‘ortotge that crap ony gees t sleep iin out Dy amile= what message vas ne ast sending rt his depiction ofa ‘reliknown 06? AS the ‘would goon twin te oe bone ast ot anaic Te president olecon. ero Congress Pts & Potogp von, Rexocicton mane ENG perce 520 00% momText Purposes and Tex Patios 163 LR Mu CR Cee Narrative essays usually present one story that is significant enough o be worthy ofits ‘wn essay. n a marative essay, the sry ithe sole content it speaks forte ‘To identity the narration pattern ina tet, look for these characteristics and ey words. [CHARACTERISTICS OF THE NARRATION PATTERN A meaninghl story stl, 1 The story has a plot with a beginning, middle, and end. 1 The sry is told fist-persn a hid person point of view, * Chronological transitions are used o indicate the passing of time. ‘= Description is used to convey mood, develop characters, erete tttngs, and convey information. Sen ater ‘inaly invally notiong ater then fso0n as, first, second, third... later now today betore folowing meanwhile once unit suring Immediately next soon when Narration in Supporting Details In academic writing, a narsaive used as «supporting detail usually takes the form of ‘an anecdote—a shor, interesting story. Anecdotes are often used as type of evi- ‘dence. For example, a veterinarian may write an informative essay about what daily lite is ike for het. She would very likely use shart narratives about different medical ‘cases elp readers ze 2 clear picture of what her days re lke. ‘Narration can also provide a lesson identify a truth about ik, or help readers understand the seriousness of an issue. For example, a writer may tl the story of Soldier who overcomes war injuries to show how suecess over tauma is possible. ‘Another writer might underscore the dangers of texting and driving withthe stores of ‘al people who fave lost ther lives because ofthis lethal combination of activities. Personal tories might also be used as subjects for analysis, For example, research- soften want to analyze personal stories fr their research. Hospital researchers may Jisten to patients’ stories to analyze how they can improve their serv ces. These series «ean also be used to evaluate hospital programs and make changes, Personal tris and experiences canbe valable bits of research {Im addition to providing material for analysis and evaluation, stories ean be per- suave, Suppose the US Congress is considering the passage ofa stongee gun control law, Advocates fr such a Jaw would be likely 1o tll het personal stories of tragedy and los o make der arguments more compelling. These stories can be effective in persuading members of Congress to vote foe or against the propose la Finally, short stories are sometimes use to introduce essays. Fo instance, a writer ‘may use the story ofa person who triumphed over obesity to satan essay about effective methods of weight loss. The patil outline tht follows demonstrates how hatatve can be used as x supporting detail i an est.eee eee eee eeeIaeeS 154 Roading and Wilting as ntegroted Processes Using Narration as a Supporting Detail “Topie: Why people should work on anger management “Thesis statement: Anger issues should be addressed because they con resutin lost jobs, broken relationships, anc even death INTRODUCTION regraph Paragraph 2: How anger Isues can result in lost jobs Rell Micah’ story) Introduction Narration as a Text Pattern ‘Whe a rier has along story that makes a point, the tory becomes entre essay In sch an essay, narrative is used as text pattern, "To write a compelling narrative essay, you will need to find a sory worth elling. story that not only is meaningful you hut tt you predict others wil find mea ingful. Remember that you ate writing fora general audience. You may love NASCAR, ‘ut your readers may not. Similarly, the story of your wedding is pronably not going to ‘apinre reads intrest unless something Unusual happened. Think about the stories you enjoy hearing, What makes them enjoyable? Often these stories appeal to our Fionity about how oer people live, help us imagine what bein in a particular situa~ tion would be like, or describe events that we ean relate to. "To use naratve as text pattern, writers employ features that we common t a narratives. The plot, or stracture, ofthe story usualy has these elements A beginning Rising action that leads to a climax, or high point inthe action f= The climax itself (usualy a confit) {Falling action tat lads toa resolution of the conflict 1 The solution itself and the ending ‘AdSixonaly the nacrative should include the details readers expect. Readers want ‘know information ubout the characters involved; How old are they? Where do they tive? What are they like? Not navn when an event happened, of not having a clear ‘dea ofthe onder of events ina story, can leave readers confused and dissatisfied. In rarrtive writing, itis important to inelude the details that contribute to a story’s ‘meaning but to exclude mundane or boring details alyzing a Narrative Text As you read the narrative essay tha follows, “The Chosen One” by Laura Cunningham, ‘ce whether you ca eeognize some ofthe Features of marative wring, Cunningham's fateful choices about plot, time order, dots, and wording make her warative sty paricuasy effective, As you read, notice the signfieant features of naraive writing thar the annotations point ot. focus oftheText Purposes and Text Pattems 155 ‘The Chosen One By Laura Cunningham ‘Ayear ago, | boarded a fight io Shanghai during @ gae force wind ‘The plane shivered and taxied back to the hangar twice before takeoff Itis testimony to my anxiety about the purpose of my journey that felt, no fear of fying. carried with me an empty infant car bed aptly named the Dream Ride) three-week supply of diapers, wipes. pectic ant biatis, botles and disposable nipples. ASTON MV Way tladont one! ofthe tens of thousands of baby gis abandoned in China each year. Today as I write, my tyeer-old daughter sleeps in a clin tie next room. She lies inthe pasion of trust—on her back, her aims wide: spread, her face tp-tted as if forthe next Kiss ‘Akhappy ending, so far for my darling Chinese caughrer, and for ime. But the journey to Shanghai has somehow not ended, Many rights, | wake at 3 A.M.—yanked from my dream, my heart hammering alarms, At that sent, moonittime, l remember my choice. aim embarressed now toroeal the doubt that accompanied me ta China. The orphanage had sent a fax yes, In the new China, orphan- ‘2ges send faxes): "We have a baby for you, We would have taken her picture but it was too cold” Sond thelbaby; that somchow she would not fee ke “the right one! | would have to go ahesd with the adaption out of momentum, some ‘rim ence of decency, but without the honecHor love a fia sigh ‘The babysit seemed fiom the fax, was already ehosen. And while claimed to love all babies, in my secret, cowering heart |had to admit that was more drawn to some babies than to others. It wasn't beauty ‘or even inteligenco that | required ofa daby, but some sign of being, well, simpatico. | could not see her unt the orphanage opened Monday morning. hac arrived in Shanghai on Saturday night. The interval waste high tide ‘of my fear—suspense seemed hydraubc; blood rushed through me at un precedented speed Until Monday | had only the ambiguous answers of Ms. Zhang, the ‘orphanage’s emissary who had greeted me at the arport. When | ‘asked: “How olds the baby? How big?” Ms. Zhang answered only with another question: "What size baby clothes have you brought with you? Her response raised some possibilty of control, or atleast uence, ‘Mayisethebaby/was:not vet chosen, in my snesking secret chicken heat, | could sul pick the best and the brightest star of abandoned baby ait- hood in Shanghai Passing the time until could meet "my baby." met another baby at the hotel, already adopted by a single man. (China permits adoptions by foreigners whether mailed or unmarried ts adoption policy unusual ‘Chronological tran: sition hips readers follow the story Protislement sing action chronotosical transition Foreshadowing! The attr jumps to the ‘ond of the story and then turns to tell the story from the beginning, Chronological transition Plotefement, The conflict stars to bulls Moreicontict expres- sion of anxiety about Adopting the ight baby Plotlomant: Story approaches its climax—seeing the baby and teaming whether she has a choice. Chronological transiton (econtinuec)156 Reading and whiting as Integrated Pracesses In tat etizens, as wells foreigners, must be at least 35 yeas old to adopt) ‘She stuck me, however, as not meant to be my baby. She cd seem just Fight for her new father, an American psychologist, who carres with him @ sitcoms supply of baby paraphematia [Next | went tothe nearest touts attraction, the Temple ofthe Jade ‘Bucha, where there was sald to be a Buddha to whom mothers pray for a ‘900d baby, “The Buctihe glowed in the dim temple It wasnt jt lag that sent me reeling to my knees before the Buddha. Half Jewish, nalfSouthern Baptist, ‘all doubt, | knelt test prayer Let the baby be one I can uly love. ‘ALS sharp the next morning | waited in the orphanage, westing my ‘winter coat indoors (now | understood the fax). Even in micwinter there: ‘was no heat. Vapor f0se from the thermoses of hot tea cared by the fe ‘male employees, The tanslator announced that the baby was being car- ried in from the nursery bulting. "You wil have @ choice,” she said, Hooked out the window as she pointed across a courtyard filed with dead bamboo and gray laundry. The window itself was ori but through It sew two women in blue socks, running toward me. Each held a bundle ‘There were two babies. ‘They were swaddlad in comforters, thelr heads completely draped in towels, The fst baby was unvalled. There was a staccato af Chinese, ‘tansiated as: "Pick this one. She is more beautiful. She is more nteligent” Baby No. was the nurses! favorte, a 2-month-old of unsu passed good looks and robust health, She smiled ‘But could not tales my eyes from the sscond baby, who was revealed ‘almost as an afterthought: She was thin, piteous, a green-complexioned el withlewisetearsithat stuck out Sne whoozed. In the pocket of my coat, | eld @ vial af antbiatls, carried en good advice from a frien. ‘nad no choice: The second baby was sick. had mecisine impossible. te.obtain hare. | accepted! the tiny green baby, gasping an oozing, Into my. ‘im! | noticed she also had o bald spot, from lying unmoved inher er, ‘Shame over my eatlir indecision blew from the room lke the fetid draft of disease and poverty. ‘Was it ove at fist sight? | knew in that Instant that we were atthe start of ourife together Love overtakes you at odd moments. Iwas trying to collect a urine ‘sample, required for a medical tet held her he litle purple fanny over 3 rice bow. in my aims al night. crew the blankets around us both as a tent to keep avay the cold, We walted, slentl, ll night, untl sre took eliterel "unkle” Her eves met mine, an the other side ef the world, and knew Lit. Uo-Miss- Ears: Stok Out, With-Tears-in-Her-Eyes was mine, alight ‘Within 24 ours, the medicine had taken effect: she tured ivory pink; her eyes cleared. She was beyond my dreams, exquisite, a luminous old soul with contemporary wit | gazed at her and saw the fatafulness of ev- ‘ory mother’s choice. tisinot thelbeautfl baby whois ehesen butte! ‘chosen baby who becomes beautiful, ‘transition lotilement start of the ston's climax sec- ton, Notice that this vory important ser= tence stands as its own paragraph, Pistelement: another Ctucial moment in the storys climax. ‘uma The water makes a choice. Plotelement: Fling action begins, Chronological, transition TThesisstatement: the moral ofthe story (continved)Text Purposes and Tex Patterns 187 ‘To enter a house filled with unwanted babies isto passthrough a door that you can never shut. At 3 A.M, | See the others—the aisles of green ibs holding bundled babies. ty to close my eyes to them, but they rofuse to disappear. They ae iying there, They are cole they ate damp. | see one baby gil especial, She had an add genetic defect: the skin of her body was coal black, but her face had no colar. She Inoked as ifshe Plot element resolu- ‘were wearing the white theatrical mask of tragedy. tion, Notice thatthe Last Christmas, | was able to.choose the green, sick baby over the resolution leaves Jughingcteaithy‘ene Would | have had the courage to take one of the readers not totally ‘ters? Would someone? | wake up and see the small faces. They are satisfied, This is lying there watting, wating to be chosen, intentional, ‘save Curingram, Lar, “The Cheon On ©1904 Laas Caringhen Pp by permission Analyzing a Narrative Text (On a separate shes, answer the folowing questions about “The Chosen One™ by Laure Cunningham, ‘L._Doyou befove tis story would be enloyed bya wie variety of people? 50, ‘why? What are te features thot make appealing? Knot, why no? Exp 2. The writer doesnot present the story in straight chronological ode. Review the story and deseribe the order in which Cunningham rates the events. 3. What do you think Cunningham means when she wrtesthat her baby p> ‘eared “a luminous ol saul with contemporary wit? 4. Cunningham uses fqurative language to make her wit vid and interesting. For instance, she says she Is lookdng for “the brightest star of abandoned baby girhood” Find two addtional possages tal use lan age in noniteral way, For each passage. wike a few sentences ox Plsinng the effect Cunningham's words may have on readers, ‘5. Inwhat way does the end ofthe story not presenta pofoet resolution? Why isthe tone atthe eof tne e550 not joyous? explain na paragraph, A Cue unun Ce tt ‘The following steps can guide you through writing your own narrative essay. 4. Select a story sultable for your narrative essay. The sory you choose for your ‘essay isthe most important element ofthis assignment, You may use a story in ‘which you were involved, or you may ella sary about someoneelse. Above al, find a story that a general audience wil enjoy- Many stories that we personally find eteraining might make a general audience ready for goed lng nap. Here are some examples of the types of stores hat maybe interesting io general audience, "= Stories about ordinary events (lke a graduation ceremony or the birth ‘of a chile) ifthe event is unusual in some way. interesting example: Your highschool graduation night when you had eaefatal car acide. Nor so ‘ereting: Your high school graduation night when you went a pty with your frends.458 Reading and Wing as Integrated Processes, «Stories that tap Inte something most people are curious about. Inier csting example: What ts ike olive in a house you believe is haunted, Not 0 inleresting® How you reated your fist apartment. 1 Stories about something that could happen to the reader but is rare enough to be compelling. Inersting example: What it islike to work ina funeral home. No so interesting: What tis ke to work in acothing store. = ‘Stories that give the reader Insight into your unique worl. Interesting ‘example: Hoss you learned to lve with a dssbilty or chronic disease, Novo Interesting: Hoss you and your sister Fight all the time. ‘= ‘Stories you find compelling enough to remember. Iutresting example ‘Dad's encounter wit a crocodile in Australia. Not so interesting: How you found a baby bird on sidewalk. 1 Stories you yourself would like to read, Interesting example: A story about the variety of cass you have seen in your job as an emergency room technician. Nor so intersting: A stoy about bow you met and fell in love with your significant other 2. Determine the order in which to tell your story. How you tll the story ean help readers experience the story in particular way. Use te oder of evens 10 ‘se. up tension, anxiety, or any ler emotion you would ike reales to experi- tence. Sometimes, writers use foreshadowing —a hint about event to come ina ‘arrativeto keep readers” interes, Early on in “The Chosen Cne,"the author {ives us a clue ta how her story resulted in a “happy ending,” at we mus read to the end ofthe story to find out what happened. 3. Create a simple narrative plan, or outline, Include your thesis statement in your Plan, Decide onthe major events of the sry and the order in which you willl thet, and create a simple oaline like the one tha fellows. Use plot elements —be- inning, ising action, climax, fling ction resolution —t strucure your narrative. A Simple Outne for a Narrative Pattern Essay ‘Thesis statement: Meeting my birth parents was the fulfilment of a dream Ihave had for along tine, At the same time, twas entirely depressing INTRODUCTION: Provide background Rising action: = Details about my adoption + Description af my good life with my adopted family enc! my persistent longing to meet my birth paronts + Arrangement to meet my bith parents when | turned nineteen + Anxisty and expectations ‘Climax: The elsappointing encounter with my bith parents Falling action: The fight hack home and the thoughts | hea ‘Conclusion (resolution): Final thoughts. 4 Use creative wording. Flgures of speech—imuginative comparisons between Afferent things —can belp readers understand the ideas you wish to comey. For temple, instead of just telling readers a 00m is col, comparing the room toa ‘meat locker would more effectively comey the sme idea Sever figures of speech in particular are useful for writers: personification, metphor, and simileText Purposes and Tex Patterns 159 Figure of Speech | Definition Example Personification | Aitibuting human qualties to nonhuman things | The butteries clanced among the flowers. Metaphor ‘Comparing two unike tings Hor fie i © constant soap oper ‘Sire Using ike ora o compare two unie things | My fovorte choliske @ big marshal. '5, Use descriptive detalis to create the story's setting, Descriptive language provides sensory information for readers. By using description, eades can imag ine what something looks, sounds, sells ses fel ike. a naeative writing, description helps readers undersiand chcacters beter. Italo helps writes covey «particular mood. For instance, description may convey a sense of eriness a & ‘sense of peacefulness, Writers aso depend on description to cele the seting of @ stony and to render the plot events ina story effectively In “The Chosen One,” (Cunningham uses this dosripton, “the tay green be, gasping and oozing.” to convey the hay’s fail, sickness and even lack of appeal 16. Make intentional decisions about detals and pace. Cumingham lft out ‘etails that were mundane so that her story would move atthe perfect pace to keep her rears interested. Ask yourself whether the details in your story are necessary, Intute details that add value bu donot bog down is pace, Use ‘chronological transitions so that readers ean keep tack of tie. 7. Be very careful about how you word your thesis statement and where you place it The thesis statement should not interrupt he narrative. Sometimes placing the tess statement in the conclusion isan effective stategy for niraive writing ‘Since the hess staternea might give away the story's ending iis placed ear, pepRactice ( } Using Narration In Your Writing Uso the preceding steps to write a narative essay. Choose one ofthe following topics, or select your oun, ‘A. ite about atime you witnessed someone acting especialy kindly—or especialy cuell~teward another person. BB. Think of an event from your childhood shat had an impact on you. Write a brief narrative detain te event and your felings about CC. Relate a story tat your family particulary enjoys reteling, “he stry might concem something funny hat happened, or X might recount a raumate ‘event that enced well, for example, l¥none ofthese topics appedis to you, come up with your own tcpe for narrative essay, Ask classmates or your instuctor to ge you an honest pecicbon of how terested (or uninterested) @ genera auclence might be Inthe stay you propose, ‘Verb Tense Choices ‘As a water, you must choose the vert tense you will use to eenvey informe tion, Verbs express more than the action that happens in asextence. Verb tenses tell when the action takes place—past, present, oF fulure. For example, In each of the following sentences the tense ofthe underlined verb expresses the timing of the nurse's action. {continued160 Reading and Whiting as Integrated Processes Past: Earlier this moming, the nurse examined the patients charts. Present: The nurse akvays examines the patients’ charts a 10 am, Future: Tomorrow morning the nurse wil examine the patians’ charts, Even without the phrases Eoriar this moming and Tomorrow morning, readers ‘would know which action already happened (past) and which action wi hap- pen (future) because of the verb tense. For the most part, verbs in text should remain consistent in tense, al though there are places were tenses can change. Follow these guidelines to select the best tense forthe information you are conveying. 1. USE PAST TENSE FOR NARRATIVE ‘Most narratives recount events that have happened. So when writers te 8 story, they most commonly use past tense. Note this example Tom Laura ‘Cunningham's “The Chosen One” Example: "A yeor ago, | boarded a fight to Shanghal during @ gale force wind. The plane shivered ‘and taxied back tothe hangar twice before takeoft” Present tense is less sefl for narratives and is best avoided. ifwo substitute present tense in the Cunningham quote, the passage is conusing. An essen: tal element ofthe storys expressed Inthe phrase A year ago, but the pres- tent tense verbs confct with that phrase. Faulty: A yest ago, | Bootd 0 fight to Shanghol curing a gle fores wind, The plane shivers and taxles back to the hangar twice before takeoft For most verbs, we add -edto the presant tense to form the past tense. ‘Some verbs, however, have special forms forthe past tense: for example, bring/ Drought, drinkldrank, etiate,feelelt is/was, hink/thought Stil others keep ‘the same form in he present and past tenses: for example, casteost cuvcut, ‘nih Consult a dictionary you ae unsure ofthe past tense form for a verb, 2. USE PRESENT TENSE FOR MOST ACADEMIC WRITING For almost all academic writing, present tonse Is the corred tense, even hen yau are writing about the Views of a person who dlec hundreds of years ago. Note the present tense used In this quotation from Physica! Science, by Bill W Tiley. ‘Example: “Newton's ist aw of motion is also known asthe aw of inertia ands very similar to one (f Galleo's ndings about motion” ‘sun Tien, Pye Sec, 8 Eon New YM EOSIN, Howver when the goals to compare historical events or 2elefs, use past tense, as in ths excerpt from American Authors inthe Nineteenth Cente (continued)Text Purposes and Text Patterns Example: “In the nineteenth century, social changes and tne rise of new media revolutionized the ‘way people discovered and read erature. As a result, the auclence for American literature grew ‘tremendously, and many authors became celebrities.” Another exception fs the use of past tense to describe research processes for siuies. Notice the verb tenses inthis quotation from "Detroit Exposure and ‘Aerosol Research Study" onthe US Environmental Protection Agency's Web site, Example: “The Detroit Exposure and Aerosol Research Study vas a three-year study conclucted by the US. Environmental Protection Agency (EPA) Its primary cbjective was to investigate the relation- ship of select air pollutant concentrations and their sources measured at community air monitoring stalions in comparison to those measured in various neigrbornoods in Wayne County, Michigan.” 3. AVOID UNNECESSARY SHIFTS IN TENSE Generally, verbs should remain in he same tense throughout a passage. Notice how the shifts in tense in this example are unnecessary and even confusing. In the fist sentence, the verbs ate in the present terse (claims, ‘honge, processes), while the verbs in the second sentence are In both the past tense (wrote) and the present tense (act, Faulty shift in tense: Margaret Tent claims that socal media change the way the brain processes Information. She wrote that social media act as “catalysts cf neural development” Corrected: Margaret Trent claims that social mecia change he way the brain processes information. ‘She writes thet social media act as “catalysts of neural devecpment” ‘Sometimes shits in tense are accoptable or even necessary, sich as when @ ‘iter changes from a narrative to another type of wring. Consider this pas- sage from Physical Science by Bill W. Tiley. I incorporates the intial sentence ‘We quoted earlier as an example of present tense in academic writing ‘Example: "Newton's frst lav of motion Is also known as the aw of inertia ands very similar to ane of Galleo's ndings about motion. Recall that Galleo used the erm inetia to describe the tendency ofan ‘object to resist changes in motion, Newton's frst aw describes this tendency more directy"™ Source Tay BW. Fy Scere, Eon. Ne Yori Mcran tt actin, Notice thatthe writer uses mostly present tense (s known, i, describes) but Switches, appropriately, to past tense (uscd) to explain ahistorical event. ‘SENTENCE COMBINING ‘The example that fellows shows how to take sentences that use a variety of tenses, combine them to make smoother and longer sentences, and correct the veri tenses for consistency and appropriateness (continued) 161162 Roading and Wilting as Integrated Processes Ideas to combine and correct: + Benjamin Franklin isa scientist and a wnrter, = He wrote Poor Richora’s Almanac. He wes known for his autobiography. + Frankia signed the three most important documents ofthe revolutionary cera: the Declaration of Independence, the peace trealy with Britain that tended the Revolutionary Wer, and the Constitution. + He isthe only person to sign all three. Consistent and appropriate verb tenses: Benjamin Franklin. scientist and 8 writer, wrote Poor Richara’s Almanac and Is know for his auzobjography, Franklin also was the only person to sign the three mast impertant documents (of the revolutionary era: the Declaration of Independence, the peace treaty wth Britain that ended the Revolutionary Wer, and the Consttution, EXERCISES Combine each set of sentences to make smoother, longer ores. Change verb tenses as nacessary for consistency and appropriateness. Yeu may change the wording as mueh as you like as long as you communicate the same ideas. 1. Ideas to combine and correct: stepped onto the train, ‘From the moment Idd elt something was not right. ‘An older woman was bundled from head to toe In ble: 1 She stares at my old suitcase ‘+ “That's my suitcase?" she exclaimed loudly. Answer 2. Ideas to combine and correct “+ Werner Heisenberg was 8 German theoretical physicét. + He discovered the Uncertainty Principe +The Uncertaity Principle concerns subatomic particles. It etaimed that we ean know the position ef a partici or ts momentum, but not both. Answer. 3. Ideas to combine and correct ‘The federal law wl affect each state. = itil require each state to offer free preschool education, = According to the law, any chill in @ school district wil be eligible to ‘attend preschool inthe distict, answerText Purposes and Tex Patterns. 163 Definition ‘To defne iso express the meaning ofa term or concept In textos, you will often ‘come across definitions that briefly explin the meaning ofa word. These short defini- tins are a ype of support that enable the wt to continue making a larger point. iter txts, however, fous primarily on defining aterm or concept AS text pater, {etinition implies pong beyond ditonary explanations ane providing amore reningf) or important interpretation For example 2 writer may create an enti essay o explain his personal definition of what its to be a goo parent. Suh essays use dfniton, sometimes called extended definition, sa ext pater, not merely as & supporting dtl, Recognizing the Definition Pattern in Readings ‘Bot uses of definition share some characteristics and Key words. ‘CHARACTERISTICS OF THE DEFINITION PATTERN * term or phrase is defined. ‘© When usd as support, a seatence provides a definition. Explanatory sentences may fltow, "= When used as «text patter, the thesis statement concerns the definition in ‘question. Body paragraphs help support the writers point abou: the definition, Eee consistsof idea Isknownas redefine eine inva manning of ‘afere ta entals Ischaracterized by means term Definition in Supporting Details Asa type of suppor, definitions may appear in any paragraph in an essay. Whenever readers may need help understanding a teem or concept, awrite may insert simple