Designing Clear Sentences Essay Sample

Designing Clear Sentences Essay Sample Constructing Clear Sentences and Paragraphs Linguistic Essay Constructing Clear Sentences and Paragraphs Linguistic Essay Correct wording is vital in developing well-structured sentences and paragraphs. If one wants to make communication clear, he or she must arrange words properly to develop clear sentences and well-developed paragraphs. It is crucial to make sentences and paragraphs understandable to readers or listeners. After building correct sentences, the next thing in the process of designing well-written articles is to join the sentences into perfect paragraphs. This is essential if the writer wants to communicate his/her ideas in an organized manner. This has to be done in order to convey a complete topic or idea. There is not any formulae to determine the number of sentences that should be in a paragraph, and this only depends on the complexity as well as the depth of the logic used. The harmony as well as the way ideas are related among the laid down sentences determines the constituents of a paragraph. Each sentence in the paragraph should at least have a relationship with the primary idea i n a clear manner. This essay provides ways and various steps in designing clear sentences and organizing paragraphs from them. First, the ways of creating good sentences include: content limit, short sentence method, word-economy method, determining emphasis in a sentence, provision of unity, and, lastly, arrangement of sentences to provide clarity of thought. Second, the various ways of designing a paragraph that is clear and precise include: providing unity in the paragraph, keeping it short, providing a topic sentence, shun unnecessary details, and, lastly, issue paragraph movement (Bell Farkas, 2001). Ways of Designing Clear Sentences When designing clear sentences, one should ensure that they are not wordy. Bell and Farkas (2001) state that short sentences are attractive to many readers arguably because of human mind limitations. The researchers also state that most readers are rather busy, and writing short and precise sentences saves time. Short sentences, in most cases, range from sixteen words to eighteen words. However, the excessive usage of short words proves to be less attractive. The two ways of shortening sentences and making them clear include limiting the content of the sentence and word economy. Limiting the content of a sentence is whereby one is supposed to select thought units first and then develop separate sentences. It is important to avoid de-emphasizing content if the thoughts are closely related. One should avoid excessively using short sentences, since it presents variable effects according to Kelly (2014). Word-economy refers to seeking shorter alternative means of saying things and suggestions, and it includes: Cluttering Phrases One should shun avoid cluttering phrases and substitute them with shorter expressions, for instance, while someone is trying to mean ‘at the present time,’ he/she should just indicate ‘now.’ Besides, if the writer is trying to mean ‘in the meantime,’ he/she should avoid writing such long phrase and write a short and a precise one as ‘meanwhile.’ Instead of writing ‘in the near future,’ just indicate ‘soon’ (Kelly, 2014) Surplus Words One should avoid using surplus words. These are words that do not add any information to a sentence. Most writers often employ meaningless words or phrases as a matter of their habit. This includes such phrases as, ‘The secretary requested chairs that are of executive class,’ This sentence should be written precisely as, ‘The secretary requested executive-class chairs.’ The latter is a short and precise sentence that does not contain surplus words (Kolin, 2013). Construct Sentences Directly to the Point A good writer should describe or tell about something as it is. Direct manner at all times in the best way of communicating a message. For instance, instead of saying or writing a sentence as, ‘She looked at anyone she came in contact with,’ a good writer should paraphrase it as, ‘She looked at everyone she met.’ Another example of an indirect sentence is, ‘The national budget can be observed to be increasing each decade.’ It is better to avoid the aforementioned structure and write, ‘The national budget is increasing each decade’ (Campbell, 1999). Unnecessary Word Repetition Words can be repeated only while emphasizing something or with an aim of creating a certain effect on the recipient. Instead of writing a repetitive phrase as, ‘the children should assemble together at 2:00 pm in the afternoon,’ just indicate, ‘the children should assemble at 2:00 pm’ (Kolin, 2013). The other method of constructing clear and precise sentences is to determine their emphasis, whereby the writer is supposed to provide each item with the due emphasis it requires. That is, by showing the importance of an item in the sentence. Short sentences, in most cases, emphasize the content, but the long ones de-emphasize the same. Determining the emphasis is an issue of fine judgment, for instance, the following sentence only emphasizes on the gained money, ‘Although their business suffered record loss last month, it gained a lot of money.’ The following sentence, on the other hand, emphasizes on the record loss only, ‘Their business suffered record loss last month although it gained money.’ However, the sentence, ‘Their business gained money last month. The gain occurred despite record losses’ has equal emphasis (Kolin, 2013). The Importance of Unity in a Sentence All parts of a sentence should possess a similar thought and have unity. The three causes of error of unity are: unrelated ideas, excessive details, and illogical constructions (Bell Farkas, 2001). Unrelated Ideas Though a sentence may be grammatically correct, placing unrelated ideas together distorts the sentence unity. Kelly (2014) argues that one can, however, avoid such errors by placing unrelated ideas in different sentences. Besides, one should also exercise subordination of ideas. Adding a word, or words, that may present some relationship may reduce this error. For instance, a sentence, ‘Mr. Smith is the overall manager, and he has a certificate in computing’ may be changed to the following one, which shows subordination of ideas, ‘Mr. Smith, our overall manager, has a certificate in computing.’ However, another sentence may be constructed to show separate ideas, ‘Mr. Smith is our overall manager. He has a certificate in computing.’ Excessive Details Excessive details lead to the elimination of a sentence unity. However, if details are important, a writer should put them in a different sentence. This again means employment of short sentences leading to precise writing (Campbell, 1999). Illogical Constructions Illogical construction can deprive a sentence of its unity. If a writer includes active and passive voice in the same sentence, it distorts unity. For instance, ‘First he reduce price, and then the quantity was reduced’ in this sentence, there is no unity. However, such sentence can be rewritten as, ‘First, he reduced the price, and then he reduced the quantity.’ This one, on the other hand, brings unity (Campbell, 1999). Methods in Designing a Good Paragraph Clear writing requires correct grammar use and following all rules based on logical relationships and custom. Proofreading is paramount if the writer wants to provide a well-written work (Bell Farkas, 2001). The four basic steps that should be considered while developing clear paragraphs include unity, order, coherence, and completeness (Wingersky et al, 2009). Unity Each paragraph possesses a particular controlling idea. The topic sentence introduces the main idea of a paragraph. Unity may vary, but unity in a paragraph only concerns its topic. A paragraph is summarized by taking into account the idea presented in the topic sentence. Depending on the writer’s decision, the topic sentence can be the initial sentence or any other sentence in the paragraph. This topic sentence in a paragraph directs the reader to the writer’s main idea he/she wants to express. It is a general sentence in the paragraph. The writer should make clear judgment while creating a topic sentence and consider all the points and themes intended to be put in the paragraph. The other sentences in a paragraph are known as supporting sentences, and they provide extra details of the topic sentence. They may include examples, facts, and some further details. They issue a clear explanation why the main idea is true. A paragraph can have several supporting sentence in order to corroborate the central idea (Kolin, 2013). Order Order in designing a paragraph refers to the manner in which a writer organizes his or her supporting sentences. The manners include: a) chronological, which refers to time order or order of events; b) spatial, which refers to understanding of the way things are organized in space; c) emphatic, where the writer has to present details in their order of emphasis or significance; d) cause and effect, where the writer has to indicate a specific situation; and e) comparison and/or contrast, where the writer examines differences and similarities of things (Wingersky et al, 2009). Coherence Coherence is a quality that enables a written work to be understandable. The sentences placed in a paragraph need to have connection, and they should work together. The best manner to achieve this is to employ transition words. A writer may employ transition words that show order, e.g. ‘first,’ ‘second.’ A writer may also show spatial relationship, for instance, by using such words as ‘below’ and ‘above.’ The writer may demonstrate logical relationship, for instance, by using such transitions as ‘in addition to’ and ‘furthermore.’ The other different means of maintaining coherence is the employment of constant verb tense. In addition, it is important to be consistent with the presented point of view (Kelly, 2014). Completeness Completeness refers to a good development of a paragraph. That is, if all sentences in a paragraph support the central idea sufficiently and clearly, then the paragraph may be regarded complete. A paragraph is incomplete if there are not enough sentences that elaborate the main point. In most cases, for a paragraph to be declared complete, it must have at least three sentences supporting the main idea, a topic sentence, and a concluding sentence. The concluding sentence gives a summary of the key idea through offering reinforcements to the topic sentence. This concluding sentence finishes the paragraph and prepares one to perceive the information presented in the following paragraph (Kelly, 2014). Transition In other cases, the writer may opt to begin a paragraph with a reference to the previous paragraph, and this is termed as paragraph transition. Transitions are vital in providing clarity. Transitional words demonstrate to the reader of the article all possible shifts in the sequence of thoughts. Besides, they assist in giving ideas in an organized and clear manner. Some of the transitional words assist in presenting the sequence of ideas, whereas others are employed in clarification of the relationship that is present between these ideas (Kelly, 2014). Editing Editing belongs to the last stages of writing, where a writer is expected to proofread the paper’s content and check each paragraph for mistakes and rectify them. In this stage, the writer checks spelling mistakes and grammar. He or she also ensures that there is a subject in each sentence and that the verbs and the subject correlate. In each sentence, the writer also verifies verb tenses and makes sure each sentence is meaningful. Moreover, when editing, the writer has to ensure that all paragraphs have a topic sentence and that the supporting sentences refer to the key idea. It is crucial to check if the paragraph has a concluding sentence. In addition to supporting sentences, a writer should also ensure that all sentences relate to the central idea. Afterwards, it is crucial to check the usage of transitional words and, finally, verify that the paragraphs are interesting (Bell Farkas, 2001). Tone While writing formal essays, one should eliminate the usage of first and the second person, which means avoid using ‘I’ or ‘you.’ Besides, in formal essays one should not use contractions, for instance ‘aren’t’ or ‘don’t.’ It is preferably to use the full version of the words, ‘are not’ and ‘do not’ respectively (Kelly, 2014). Length of Paragraphs An article is considered perfect, when its paragraphs are short and precise. Short paragraphs present some organization in the work, while the long ones become complicated to the reader and show some disorganization in the written work. Arguably, most readers would prefer written work that contains short paragraphs than the one with long paragraphs. Short paragraphs are written on average in eight lines (Campbell, 1999). Ensure Perfect Employment of the Topic Sentence Topic sentence assists in developing good paragraphs. However, not all paragraphs carry a topic sentence. This highly depends on whether the writer wants to place a topic sentence (Kelly, 2014). Eliminate Unnecessary Details Unnecessary information should not be included in the paragraph. One should include only the information that the reader wants, and this is after the writer has studied the readers and determined what they want to know. This is a matter of judgment (Kelly, 2014). Provide Movements in the Paragraphs For a written article to be considered of high quality, movement must be included in the paragraphs. Movement refers to the quality of writing that moves the reader towards the writer’s goal by implementing logical steps (Wingersky et al, 2009). In conclusion, it is paramount for a writer to follow the aforementioned steps in order to make his or her work attractive. A writer should also keenly study the behavior of the intended readers, that is, what the readers know and think. After obtaining this information, one can develop a design of what is required in a sentence. In particular, the writer should employ simple sentences while targeting people with fewer communicative abilities and employ complex sentences while targeting knowledgeable audience. Writing communicates optimally if it is not taxing the comprehension of readers. Emphasis should be managed while designing sentences. Designing of sentences should be done in a manner that is expressing the key point or idea. One should construct a manner with which to merge content into a chain of sentences. If one is presented with particular information, he or she should decide what information to use in forming a clear sentence, considering the order and the form to follow . Fostering awareness of separate sentence types as well as elements will assist one to become a good writer.

How to Get a 5.0 GPA Expert Guide

How to Get a 5.0 GPA Expert Guide SAT / ACT Prep Online Guides and Tips In the increasingly competitive atmosphere of high school, you may be wondering how you can best all your classmates with a 5.0 GPA. It's a lofty goal, to be sure. In this article, we'll discuss why that goal is often impossible, or at least impractical, to meet, ways in which itmay be possible to earn a 5.0, and what's really more important than a 5.0 GPA. What Is a 5.0 GPA? In the United States and some other countries, the letter grades you receive in classes can be converted into grade points, usually up to 4.0 per class. For instance, earning an A or A+ gets you 4.0 grade points, while earning an A- nets you 3.7 grade points, and so on: Letter Grade Grade Point A+ 4.0 A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 D- 0.7 F 0 Your grade point average, or GPA, is the average of the grades you've earned in all the classes you've taken. If, for example, you earned A's in five ofyour classes and B's in another five classes, you would havea 3.5 GPA. Youget thatby averaging together the 4.0s and 3.0s that correspond to those letter grades. Now, sometimes classes are "weighted" on a 5.0-scale (or higher). We'll talk more about that later; basically, it means that each grade earns you one full point (or more) past what it would earn in regular classes. Weighted classes are tougher, on average. A 5.0 GPA, then, is a grade point average that results from a weighted scale. A 5.0 generally indicates that a student took only 5.0-scale classes and earned only A's (and/or A+'s). Normally, all perfect straight-A grades result in a 4.0; with weighted classes, though, perfect straight-A grades could result in a 5.0 (or even higher). Sounds impressive, doesn't it? There are, technically, other ways to earn a 5.0, as we'll see below; the basic point is thatyou always need weighted classes to earn a 5.0. Juggling weighted classes with ease will not get you in the Olympics, sadly. Weighted vs. Unweighted Grading Scales In an unweighted grading scale, an A is worth 4.0, a B is worth 3.0, and so on, right the way down, just like we say above. No consideration is made for how hard the class may be; an A in Quantum Physicsis treated the same way as an A in Navel Contemplation. In a weighted grading scale, tougher classes earn you more points. Typically, that maximum is a 5.0, so that an A is worth 5.0, a B is worth 4.0, and so on. There are exceptions; for example, some schools weight honors classes on a 5.0-scale and IB/AP classes on a 6.0-scale. This is, on the whole, rare. Why Is a Weighted Scale Useful? Essentially, weighted scales encourage students to attempt harder classes, knowing that falling short of an A will not affect their GPA as much as it otherwise would. Also, having weighted scaleshelps with class ranks. If two students are both straight-A students, but one took the easiest classes available at the school and the other took the hardest, it hardly seems fair to rank their 4.0s equally. If the harder classes were weighted, though, one student's GPA of, say, 4.57, would clearly outrank the other student's 4.0. Why You Usually Can't Earn a 5.0 There are two reasons this goal is often unfeasible. First of all, not all schools weight classes. If you go to a school where no class earns you more than 4.0, you're out of luck: you can't earn anything above a 4.0. Second, even at schools where classes are weighted up to 5.0, there are usually unweighted classes you must take. Health and P.E. come to mind. If weighted classes are worth 5.0, but you have a few 4.0s thrown into the ultimate average, you can't come up with a 5.0 as the result. It's not possible,even if you get perfect grades. This is a mathematical truth of averages. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. How You Might Be Able to Earn a 5.0: 2 Methods At most schools it's simply impossible to geta 5.0 GPA; however, there are two situations in which you might be able to do so. Method 1: Taking Classes That Are Worth More Than 5.0 Points If you happen to go to a school that weights some classes abovefive points, you have a much better chance of earning a GPA of 5.0. The idea is to take (and excel in) as many classes weighted above 5.0 as you can. That way, even the 4.0 classes you need to take won't pull your average down below a 5.0. (This method still assumes you're getting straight A's, or pretty close.) Method 2: Taking Classes Pass/Fail Another possibility involves making use of your school's pass/fail policy, if you have one. At some schools, you can elect to take a class pass/fail, meaning you don't receive a letter grade. Satisfactory performance earns a pass; unsatisfactory, a fail. Generally, a pass does not affect your GPA, although often a failwill count against you. The trouble is, relatively few high schools have pass/fail policies; it's more of a college thing. Your school may not give you this option. If, though, your school does offer the pass/fail option, you can take all of your regular, unweighted, 4.0-scale classes as pass/fail, earning your GPA solely off of your 5.0-scale classes. This may not be the wisest idea, however, as colleges tend to be suspicious of seeing a number of pass/fail courses. They figure this could indicate that a student didn't want to try in that course or lacked confidence in their ability to get an A. Pass/fail classes may be a golden ticket to a 5.0 GPAbut not necessarily to college. Why a 5.0 Doesn't Really Matter While, as enumerated above, there are some ways to get a 5.0 GPA, it's generally either extremely difficult or flat-out impossible. The good news is, colleges don't really care if you got a 5.0 GPA. Colleges generally look at your unweighted GPA (converting it back to the 4.0 scale: 4.0 for each A, 3.0 for each B, etc.). They also look at how hard the classes you took were. Your school will send colleges a profile sheet that details the grading policy of the school. All will be revealed regarding pass/fail classes, 5.0 classes, etc. Colleges want to see that you took hard classes and excelled in them; they care less about what absolutenumber your school assigned to your stellar performance. What Does Matter: Excelling With a Rigorous Course Load As I've hinted, what really matters is doing well in challengingclasses. Do well in your electives and other 4.0-scale classes, too, of course. The first step, then, is choosing the right classes. Choose classes that are difficultand that will challenge youbut not conquer you. Recognize your limits, but also seek to stretch and expandthem. If you know you have no real hope of passing a class, don't take it, but if you think some very hard work will get you where you need to be, go for it. High school is about learning and working hard, not just about the final grades. The next step is excelling in the classes you've chosen. You should be working hard. Attend every class and listen attentively; ask questions and engagewith the teacher. Do your homework consistently and well. Review regularly. In general, apply good study habits. Be confident that colleges will look at the big picture, not just your exact GPA. Colleges want to see that you took advantage of the hardest classes available to you and mastered them, not necessarily that you had an outrageous grade point average. Conclusion Earning a 5.0 GPA requires taking weighted classes and doing well in them. Depending on the grading policy of your school, a 5.0 might be perfect, less than perfect, or quite literally impossible to attain. To earn a 5.0, you need to take weighted classes, and, depending once again on your school's policy, you may need to use pass/fail opportunities for unweighted classes.If you can't (or don't) earn a 5.0, however, it's not the end of the world.Your GPA goes outto colleges with a lot of context that will help them understand the broader picture of your performance. What's Next? If you want to knowmore about GPAs and their application, by all means, read on! We have an article that covers what a GPA is in all its glory. We also cover weighted vs. unweighted GPAs. Then, there's always our article on how to calculate GPA. Also, take a moment to read some very helpful advice on what colleges actually look for. If you're wanting advice on getting good grades and a great GPA, look no further than this advice by a Harvard alum. Finally, if you're wondering how much your GPA will help in the college search, check out our very nifty tool for that very question; the article starts by discussing a 4.0 GPA, but you can adjust the GPA within the article to customize it to your needs. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: