Lecture Overview

• Welcome back to the 2.5 lecture, part two.

• Recap of part one:

  • Covered concepts of literacy.

  • Reviewed basic elements of writing and common errors.

• Focus for part two:

  • Purpose of writing elements.

  • Differences between written and spoken language.

  • Various modalities of writing encountered in daily life.

Writing Modalities

• Academic and Technical Writing:

  • Examples: Research papers, investigative journalism.

  • Purpose: To present abstract ideas and concepts with accuracy and precision.

  • Characteristics:

  • Requires adherence to grammar rules.

  • Utilizes precise vocabulary.

  • Follows formal structure and authoritative tone.

• Evocative and Impactful Writing:

  • Purpose: To persuade or evoke certain feelings; often found in art.

  • Characteristics:

  • Utilizes knowledge of language and its emotional impact.

  • Can use grammar rules flexibly to enhance expression.

• Casual and Conversational Writing:

  • Characteristics:

  • Similar to spoken language.

  • Informal tone and structure; less strict adherence to grammar.

  • Common in digital communication (e.g., texting).

Purpose and Intention in Writing

• Writing modalities operate with different intentions leading to varied adherence to grammar:

  • Academic writing seeks to convey clear ideas based on rules.

  • Evocative writing plays with language to influence emotions.

  • Casual writing prioritizes conversational flow over grammar.

Elements of the Writing Toolbox

• Consideration of the Audience:

  • All writing has an intended audience, even if it’s just oneself (e.g., journaling).

• Tone:

  • The vibe created by word choice, grammar structure, and layout.

• Authority:

  • Level of confidence in presenting ideas based on evidence.

• Rhetorical Structure:

  • Tools used to persuade or influence opinions through language.

• Arguments:

  • Logical arrangement and validity of claims.

• Scope:

  • Boundaries of the concepts being communicated.

• Sentence Mechanics and Grammar:

  • Flexibility in manipulation for artistic effect or clarity.

• Style:

  • Rules governing appearance, citation, and tone of text.

  • Different writing styles such as APA and MLA.

• Reference to Others' Ideas:

  • Importance of crediting sources to respect intellectual contributions.

• Vocabulary Selection:

  • Depends on audience, purpose, and necessity for precision.

• Formality:

  • Influenced by tone and audience expectations, varies greatly across contexts.

Writing as a Reciprocal Process

• Writing Thinking Ouroboros:

  • Concept of writing crystallizing thoughts into a form lasting longer than human life.

  • Symbol: Ouroboros (snake eating its tail) represents cyclical and self-sustaining processes, such as the relationship between writing and thinking.

  • The better you write, the better you think, and vice versa—creating a positive feedback loop.

• Encouragement to capture and revisit thoughts for personal growth and idea development.

Examples of Writing Connections

• Tennyson's Poem (1863):

  • Describes a profound experience with nature.

  • Contextual analysis shows connections to the existential reflection on science and spirituality during the Industrial Revolution.

  • Themes of determinism explored: Knowing every detail of one thing provides insight into all existence.

• Vandermeer’s Academic Piece (2012):

  • Blend of academic and evocative writing, evokes feelings about complex societal issues represented by monsters.

  • Reflects shifts in perception regarding reality and fiction in advanced societies.

• Penny Dreadful (2014):

  • Dialogue that reflects themes of pulp fiction and historical context of literary monsters.

  • Represents how early science fiction emerged alongside societal changes in the 1860s.

Meta Analysis Assignment

• Students encouraged to conduct a meta analysis connecting the three pieces of writing outlined.

• Objective: To demonstrate advanced literacy through novel insights related to these texts.

• Details for the bonus assignment to be provided later, emphasis placed on understanding contexts and connections within the examples discussed.

Next Steps

• The next unit will focus on the problem-solving process (unit three).

• Students are invited to reach out for questions or clarifications.

• Highlight of the importance of engaging deeply with ideas presented in lectures and utilizing them in writing.