Audience►Purpose►Organizartion►Style►Flow►Presentation
(APOSFP) ►Positioning
I.
Organization
by
A.
problem
solution:
- Description of a situation
- Identification of problem
- Description of a solution
- Evaluation of the solution
B.
Comparison-contrast
C.
Cause-effect
- One cause and multiple effects
- Multiple causes and one effects
D.
Classification
II.
Style
A.
Consistent
B.
Academic
style (dependent on the area of study) or not
C.
Verbs
a.
Phrasal
verb (verb + particle)
b.
Prepositional
verb (verb + preposition)
c.
Single
verb (more formal)
D.
Grammar
style
a.
Formal/Academic-scholarly
and objective tone
i.
Avoid
contractions(won’t►will not)
ii.
More
appropriate negative forms (not... any►no)
iii.
Limit
the use of run-on expressions (and so forth; etc. ►__,___, and other electronic
devices)
iv.
Avoid
addressing the reader as you (except if writing textbook or instructional
materials)
v.
Avoid
direct question(depends on the field)
vi.
Place
adverb within the verb
1.
Adverbs
are often placed midposition rather than the initial or final positions
vii.
Consider
if you should split infinitives (usually
avoided unless reader’s prefer) (to + verb)
1.
Splitting
infinitive verb (to + adverbial modifier + verb)
viii.
Aim
for efficient use of words (use as many words as you need to express your
points; try to use no more than what you really need)
ix.
Avoid
I or We unless you are a renowned writer or a scholar
III.
Flow-movement
from one statement to another/clear connection
A.
Use
linking words and phrases
a. help a writer
maintain flow and establish clear relationship between ideas
Subordinators
(dependent clause + complete sentence)
|
Sentence
Connectors (complete sentence + complete
sentence)
|
Phrases
Linkers
(complete
sentence + noun phrase)
|
|
Addition
|
Furthermore
in
addition
moreover
|
In
addition to
|
|
Adversativity
|
Although
Even
though
|
However
Nevertheless
|
Despite
In
spite of
|
Cause
and Effect
|
Because
Since
|
Therefore
As
a result of
Consequently
Hence
Thus
|
Because
of
Due
to
As
a result of
|
Clarification
|
In
other words
That
is (i.e.)
|
||
Contrast
|
While
Whereas
|
In
contrast
However
On
the other hand
Conversely
|
Unlike
|
Illustration
|
For
example
For
instance
|
||
Intensification
|
On
the contrary
As
a matter of fact
In
fact
|
B.
Semicolons
a. Join 2
completely independent sentences and work much like a full stop
1.
Sentence
1;+Sentence 2
b.Can be used with sentences connectors
1.
Sentence
1 ;however +Sentence 2
c. Because
semicolons are a “stronger” type of punctuation (they mark a stronger break in
the flow of ideas) than commas, they can be used to chunk longer sequences into
parts.
1.
(China,6%;Japan,5%;
US3%)
d.
Used
to separate long items in a list (replacing commas or dash)
C.
This
+ Summary word (but expanded summary first before this)
D.
Use
adverbials (first,once,then,finally)
IV.
Presentation
- overall format of written work
a.
Carefully
prepared
b.
Clear
paragraphs
c.
Line
spacing
d.
Standards
fonts and font sizes
- careless grammar mistakes
a.
Subject
verb agreement
b.
Verb
tenses
c.
Articles
used necessary (a,an and the)
d.
“the”
used too much
- Mispelled words
a.
Correct
homophone
b.
Spell
check missed
V.
General►
Supporting/Explanation of the General Statement ►More detailed►Specific
Statements
A.
General
statement
-includes:
a.
General
statements of facts
b.
Broad
statements
B.
Definitions
a. common way of
getting started
b.definio(latin word)-to limit or bound;
to interpret ideas or words in terms of each other
c. extent-depends
on :
1.
purpose
2.
level
of familiarity of audience in a paper
3.
subject
4.
concept-definition
agreement
d.
common
ways
1.
short
definitions or “glosses”-give information about a term in a word or phrase and
are placed within either parentheses or commas in a sentence
a.
phrasal
definitions signalled (or, i.e.)
b.
phrases
(known as, defined as, called)
2.
Sentence
definitions-brief and similar to dictionary definition
3.
Extended
definitions-longer and more detailed than dictionary definition
C.
Textbook
definitional information-used to clarify terms unfamiliar to the readers
VI.
Problem,
Process and Solution
A.
Structure
of Problem-Solution Texts
a. Situation-background
information about claims for research engine
b.Problem-reasons for doubting the
accuracy of the figures
c. Solution-Alternative
data leading to more accurate figures
d.
Evaluation-Assessment
of the merits of the proposed answer
B.
Midposition
Adverbs-adverbs within the verbs
C.
Procedures
and Processes
a. Review process
b.Technical (descriptive)
D.
Verbs
and Agents in the Solution
a. Passive voice v.
Imperative forms
b.Human agent uncommon except in field
history
c. By + process ; +
non-human agent
d.
–ed
participles in passive construction
e. Active voice
1.
direct
human action
2.
change
of state(expand,rise,cool,form)
3.
generalization
in human society
4.
cause
and effects
E.
–ing
clauses of result
F.
Indirect
question (invert form) NOTE: direct questions may be possible
G.
Introduce
problem with connectors(however, despite, nevertheless)
NOTE:
subordination clause(optional) + main clause + (thus/thereby)-ing clause
