Writing develops as a complex process which can be broken down clearly three stages: the first, pre-writing , for the collection, generation and organization of ideas, the second of writing and three for review.
The number of conventions that require the act of writing is very high . First, we must know the conventional spelling of words arbitrary. No spelling rules save us the trouble of having to memorize the letters and accents that make up a word because they have a relative unit.
Every rule has its exceptions, are numerous and often overlap with more common words. In addition, certain aspects of spelling have no grammatical rule and the only way to dominate is to memorize word for word. We can only know which letter corresponds to a particular word because before we've seen written and remembered. Otherwise we will have to consult a dictionary. We must also recognize
conventions affecting the use of capital letters and punctuation.
also a good writer knows lot about the type of text you type . For example, to write a letter must know the structure of this type of text, which is different from having a news story or an instance. also have to take a certain type of record, with more formal expressions or more colloquial will vary depending on the topic of the text and to the person to whom it is directed. And yet, t iene phrases to link each other in a certain way with conjunctions, pronouns or synonyms, in a very differently than we normally do when we speak.
In summary, a writer has to master the characteristics of code: to remember the spelling of words, has to distinguish the subtle rules of punctuation and conventions in the use of capitals, it is necessary to know the structure, records and forms of cohesion of the text you wish to write . It is a unique, vast and varied body of knowledge. How the learner acquires the writer who starts? Where can you find all this knowledge? Where do learn or has learned the competent writer? I learn from written texts and other writers have written.
Steps for creating a message:
Your document be more persuasive if you one dominant idea. Call this idea guiding the main message . You can give another name to his message. I could call, for example, a thesis proposal, a proposal or a summary. We like the word message because the word suggests a specific type of idea.
• It is aimed at a specific person or group.
• has a practical purpose.
Create a message involves four stages. What are they?
1. Define the purpose you have
2. Analyze your readers
3. Write a sentence contains the message
4. Check message.
Edition: Good editing involves making wise choices. What words should I use? In what order should put them? There is never one right answer.
• Take a break before starting to edit . Set aside the first draft and do something else before editing. This allows you to examine what he has written more objectively, as if you had written.
• Get a second opinion . Give your work to a colleague or friend whose opinions you respect. It is important that you retain the right to choose the final edition. • Edit
on paper, not on the screen . You can examine the text more objectively when it is on paper.
• Edit for clarity. That means using a English plain, everyday use. Edit
systematically. The most efficient method is to edit the text on three levels: paragraphs, sentences and words.
Edit on three levels:
• Build effective paragraphs.
• Improve long and complicated sentences.
• Choose words carefully.
Thus, you edit the first units of larger significance. The problems at the prayers and words tend to disappear as you edit paragraphs, and other issues at the level of the words will fade when you edit the sentences. Edit systematically means that you get the maximum benefit with minimum effort.
control aspects lexical, syntactic, semantic and pragmatic:
1) Pragmatic : Is the text shows that, as issuer, is taken into account to whom it is addressed, for what purpose? The format chosen, is the most appropriate? Do you think your text will meet the effect has been proposed? Did you consider the competition of knowledge of your receiver? Check how was your choice within the possibilities offered by the language for communication to be successful.
2) Semantic Lexicon: The information provided is relevant? Does the text provide no clear contradictions? Have you used a precise language and appropriate to the subject and the type of text chosen? Did you care cohesion of the text?.
3) Syntactic : The combination of words in sentences, is it intelligible? If any of the prayers is not organized according to the linear order, can reflect on the reasons for the change? Is it distracting the organization of his prayer, eg.: excess inclusions, being very extensive, paratactic elements (in coordination), because the main verb is found only near the end? Check the flow of sentences. The organization of the constituents of the sentence, can lead to misinterpretation or ambiguity? Make sure all verbs have their subject in question or if you have not forgotten develop the predicate: this happens in very long sentences often.
4) Morphology: Word choice corresponds to the communicative intent? Check the consistency between the elements. Does the choice of person (l st, 2 nd or 3 rd) time and providing verbal adjectives (objective or subjective affective / evaluative) corresponds to the chosen text type? "She cared not zigzag between time past and time present if your text is a narrative? Pay attention to the irregular shapes, especially verbs.
5) notational : Did you care that the score of the text does not contradict what he meant to express?. "Feedback helps the reader to capture the meaning of the text?. Have you checked carefully for typos?. Worried by the tildación of words to avoid possible confusion or ambiguity?. Verify that did use auxiliary signs that apply. Did you remember to note the beginning of indented paragraphs?. Check capitalization. Note the use of space.
Remember that this dimension is actively involved in the construction of the meaning of the text.
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