1. REVISION STRATEGIES LESSON #23

2. CONCRETE AND SPECIFIC LANGUAGE Effective writers use and mix language at various levels of abstraction. We conceive the abstract through mental processes and perceive the concrete through our senses.

3. Abstract words refer to intangible qualities, ideas and concepts (truth, honor, and justice). Concrete words refer to tangible qualities or characteristics that we know through our senses (102 degrees or deep spruce green).

4. Example: To excel in college, you need to work hard.

5. To excel in college, you’ll need to go to every class, do all of your reading, write several drafts of each paper, and review your notes each week.

6. General words refer to large classes and broad areas (sports teams, jobs, and video games). Specific words designate particular terms or individual classes (Seattle Seahawks, chemistry tutor, and Halo).

7. General: The student enjoyed the lecture. Specific: Kelly enjoyed Professor Johnson’s lecture on counterterrorism tactics used by the U.S. military.

8. Most words do not fall perfectly into these categories; they’re not always either abstract or concrete, general or specific. These four categories often overlap, so it’s often easier to classify words by placing them on a scale or continuum known as a Ladder of Abstraction.

9. On this scale, place a word on a higher or lower level of abstraction. The lower on the scale, the more concrete or specific it is. 1. Food 2. Junk food 3. Dessert 4. Ice cream 5. Premium ice cream 6. Ben and Jerry’s ice cream 7. Ben and Jerry’s Chunk Monkey ice cream

10. FREEWRITING ACTIVITY Make you own Ladder of Abstraction, starting with a broad term and narrowing it down with each step. Go as far as you can. Make your list as long as you can.

11. Although abstract discussions do have a place in the academy, concrete and specific word choices are essential to clear, memorable, and effective communication. When you revise your portfolios, change abstract concepts to concrete language and general words to specific words.

12. REVISION STRATEGIES Give yourself enough time to revise; plan it as part of your writing process (no less than a day before the deadline) Try to reread your work not as the author but as the reader. Put yourself in your audience’s shoes. Try using a hardcopy and making changes with a pen or pencil. Get feedback from a peer, writing tutor, an instructor, TA, etc.

13. Review previous comments about your work made by your instructor or peer review group members. Read it out loud; your ears can detect things that your eyes can’t. Create a reverse outline to get a feel for your whole paper’s organization and transitions. Address big picture issues (argument and organization) before lower order concerns (grammar and punctuation).

14. OTHER REVISION TIPS Consider reading your work backwards (starting with the last sentence and moving up to the first). Go through multiple drafts (more than one revision). Save different files for each draft so that your original is still intact. For online writing, preview the formatting to see how your work looks on screen before publishing or submitting.

15. Use a reliable dictionary to double-check your spelling. If you’re stumped on grammar, use a reliable language guide to double-check the rule that’s giving you trouble. If all else fails, simplify the sentence. As always, keep your genre, audience, and paper format in mind.

16. GROUP ACTIVITY First, on your own, edit your own paper by reading it out loud to yourself and making written annotations to fix any grammatical or sentence structure errors you find. Then, do the same for a partner’s paper. Offer helpful feedback on how to improve the clarity, correctness, and concreteness of his or her writing.

17. HOMEWORK Read pg. 476 to 494 of the textbook (section on rhetorical grammar) Respond to Canvas reading response online Continue selecting and revising assignments for portfolio (schedule appointment with the writing center) Write the introductory reflection for your portfolio and bring a hardcopy to class on Monday