1. Chapter 7 – Voice © 2016. Cengage Learning. All rights reserved.

2.  By the time you finish reading and studying this chapter, you should be able to:  LO1 Read for voice.  LO2 Write with voice.  LO3 Read for word choice and sentences.  LO4 Use specific words and strong sentences in writing. Learning Outcomes © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

3. Discuss the following in a small group. Be prepared to share your answers with the class. 1.What is the difference between a public voice and a private voice? 2.In what situations should you use a public voice? 3.Give some examples of instances when you use a private voice. Who are you with? What kinds of things do you discuss? Opening Activity © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

4.  Voice can be defined as the personality projected in a piece of writing.  To establish an appropriate voice, writers must consider:  Purpose – specific reason for writing (to inform, to persuade, to criticize, to share, to entertain)  Audience – intended readership for writing Reading for Voice © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

5. Reading for Voice © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

6.  Determine the purpose and audience for the following reading selections. Activity ReadingPurposeAudience A high school geometry textbook A newspaper article about a local robbery A politician’s campaign speech An interview with a famous pop singer A comedian’s social media post © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

7. Reading for Voice Types of Voice Academic voice used in textbooks, professional journals, and research projects; uses formal English, sounds serious, and is factual Personal voice used in personal narratives and essays, blogs, magazine columns, and memoirs; uses informal English, sounds relaxed, and includes writer’s thoughts and feelings Satiric voice used in essays and commentaries when the writer speaks sarcastically or humorously about a topic © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

8.  Always consider purpose and audience to pr0ject the appropriate voice in your writing! Writing with Voice Type of WritingPurposeAudienceVoice Narrative To share and perhaps to entertain or inform Instructor and classmates Personal voice Expository To informInstructor and classmates Formal, academic voice Argumentative To persuade and perhaps to inform Instructor and classmates Formal, academic voice © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

9. Features of Personal Voice:  Uses first-person point of view (I, me, my, we, us)  Subjective writing that includes personal thoughts and feelings  Easy-reading sentences that are conversational  General, familiar words to establish informality Writing with Voice Blaj Gabriel, 2014 / Use under license from Shutterstock.com © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

10. Features of Academic Voice:  Uses third-person point of view (he, she, his, her, they, them)  Maintains objectivity  Carefully constructed sentences to establish formality  Content-related words to show knowledge  Cites research  Avoids informal expressions  Adheres to Standard English Writing with Voice mashurov, 2014 / Use under license from Shutterstock.com © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

11.  Word choice, or diction, is closely connected to voice.  The words writers use help create a unique voice. Reading for Word Choice and Sentences Word choice in academic texts includes: Nominalizations Technical terms Carefully constructed language Word choice in personal texts includes: Relaxed language Informal language © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

12.  Diction is the author’s choice of words based on their correctness, clearness, or effectiveness. Reading for Word Choice and Sentences Diction Glossary Colloquialisms – expressions usually accepted in informal or casual situations Jargon – specialized language used by a specific group of people Idioms – words used in special ways different from literal meanings Slang – nonstandard language used by people among themselves Trite – lacks depth or original thinking Vulgarity – abusive or disrespectful language © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

13.  Figures of speech (literary devices) – words or comparisons used in a non-literal sense to create meaning  Metaphor – comparison of two unlike things without using like or as  Simile – comparison of two unlike things using like or as  Personification – when an animal, object, or idea takes on a human characteristic  Hyperbole – extreme exaggeration or overstatement  Understatement – stating an idea with restraint, often for humor Reading for Word Choice and Sentences © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

14.  Irony – a twist or surprise in the storyline, explanation, or set of circumstances, which is designed to make a point  Verbal irony – when a writer says one thing but really means another Example: Upon returning home from a work trip, a stressed woman looks around her messy house and says, “Thanks for keeping everything so neat and clean.”  Dramatic irony – when the reader or viewer knows a critical piece of information that the subject can’t see Example: In a scary movie, viewers see the victim running out of the back of the house not knowing the killer is waiting outside.  Irony of situation – when there is a great difference between the purpose of an action and the result Example: An actor known for his leading role in a series of famous street racing movies dies in a tragic car crash. Reading for Word Choice and Sentences © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

15.  Authors craft their sentences carefully based on purpose and audience.  In academic texts, sentences are longer and have multiple layers of meaning as information needs to be shared thoroughly and accurately.  In personal texts, sentences are relaxed and conversational in tone so that they can be read quickly and easily. Reading for Word Choice and Sentences nasirkhan, 2014 / Use under license from Shutterstock.com © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

16. In most cases, specific words are better to use than general ones. Using Specific Words and Strong Sentences in Writing © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

17. Watch for the following with words:  vague adjectives Original: Over the summer, Carlos made a lot of money waiting tables. Revised: Over the summer, Carlos made over $3,000 waiting tables.  too many adjectives Original: The intelligent, polite, soft-spoken saleswoman could charm her customers into buying just about anything. Revised: The skilled saleswoman could charm her customers into buying just about anything.  too many “be” verbs Original: Although he is still in college and is a finance major, Simon is already an expert in day trading. Revised: Although he is still in college studying finance, Simon already runs a successful day trading business. Using Specific Words and Strong Sentences in Writing © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

18. Watch for the following with words:  the same word used over and over Original: My mother is a professor at a local community college. My mother is head of the service learning committee on campus, and my mother stays very busy. Revised: My mother is a professor at a local community college. As the head of the service learning committee on campus, she stays very busy.  words used incorrectly Original: Would you like too see there new house? Revised: Would you like to see their new house? Using Specific Words and Strong Sentences in Writing © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

19. Watch for the following with sentences:  Avoid sentence errors – fragments, comma splices, and run-ons.  Avoid short, choppy sentences.  Avoid sentences with the same beginning.  Avoid sentences with passive verbs. Using Specific Words and Strong Sentences in Writing wavebreakmedia, 2014 / Use under license from Shutterstock.com © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

20. Select a paragraph from a writing assignment you are currently working on, and revise it based on the strategies you learned in this chapter. Consider the following: Closing Activity Appropriate diction Specific words Adjective use Overuse of “be” verbs Repetition of words Incorrect use of words Sentence errors Choppy sentences Sentences starting the same Passive verbs © 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.