Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Essay how to mark a book
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Essay how to mark a book
Hello, Anna-Maria While analyzing your summary of “How to Mark a Book”, by Mortimer Adler, I felt like your summary somewhat contradicted the central idea that Adler expressed within the book. In “How to Mark a Book”, Adler’s central idea encouraged readers to write “between the lines” to produce the most efficient kind of reading. However, Anna-Maria you suggested that Adler’s central idea within the book was to encourage readers to annotate the text so that readers could summarize what they read. Anna-Maria I would have to say that I disagree with this statement. Anna-Maria I believe that Adler’s central idea was to encourage readers to write “between the lines.” To support this claim Adler provided readers with strategies and suggestions
Another key point, is to break the writing into sections, so it is easier to understand and grasp what the author is arguing about. It is for you to describe the text and be able to put it in your own words or summarize
Frahm holds a similar point of view encouraging clear, straightforward writing not one with a “Confusing introduction. Lack of content. Bad transitions. (and) Excessive grammatical errors.” (Frahm 271).
...e does not discuss what she is writing, while she is writing it. She is afraid that if she speaks of it, it will wear out her idea. She says, “If you want to be a writer, I have two pieces of advice. One is to be a reader. I think that's one of the most important parts of learning to write. The other piece of advice is: Just do it! Don't think about it, don't agonize, sit down and write”.
To quote Ben Jonson,” Weigh the meaning and look not at the words” to put this simply he means do not merely look at what is written literally because often what one is reading is only half of what the author has written. Some authors compose their works, giving the world a thrilling or informative story on the surface, but in actuality their real purpose in writing them is the hidden meanings within or underneath the stories which only those who are truly paying attention will notice and understand. Zone off for just a second and whole world could be missed. Cousteau’s work “How to Swim with Sharks: A Primer” may seem to the inexperienced or uninterested reader an ordinary guide to swimming with sharks, but any who delve deeper will notice
Updike, John. "A & P." Literature and the Writing Process. Ed. Elizabeth McMahan, Susan X Day, and Robert Funk. 7th ed. Upper Saddle River: Prentice, 2005. 333-337.
Glaspell, Susan. Trifles. Literature and the Writing Process. Elizabeth Mahan, Susan X Day, and Robert Funk. 6th ed. Upper Saddle River, NJ: Prentice, 2002. 977-986
It is fascinating to me to read the articles “Why I Write,” by George Orwell and Joan Didion. These authors touch on so many different topics for their reasons to writing. Their ideals are very much different, but their end results are the same, words on paper for people to read. Both authors made very descriptive points to how their minds wander on and off their writings while trying to write. They both often were writing about what they didn’t want to write about before they actually wrote what they wanted too. In George Orwell’s case, he wrote many things when he was young the he himself would laugh at today, or felt was unprofessional the but if he hadn’t done so he would not of been the writer he became. In Joan Didion’s case she would often be daydreaming about subjects that had nothing to do with what she intended on writing. Her style of writing in this article is actually more interesting because of this. Her mind wandering all over on many different subjects to how her writing came to her is very interesting for a person like me to read. My mind is also very restless on many different unneeded topics before I actually figure some sort of combined way to put words on to paper for people to read. Each author put down in their articles many ways of how there minds work while figuring out what they are going to write about. Both of the authors ended ...
Herndl, Diane. “The Writing Cure: Charlotte Perkins Gilman, Anna O. and Hysterical Writing’” NWSA Journal no. 1 1988. 52-74.
While there are people who love to read and write, there are others that do not. When a student is required to read a book for a class and that student does not enjoy reading, there are very few things they would rather do less. And when that book’s topic is about learning how to write that is the worst of it. When I was assigned to read Writing with Style by John R. Trimble, my immediate thought was that this book and assignment was going to be a struggle to get through. To my pleasant surprise, I couldn’t have been more wrong. Writing with Style provides the reader with a wide range of writing tips while being written in a fun, conversational style. This book provides easy to find writing tools that can be understood by people of varying
“How to Read Like a Writer” is an article written by Mike Bunn; after reading the entire texts, I found this article was pretty interesting. As before, to my way of thinking, it would be boring and confused because I was not sure how the author will describe this kind of academic idea; however, I changed my mind after reading the first paragraph. Bunn used an interesting way to start this “formal article”- to introduce himself not just the serious explanation of “RLW” or other things; this fancy way made me meet with him as real and listen to him personally even across the paper. As reading continues, Bunn used plant of evidence to improve how to be a better reader as well as a better writer. Numerous new thoughts about the ways to read are
Before the days of transparent yellow markers, readers took notes on reading, or wrote in ball-point pen in the margins, forcing themselves to transmit information from words on a page to coherent thought to at least somewhat coherent squiggles on the page. The highlighter offers a seductive shortcut--the reader can bypass the "coherent thought to squiggle" step of the process and simply smear interesting passages with fluorescent ink, no analysis required. Particularly impressive phrases may merit an emphatic mark in the margin, and, on rare occasions, the holder of the fluorescent wand may even add a note in blue or black ink.
and Writing. Ed. Edgar V. Roberts and Robert Zweig. 10th ed. New York: Longman, 2012.
writing” by R. Ramsey, the ability to write competently is a requirement for success in any field.
In order to produce a piece of well-rounded writing, it is a known fact that every author must be able to assemble, grease, and apply the many moving pieces of literacy throughout his work. These tasks, while being vital, do not at all necessitate that a particular technique or procedure be followed for their completion. Thankfully, writers are free to use their own methods to invent, revise, and discover. Speaking for myself, I certainly have my own writing method.
We were asked to specify our personalized outcomes in the beginning of the year, one of the most important parts of this for me was critical thinking. Critical thinking is an easy phrase to understand however is a more difficult process to actually follow through with. I wanted to find multiple senses of the text. Seminar taught me skills in which I have become more comfortable with analyzing a text. For example, through asking questions and annotating my book I have been able to understand more of the author’s intentions. In class when discussing Virginia Woolf’s “ How to read a book” I added more than twenty annotations to my book during the discussion. Along, with many of my peers I was at first dreading to read this essay because I thought this was going to be a borin...