1. Practical Stylist Chapter 1
The Practical Stylist
Practical Stylist Chapter 1

2. Bruno’s favorites Writing is well-dressed thinking
All writing is persuasive in nature
Writing actually creates thought and generates our ability to think
Your written voice should be “broad enough of vocabulary and rich enough of sentence to show that you’ve read a book.”
“Style is the writer’s own voice, speaking the common language uncommonly well.”

3. A few more from chapter 1
Style is not for the gifted alone – it can be taught, analyzed and perfected!
Plan on writing multiple drafts; “good writing comes from rewriting.”
Becoming a better writer takes “unending practice. Each essay is a polished exercise for the next to come.”

4. And finally…those pronouns
For the most part, eliminate the I and the to me as these are signs of “amateur terror;” use the personal anecdote to illustrate your point, not to be the point.
“One” sounds stuffy
“We” is a bit better, but can sound pretentious
“You” is vague and adolescent, and I hate it!
What’s a writer to do? Avoid the whole problem by writing to avoid the need for a pronoun:
Example:
As we watch TV we become more passive.
Watching TV makes people passive.

5. The thesis and its many uses
Practical Stylist Chapter 2

6. To create a thesis, first force yourself to move away from “subject”
What a piece is about Ex: High school
What you or the author has to say about the subject Ex: The high school years are not the best times of anyone’s life!

7. Then sharpen your thesis by
Adding an acknowledgement of the opposition
Making clear the “because”
While many people might believe that the high school years are all fun and games, truly these can be the most stressful times for those students who are serious about doing well and moving on to prestigious colleges and high-paying, satisfying careers.

8. Must we always acknowledge the opposition?
Thesis statements for literary analysis
I’ll give you copies of these slides for your reference, but I’m going to ask that you practice a bit first…

9. The Man He Killed
“Had he and I but met “He thought he’d ‘list, perhaps, By some old ancient inn, Off-hand like—just as I--- We should have sat us down to wet Was out of work—had sold his traps-- Right many a nipperkin! No other reason why “But ranged as infantry, “Yes; quaint and curious war is! And staring face to face, You shoot a fellow down I shot at him as he at me, You’d treat if met where any bar is, And killed him in his place. Or help to half-a-crown.” Thomas Hardy (1902) “I shot him dead because--- Because he was my foe, Just so; my foe of course he was; That’s clear enough; although

10. Moving from subject to theme
What is the poem about? War
What does Hardy have to say about the subject? Theme: ______________________ ______________________ ______________________

11. From subject to theme to thesis
Theme: Thomas Hardy’s poem suggests that participating in war causes people to act in ways they never would otherwise.
Should we acknowledge the opposition in a thesis about literature?
Can we include a because?
The pacing and tone of Hardy’s poem “The Man He Killed” suggests that participating in war causes people to act in ways they never would otherwise.

12. Thematic thesis statements
For Literature: revisited

13. From subject to theme to thesis: CBC
Question: What is the novel, Cry, the Beloved Country about?
Answer: social change (This could be our subject.)
Question: What might Alan Paton have to say about social change?
Answer: Positive social change does not happen without an acceptance of personal responsibility. (This could be our theme.)
Thesis: The character Arthur Jarvis’s use of poetic diction and intriguing syntactical patterns in his writings beautifully conveyed Alan Paton’s message that social change only comes with the acceptance of personal responsibility.

14. Sample thesis for Cry, the Beloved Country
The character Arthur Jarvis’s use of poetic diction and intriguing syntactical patterns in his writings beautifully conveyed Alan Paton’s message that social change only comes with the acceptance of personal responsibility. Red = because Purple = connection to the novel, so we know this paper is about a work of literature Blue = theme

15. Quiz yourself: What parts of the thesis are identified in red, purple, and blue? (choices: theme, because, connection to the novel)
In John Updike’s story, “A&P” he makes it clear with his sarcastic tone and shocking images that the differences between generations can cause one to view the other with unwarranted distrust.
Through negative connotations, fast-paced syntax, and horrifying images, William Blake’ poem “London” reminds his readers that industrialization destroyed the youth of his nation.
Man’s inhumanity to his fellow man, no matter his professed Christianity, is front and center in Shirley Jackson’s use of diction and imagery in her story “The Lottery.”

16. Evaluate the following statements: What does each statement have and what is missing?
It is clear that the breaking of the tribe explained within this chapter clearly explains the kind of social injustice sprinkled throughout the entire novel.
Right and wrong is always a hard thing to choose. Even though how evident it maybe, Jarvis is truly trapped between these two but knows what is right. He knows what he wants his point to be, what wrongs occurred, who did the wrongs, and most that they must try and take a step towards a better South Africa.
Although we all make mistakes, love enables us to overlook others’ flaws by allowing us to realize we are able to forgive.
In order to maintain power, those in power must keep the rest of the people ignorant and subordinate to prevent any progress.
Now pick one and fix it!

17. Other cool things to do with a thesis
In reading, figure out the purpose of a chapter or a section of text and write it down in one sentence. Don’t summarize the section, figure out it’s point!
On tests, like the AP test, answer an essay question/prompt in one sentence (don’t just restate it). Then spend the bulk of your time proving you are correct.

18. Admissions and scholarships
Writing for college
Admissions and scholarships

20. Robert’s rules “How to Say Nothing…”
Avoid obvious content and take the less expected approach, even if it means the more difficult one.
Avoid abstractions and padding
Avoid hedging, euphemisms, jargon, colorless words, and clichés

21. To enliven your writing, focus on…

22. The “SO WHAT ?” test

23. Subject/Thesis in personal essays
The prompt you’re given to write about is a SUBJECT, not a THESIS.
Draw meaning from your experience, and you’ll have a thesis and not just a story.
Remember, as Baker said, to “Generalize your private feelings, and you’ll change from subject to thesis.”
Be sure your admission/scholarship essays answer the SO WHAT question!