Do not close this worksheet before opening your paper. You will need to have BOTH files open to do this exercise. To move between the two files, click on the Windows menu and select to file you want to look at.
Once your paper file is open, select AutoSummarize from the Tools menu. AutoSummary will review your paper, collect what it takes to be your main ideas, and write an abstract of your paper. Click OK. Word will create an abstract of your paper.
Although the rest of your paper will disappear, it is still there. You may need to delete a few extra paragraph returns to format the summary. It should appear as a single paragraph. Read carefully through the summary Word created. Does it seem accurate? Does the abstract read smoothly or is it choppy, abrupt or confusing?
Pretend, for a moment, that this was not computer generated, but something written by you to be submitted for instance on the class Web page. Critique the abstract in the space below. Would you submit this abstract as representative of your paper and your writing?
Why or why not? How would you revise it? Reread the summary. Keep playing with the percentage until you have what you consider to be the best 'raw material' for an abstract of your paper. You will be editing and revising this, don't worry if you have to include extra material to get in all the ideas you want to include. Cut and paste the text from your abstract here. Percentage: Abstract:. You are going to revise this material in a moment, but first, take a look at exactly what parts of your paper the computer selected to create your abstract.
To do this, return to your paper file and click OK to clear away the summary and return to the argument itself. Select AutoSummarize again, but this time, select the option to hightlight key points and click OK. Set the percentage control window to the same percentage you used to create your abstract. Scroll through your paper and observe what parts of your paragraphs--and how much of the paragraphs-- the computer is using.
How much 'other' material did you have to include to get a complete outline of your argument? Did the computer skip over some of your topic sentences and conclusions? Comment on the patterns you notice and reflect on what they might suggest. Now cut and paste the raw material above into the box below and revise it into a concise and accurate abstract for your paper. Your abstract should be no more than sentences approximately 1 to 2 sentences per paragraph.
It should provide a reader with a quick summary of all your main points, and the ideas should 'flow' together smoothly. It should not read like a list. It should read like an overview of an argument. Revised Abstract:. When you are done, print out a copy of this page only this page. You will be giving a copy of your paper and your abstract to a peer partner to review. Word offers a range of powerful tools to help workshop writing, especially when used in conjunction with the overhead projector.
Word allows you to highlight text in different colors, track editorial changes made to a document, or move text around in order to try out a variety of organizational or stylistic strategies. Students participated in the following writing workshop during the class preceding the final draft due date.
The essay assignment asked students to analyze a single scene from one of three early horror films, focusing on the narrative and cinematic elements at play in the scene. The excerpts represented the three main problems students had with their drafts: their paragraphs tended to be diffuse discussing several technical elements that served different functions; paragraphs often had little discernible connection to the thesis; and formal film terminology was absent or misused.
As they viewed the projected essay excerpts, the class analyzed weaknesses and developed strategies for revision. During the workshop, students asked to view the linked clips to confirm details or to point out cinematic elements the writer had missed.
Explanation of Highlighting: The yellow highlighting marks a passage connected with the first part of the thesis--that technical elements of the scene separate Dracula and Van Helsing from the other characters. Although the passage suggests that a pattern of alternating close-ups distinguishes these two characters from other characters in the scene, the class thought that the idea needed further explication, perhaps in another paragraph. The green highlighting indicates an idea that the class thought detracted from the analysis in the rest of the paragraph.
The blue highlighting marks a passage the class viewed as connected to the thesis. Students suggested that the writer make this passage the focus of the paragraph.
They also suggested that the writer connect the editing of the close-ups and the issue of knowledge. Van Helsing's growing knowledge is conveyed through editing, and it is this knowledge that pits him against Dracula. I knew how severe I had been and how bad things had been. The one who is doing his work and getting satisfaction from it is not the one that poverty bothers.
I thought of bathtubs and showers and toilets that flushed as things that inferior people to us had or that you enjoyed when you made trips, which we often made. There was always the public bathhouse down at the foot of the street by the river.
My wife had never complained once about these things any more than she cried about Chevre d'Or when he fell. She had cried for the horse, I remembered, but not for the money. I had been stupid when she needed a grey lamb jacket and had loved it once she had bought it. I had been stupid about other things too. It was all part of the fight against poverty that you never win except by not spending.
Especially if you buy pictures instead of clothes. But then we did not ever think of ourselves as poor. We did not accept it. We thought we were superior people and other people that we looked down on and rightly mistrusted were rich. It had never seemed strange to me to wear sweatshirts for underwear to keep warm. It only seemed odd to the rich.
We ate well and cheaply and drank well and cheaply and slept well and warm together and loved each other. And everyone stared at me. And at his wedding gift. His wedding gift, clasped round my throat. A choker of rubies, two inches wide, like an extraordinarily precious slit throat. After the Terror, in the early days of the Directory, the aristos who escaped the guillotine had an ironic fad of tying a red ribbon round their necks at just the point where the blade would have sliced it through, a red ribbon like the memory of a wound.
And his grandmother, taken with the notion, had her ribbon made up in rubies; such a gesture of luxurious defiance. That night at the opera comes back to me even now I saw him watching me in the gilded mirrors with the assessing eye of a connoisseur inspecting horseflesh, or even of a housewife in the market, inspecting cuts on the slab.
I'd never seen, or else had never acknowledged, that regard of his before, the sheer carnal avarice of it; and it was strangely magnified by the monocle lodged in his left eye. When I saw him look at me with lust, I dropped my eyes but, in glancing away from him, I caught sight of myself in the mirror. And I saw myself, suddenly, as he saw me, my pale face, the way the muscles in my neck stuck out like thin wire. I saw how much that cruel necklace became me.
And, for the first time in my innocent and confined life, I sensed in myself a potentiality for corruption that took my breath away. The next day, we were married. Word also provides a range of outlining features that allow students to take a paper and convert it into an outline. Step 1: Read the following paper. As you finish each paragraph, type out what you think the most important idea in other words, the thesis of the paragraph is. What is the general claim of the paragraph?
Be sure to write out the thesis in a single, grammatically correct sentence. Therefore that friendship cannot occupy the most important part of the story. While this friendship concerned Marya a lot, she eventually discovered that other things--her work and especially her writing--played a much more important role in her life. Marya gave up her friendship with Imogene because it took up too much time, time in which she could do more important things like writing.
Marya saw writing as the most important thing in her life because writing overcame the destructive effects of time, while friendship just passed the time. It's hard to say exactly why Marya wanted to be Imogene's friends, but whatever the reason was, it wasn't the most important thing in Marya's life.
Marya of course didn't initiate the friendship. Imogene pursued her. Marya never planned to be Imogene's friend; it happened to her like an accident. But Marya had some curiosity towards Imogene. Before Imogene ever approached her, Marya found herself staring "at the blonde girl in her political science class" who wore "a handsome camel's hair coat" and "an engagement ring with a large square-cut diamond" This attraction, however, didn't seem to have any reason, or at least any particular importance.
Marya throughout the story stared at a lot of people, but doesn't end up friends with any of them, except Imogene. Again I would say the friendship depended more on Imogene than Marya. Though her relation with Imogene confused her for a while, Marya came to realize that work held more importance for her. Marya worried constantly whether she did enough work.
This didn't mean her work at the library. If anything, she regretted the time her job took from her. What worried her was schoolwork. She wanted to work hard at it. She even enjoyed it. But fear motivated her as well. She thought nothing mattered as much as success, even her own health.
She felt that only "one's personal accomplishment" mattered in life. In the story two kinds of accomplishment mean the most to Marya: school and writing. As I will explain later, because of the problem time created in her life, writing proves more important than anything else.
What created this preference from writing over schoolwork was her attitude toward time. The idea of time kind of scared her. In fact, Marya got quite hung up on the idea of time.
We are either borne along by it, or drowned in it" Here Marya reveals her fear that time would destroy her. She asked herself, "Wasn't time the precious element that would carry her along to her salvation" ?
Marya obsessed over the destructive effects of time. Her thoughts about the photographs of the old athletes express her feelings:. Another rowing team. Hopeful young men, standing so straight and tall; their costumes slightly comical; their haircuts bizarre. An air of team spirit, hearty optimism, doom Marya thinks of doom when she sees this picture because the picture reminds her that those men eventually died.
I think Marya expresses this sense of doom in other places in the story as well, like when Phyllis's mother and sister came to clean out Phyllis's room: "And then the waters close over your head.
Marya is thinking her about the doom that overcame Phyllis: doom comes like a flood, then washes you away into oblivion. Marya's obsession over this phrase is a sign that she considered this more than just Phyllis's problem. It was a personal problem for Marya too, because the source of the problem was time itself, something Marya couldn't escape.
I believe Marya believes that "doom" was another word for "time. The first problem Marya experiences with the problem of time comes from not having enough of it, so she gets rid of Imogene in order to have more time for work. I think the writing was on the wall from the very beginning of their relationship. In the coffee house with Imogene's friends, when Marya thought she "should have been elsewhere" , that other place was back at her room or in the library working.
She always felt that "she hadn't In her journal she writes the following words on the subject of friendship: "She hadn't time This last quote points out what really bothered Marya about friendship, that it isn't permanent. Eventually she thought conversations with anyone, whether Imogene or not, wasted her time. This sense of impending doom scares Marya, but she has a game plan. Just after she thinks the thoughts about the rowing team, she decides "she really should leave And the work that could save her is writing.
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