Good - Writing Is An Art

1
FAVA - Formacin en Ambientes Virtuales de Aprendizaje SENA - Servicio Nacional de Aprendizaje

Content
Chapter 1 Abstracts generalities
1.1. General questions to be addressed in the Abstract section

1.2. Conclusions
Chapter 2 Cohesion in writing
2.1. Five Ways to improve the Cohesiveness On your Writing

2.2. Examples of abstract
2.3. The four Cs in writing
2.4. Formality and Informality
Chapter 3 Essays keys for writing
3.1. Advantages and Disadvantages.

3.2. To agree with someone or something.
3.3. To partly agree with someone or something.
3.4. Ways of saying what the aim or purpose of something is.
3.5. Words meaning aim or purpose.
3.6. Words meaning approximately.
3.7. Ways to say that you are certain about something.
3.8. What you say when comparing things or people.
3.9. What you say when concluding your essay or argument.
3.10. Saying again what your aims wereat the conclusion of an essay.
3.11. What you say when emphasizing that something is important.
3.12. What you say when giving your opinion.
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GOOD WRITING IS AN ART
Mind Map
a whole view Writing structure

ABSTRACTS GENERALITIES ESSAYS KEYS FOR WRITING
to connect words and sense
how to make
Contrasting
Advantages and Disadvantages
COHESION IN WRITING
General questions How

To agree with someone or something
keys Different
Ways to say what aim or purpose
Sometimes you need

To partly agree
Examples of abstract
Some
Words meaning aim
Five Ways to improve Writing
To
Words meaning approximately
The four Cs in writing
There are
FAVA - Formacin en Ambientes Virtuales de Aprendizaje

Ways to say that you are certain
Formality and Informality
Between concepts or personals thinking
What you say when for comparing
Options about
What you say when concluding
to give final
To
emphasizing something important
With repetition
Saying again what your aims were
summarizing
Conclusions
From the personal point of view
What you say when giving your opinion
SENA - Servicio Nacional de Aprendizaje

TECNOLOGA EN PRODUCCION DE MULTIMEDIA
Introduction
To write is easy and simple. It implies a series of skills

that can be developed following, of course, some
grammar rules, spelling, punctuation as well as common
sense.
When you develop a project, the searching must be

registered using different tools like questionnaires,
reports, interviews, in which it can be typed different
details of that investigation. The Abstract presents only
the most important and general ideas of the result got
from those findings.
There are important factors to be considered to write

the ideas with coherence in such a way that the final
decision of your client would be to hire you as
professional, to buy your product or getting your
service.
The good writing should include an introduction, main

body and conclusion.
This guide will be of help to understand and learn more

about the production of an excellent written document
with all the requirements to be successful in your
searchings findings.
4
1. Abstract Generalities
In the written reports, it is the first part of it, directly following the title page
and proceeding the introduction.
The abstract, although it comes first logistically, always should be written

last. It needs to be written last because it is the essence of your report,
drawing information from all of the other sections of the report. It explains
why the experiment was performed and what conclusions were drawn from
the results obtained. A general guideline for an abstract has five sections
or areas of focus: why the experiment was conducted; the problem being
addressed; what methods were used to solve the problem; the major results
obtained; and the overall conclusions from the experiment as a whole. Do
not be misled, however, from this list into thinking that the abstract is a long
section. In fact, it should be significantly shorter than all of the others. All of
this information should be summarized in a clear but succinct manner if the
abstract is going to be successful. An estimated average length for all of this
information is only a single paragraph. Although this may seem as though
it is a short length to contain all of the required information, it is necessary
because it forces you to be accurate and yet compact, two essential
qualities.
The best way to attempt to go about writing an abstract is to divide it into

the sections mentioned above. The first two sections are very similar and
can be grouped together, but do not have to be. If you decide to address
them separately, make sure that you do not repeat anything. Often a section
can be mentioned in only one sentence. Remember, brevity is the key to
a successful abstract. Each section is addressed below to help clarify what
needs to be included and what can be omitted.
The most important thing to remember when writing the abstract is to be
brief and state only what is pertinent. No extraneous information should
be included. A successful abstract is compact, accurate and self-contained.
It also must be clear enough so someone who is unfamiliar with your
experiment could understand why you did what you did, and what the
experiment indicated in the end. An additional note is that abstracts
typically are written in the passive voice, but it is acceptable to use personal
pronouns such as I or we.
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1.1. General questions to be addressed in the abstract section
i. Why it was done and what is the problem being addressed?
These two sections can be grouped together into one brief statement
summarizing why the experiment was performed in the first place? What was
the question trying to be answered? Science is an exploration for truth. It is all
about curiosity and answering questions to find out why and how things work.
The scientific method is a clear example of this; first state a problem or
question and then try to determine the answer. This section is the statement of
the original problem. It is the reason behind why an experiment is being done.
This should not include many details, rather it should be a simple statement. It
can even be stated in one or two sentences at the most.
ii. What did you do?
This part of the abstract states what was done to try

to answer the question proposed. It should in no
way be very detailed. It contains a brief outline of
what were done, highlighting only crucial steps. It is
the materials and methods section of your abstract,
but it is only one or two sentences in length. It is a
description of how you decided to approach the
problem.
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iii. What did you find out?
In other words, what did all of your hard work and preparation tell you about
the question you set out to answer. This contains only the crucial results
obtained. The crucial results are those that are necessary to answer your
original question posed. Without these results, the experiment would have
been useless. The results should be stated briefly and should not be
explained; they should only be mentioned. It is very similar to the results
section of your paper, but it highlights only pertinent results used to draw
conclusions. An average length for this section is two or three sentences at the
most. This number can vary however, depending on the complexity of the
experiment, and so these length guides are just that, guides, not rules.
1.2. Conclusions
This is the end of your abstract, directly hinging on the results obtained. This
is the "so what" part of your experiment. "So what" refers to what the results
mean in the long run. You need not include how you drew your conclusions,
only the final conclusion. This should directly follow the results so the reader
knows what results led to what conclusions. This is the equivalent to the
discussion part of the paper, but again, like the rest of the abstract, it needs
to be stated briefly and succinctly. You do not need to explain how you
deduced the conclusion from the results obtained, only the end conclusions.
After you have stated this, the abstract is complete.
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2. Cohesion in Writing
Cohesion is revising to make sure that your words, ideas, and paragraphs fit
together. Without cohesive sentences, readers feel like they are reading a long
list of unrelated ideas. They often have trouble remembering what you said.
They also have trouble understanding how these ideas connect to one another,
which may mean that they dont understand the main point in your essay.
When writing is not cohesive, its very difficult to be an effective communicator.
Cohesive Papers:
1. Group similar ideas together
2. Constantly refer back to the thesis or main idea
3. Use a well-defined structure that is easy for the reader to follow
Incorporating these connecting words and phrases into your essays will help
the reader understand how your sentences and ideas relate to one another:
also instead as a result

anyway likewise at any rate
consequently meanwhile at the same time
finally nevertheless by the way
furthermore next even so
however nonetheless for example
incidentally otherwise in addition
indeed still in fact
therefore then in other words
thus after all on the contrary
on the other hand
Using this phrases and coordinating conjunctions (and, so, yet, but, or, for)
will ensure that your reader can follow your meaning, and trust your voice as a
writer.
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2.1. Five ways to Improve the cohesiveness of your Writing
i. Check the first sentence in each paragraph. Ask yourself: does this
sentence explain the connection between the ideas in the previous paragraph
and the ideas that Im about to discuss?
Example: Lets say that Im writing a paper about the personalities of

different household pets. If my first paragraph is about cats and my second
paragraph is about dogs, I can make my writing more cohesive by beginning
the 2nd paragraph with the following statement: While cats tend to be moody
and self-centered, dogs are usually cheerful and aim to please their owners.
ii. Check the first few words in each sentence. Ask yourself: Have I
made it clear exactly how this idea relates to the previous one? Will readers
be able to move smoothly from one idea to the next?
Example: Instead of using two disjointed, short sentences like She ran
outside. Her shoe fell off, I might make the sentences more cohesive by
emphasizing a connection. Id change it to: She ran outside so quickly that her
shoe fell off.
iii. Use topic sentences. Read each

paragraph and ask yourself 2 questions:
What is the main point in this
paragraph? How does this point support
my thesis statement or main purpose in
this essay? Make sure that your topic
sentences answer BOTH questions.
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Example: If the purpose of my essay is to argue that the death penalty should
not be used in the U.S., Ill want to make sure that each of my paragraphs
helps defend my opinion. Rather than beginning a paragraph about innocent
people being mistakenly executed using this system with the vague words
Innocent people in the U.S. are dying every day Id make my writing more
cohesive and remind the reader of my main purpose by saying The death
penalty system allows our country to take away innocent lives, therefore it
should not be used as a form of punishment.
iv. Underline the subject in longer sentences. Check to make sure that
youve placed the subject as close to the beginning of the sentence as possible,
rather than hiding it in the middle or towards the end.
Example: If my paper is about the effects of global warming, Ill want to avoid
sentences like this: There are several harmful effects on our environment like
global warming and people not cleaning up their garbage. That sentence is
confusing because it drags on too long and does not emphasize any particular
main point; it also mentions garbage, which doesnt really relate to what Im
talking about at all. It would be better to change the sentence to: Global
warming is the most dangerous environmental problem that we must face.
v. Dont be afraid to re-state your thesis or main idea several times

throughout your essay. Just make sure that you do so in slightly different
words!
Example: If my thesis statement reads, The best way to learn to drive is to

practice in a vacant parking lot, hen throughout my essay I might use
statements like: Practicing in a large, open space is also helpful because or
Learning to drive on the road will cause a lot more anxiety than practicing in
a less cluttered space because
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2.2 Examples of Abstract
Journal of the American Statistical Association 1967 American Statistical

Association
Abstract
Returns and findings from three strategies of data collection are compared.
Each strategy contains personal interviews, telephone interviews, and mail
questionnaires in different combinations-one mainly personal, one mainly
telephone, and one mainly mail. All three strategies are based on area
probability samples of households in Alameda County, California. The test was
made on two separate studies, with identical questionnaires used in all
strategies within each study. The responses from the three strategies were
found to be highly comparable. Rate of return and rate of completeness of
questionnaires were high for all three; substantive findings were virtually
interchangeable; and there was little difference in validity. The only important
difference was cost per interview which varied considerably by strategy.
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The Academy of Management Review 1999 Academy of Management
Abstract:
In this article I describe and compare a number of alternative generic

strategies for the analysis of process data, looking at the consequences of
these strategies for emerging theories. I evaluate the strengths and
weaknesses of the strategies in terms of their capacity to generate theory that
is accurate, parsimonious, general, and useful and suggest that method and
theory are inextricably intertwined, that multiple strategies are often advisable,
and that no analysis strategy will produce theory without an uncodifiable
creative leap, however small. Finally, I argue that there is room in the
organizational research literature for more openness within the academic
community toward a variety of forms of coupling between theory and data.
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2.3. The Four Cs in writing
i. The correctness: refers to accurate spelling, punctuation, and

grammar and sentence structure.
ii. The conciseness: refers to length of the

text. It should be as short as possible. It must
be direct, readable and logical.
iii. The clarity: the writer must be clear,

and to the point. It depends on three main
things: Sticking to your basic purpose,
arranging your material logically and using
specific, concrete language.
iv. The courtesy: the writer must be polite and avoid informal words, or
expressions that might confuse the meaning.
2.4. Formality and Informality
To develop a good writing is of great value when the final decisions will be
taken. Therefore, the information given might be fundamental to take an
action. Formality is used in business writings, like: CVs and letters of
application, End of term papers, discursive essays, Factual descriptions,
Reports, Formal letters. Informality is common in emails and informal letters.
Following the next tips, will assure a positive answer by the reader of the
message, creating a positive action: To get the services, to hire an employee,
to buy a product, and so forth:
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i. Never use contractions in formal writings.
Example: The researching cant be done. (X)

The researching cannot be done.
ii. Do not use slaggy expressions.
Example: This is a terrible report. (X)

The report is not good enough.
iii. Avoid incomplete sentences.
Example: be appropriate to solve the problem. (X)

The solution will be appropriate to solve the problem.
iv. Do not include personal details.v
Example: I liked very much the topic investigated because it

remembers me the childhood (X)
The topic of the investigation created many expectations

in the team.
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3. Essays keys for writing
Below you will find different ways to develop and connect ideas in a formal
writing like reports, summaries, essays and abstracts. The bold words could
be replaced to write your own concepts.
3.1. Advantages and Disadvantages
i. The great advantage of digital camera is that there is no

process.
ii. The main disadvantage of this book is its price.
3.2. To agree with someone or something.
i. Many people agreed with his views about the war.

ii. Professor Dawkins is of the same opinion as Dr. Jones.
3.3. To partly agree with someone or something.
i. I agree with him up to a point.

ii. I broadly agree with the proposals.
iii. There is some truth in the argument that
3.4. Ways of saying what the aim or purpose of

something is.
i. This paper aims to show how science and technology

have influenced the work of artists.
ii. Tests were carried out in order to find out if the drug
have any side effects.
iii. The film is supposed to be a serious drama.
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3.5. Words meaning aim or purpose.
i. The main aims of the project are as follows

ii. The main aim of the study is..
iii. My aim in this article is
iv. He did not tell them about the purpose of his visit.
v. The companys long term goal is to be the market leader.
vi. He set himself the target of raising .over $1 million for cancer research.
vii. The terrorists will do almost anything to acie from ithieve their ends.
3.6. Words meaning approximately.
i. Approximately 30% of adults who have the disease will die from it.
ii. There were about 50 people at the meeting.
iii. The amount of caffeine in one can of cola is roughly equivalent to four
cups of coffee.
3.7. Ways to say that you are certain about something.
i. I am sure that many other writers share this view.

ii. She was convinced that her husband was innocent.
iii. The researchers were confident of success.
3.8. What you say when comparing things or people.
i. Young male drivers have far more accidents by comparison with other
groups.
ii. Mortality rates are lower for women as compared with men.
iii. In contrast to the South of the island, the North is still untouched by
tourism.
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3.9. What you say when concluding your essay or argument.
i. In conclusion, the results of our study

ii. To summarize: there are many people reasons why people buy
technology.
iii. The organization main aim can be summarized as follows
iv. The following conclusions may be drawn from these figures,
Firstly,.. Then, Next, Finally.
3.10. Saying again what your aims were at the conclusion of an essay.
i. The aim of this study was to determine whether it is possible to reduce

the amount of salt in bread without spoiling its taste.
ii. In thisI have tried/attempted to
iii. In this essay I have tried to set out..
3.11. What you say when emphasizing that something is important.
i. I would like to stress that

ii. It should be noted that
iii. It is worth bearing in mind that
iv. Crucially, it was claimed that
v. It is essential that the work is
3.12. What you say when giving your opinion.
i. In my opinion,..
ii. I think that,..
iii. In my view,..
iv. In this writers view,..
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Reinfrocement Activities
If you want to practice a little more, go to the reinforcement activities

proposed:
Reinforcement
Activitys Description Activitys File
Activitys Name
Pity the poor Complete the Reading

lottery Winner with the words
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Glosario
About: Alrededor
Achieve: Alcanzar
Advantage: Ventaja
Agree: Estar de acuerdo
Aim: Objetivo
Approximately: Aproximadamente
Attempted to: Pretender
Benefit: Beneficio
Bold: Negrilla
Cause: Causa
Certainly: Efectivamente
Challenge: Reto
Circa: Cerca de
Compared to/With: En comparacin a/con
Comparing: Comparar
Contrasting: Contrastar
Cure: Cura, remedio
Cut: Cortar
Decline: Disminuir
Decrease: Disminuir
Disadvantage: Desventaja
Effect: Efecto
Emphsizing: Enfatizar
Essay: Ensayo
Explaining: Explicar
False; False
Firstly: Primero que todo
Furthermore: Ms an
Generalizations: Generalidades
Giving: Dar
Goal: Meta
In order to: Con el fin de
Increase: Incrementar
Insecure: Inseguro
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Glosario
Issue: Dificultad
Lead to: Liderar, dirigir
Lower: Ms bajo
Making: Haciendo
Means: Significar
Opinion: Opinion
Opposite. Contrario
Others: Otros
People: Personas
Provide: Proveer
Purpose: Propsito
Reason: Razn
Result: Resultado
Right: Correcto, exacto
Rise: Levantar
Roughly: Casi lo mismo
Saying: Decir
Share: Compartir
Someone: Alguien
Summaries: Resmenes
Sure: Seguro
Therefore: Por lo tanto,
Things: Cosas
Trouble: Problema
True: Verdad
Try to: Tratar, perseguir
View: Punto de vista
Ways: Manera, forma
Which: El cual
Without: Sin
Writers: Escritores
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Recursos bibliogrficos
From: http://www.aomonline.org, Recovered by: CARDONA, A.N,

May 18, 2012.
http://www.roanestate.edu/owl/Connect.html, Recovered by:

CARDONA, A.N. May 28/2012.
http://www.duoc-teachers.mundomas.com/index.php
http://writing2.richmond.edu/training/project/biology/abslit.html#
sample1. Recovered and compiled by: CARDONA, A.N. October
18, 2012.
Writing Handbook at Longman Exams Dictionary (2007). Fourth
Impression, Pearson Education Limited, England. P.WH-36-38,
WH59-83.
Credits
Compiled by: Cardona. A.N. (2013). Curriculum
Designer/Instructor at the Virtualization Project. Centro de
Servicios y Gestin Empresarial-CESGE
21
Control De Documento.
Construccin Objeto De Aprendizaje.
GOOD WRITING IS AN ART.
Experto Temtico: Alba Nury Cardona Yepes
Asesor Pedaggico: Luis Antonio Surez Martnez.

Maria Teresa Camargo Serrano.
Juan C Morales Dimarco.

Produccin Multimedia: Vctor HugoTabares Carreo
Martha Lucia Chaves Nio.
Programador: Roberto Chajin Ortiz.
Tatiana Acosta Patio.

Lder Experto Temtico:
Yaqueline Chavarro
Lder lnea de produccin: Santiago Lozada Garcs.
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FAVA - Formacin en Ambientes Virtuales de Aprendizaje SENA - Servicio Nacional de Aprendizaje

Chapter 1 Abstracts generalities

1.1. General questions to be addressed in the Abstract section

Chapter 2 Cohesion in writing

2.1. Five Ways to improve the Cohesiveness On your Writing

Chapter 3 Essays keys for writing

3.1. Advantages and Disadvantages.

a whole view Writing structure

to connect words and sense

General questions How

Sometimes you need

FAVA - Formacin en Ambientes Virtuales de Aprendizaje

SENA - Servicio Nacional de Aprendizaje

To write is easy and simple. It implies a series of skills

When you develop a project, the searching must be

There are important factors to be considered to write

The good writing should include an introduction, main

This guide will be of help to understand and learn more

The abstract, although it comes first logistically, always should be written

The best way to attempt to go about writing an abstract is to divide it into

1.1. General questions to be addressed in the abstract section

i. Why it was done and what is the problem being addressed?

ii. What did you do?

This part of the abstract states what was done to try

iii. What did you find out?

also instead as a result

2.1. Five ways to Improve the cohesiveness of your Writing

Example: Lets say that Im writing a paper about the personalities of

iii. Use topic sentences. Read each

v. Dont be afraid to re-state your thesis or main idea several times

Example: If my thesis statement reads, The best way to learn to drive is to

2.2 Examples of Abstract

Journal of the American Statistical Association 1967 American Statistical

The Academy of Management Review 1999 Academy of Management

In this article I describe and compare a number of alternative generic

2.3. The Four Cs in writing

i. The correctness: refers to accurate spelling, punctuation, and

ii. The conciseness: refers to length of the

iii. The clarity: the writer must be clear,

2.4. Formality and Informality

i. Never use contractions in formal writings.

Example: The researching cant be done. (X)

ii. Do not use slaggy expressions.

Example: This is a terrible report. (X)

iii. Avoid incomplete sentences.

Example: be appropriate to solve the problem. (X)

iv. Do not include personal details.v

Example: I liked very much the topic investigated because it

The topic of the investigation created many expectations

3. Essays keys for writing

3.1. Advantages and Disadvantages

i. The great advantage of digital camera is that there is no

3.2. To agree with someone or something.

i. Many people agreed with his views about the war.

3.3. To partly agree with someone or something.

i. I agree with him up to a point.

3.4. Ways of saying what the aim or purpose of

i. This paper aims to show how science and technology

3.5. Words meaning aim or purpose.

i. The main aims of the project are as follows

3.6. Words meaning approximately.

3.7. Ways to say that you are certain about something.