Paragraph Structure With Quotes

Saying that studying the brain is limited to the study of physical entities would be like saying that literary criticism must focus on paper and bookbinding, ink and its chemistry, page sizes and margin widths, typefaces and paragraph lengths, and so forth.

With sixty staring me in the face, I have developed inflammation of the sentence structure and definite hardening of the paragraphs.

The major influence on my writing has been my reading. When I was young, I read everything, including cereal boxes and coffee labels. Reading taught me sentence structure, paragraphing, how to build a chapter. Strangely enough, it never taught me spelling.

. . .the particular way he had of structuring his paragraphs, beginning and ending each with a joke that wasn't really a joke, but an insult cloaked in a silken cape.

Life is a cracked surface at best. Fiction is a nice edifice. / every word/sentence/paragraph gives a writer an opportunity to reinforce or deliberately crack the edifice by screwing with meaning, structure, grammar, the fourth wall, etc. / different types and degrees of cracking produce different arrangements of order and chaos.

This was no coincidence. The best short stories and the most successful jokes have a lot in common. Each form relies on suggestion and economy. Characters have to be drawn in a few deft strokes. There's generally a setup, a reveal, a reversal, and a release. The structure is delicate. If one element fails, the edifice crumbles. In a novel you might get away with a loose line or two, a saggy paragraph, even a limp chapter. But in the joke and in the short story, the beginning and end are precisely anchored tent poles, and what lies between must pull so taut it twangs.

I continued working without a break, but in the middle of the third story...I felt myself tiring more than if I had been working on a novel. The same thing happened with the fourth. In fact, I did not have the energy to finish them. Now I know why: The effort involved in writing a short story is as intense as beginning a novel, where everything must be defined in the first paragraph: structure, tone, style, rhythm, length, and sometimes even the personality of a character. All the rest is the pleasure of writing, the most intimate, solitary pleasure one can imagine, and if the rest of one's life is not spent correcting the novel, it is because the same iron rigor needed to begin the book is required to end it. But a story has no beginning, no end: Either it works or it doesn't. And if it doesn't, my own experience, and the experience of others, shows that most of the time it is better for one's health to start again in another direction, or toss the story in the wastebasket. Someone, I don't remember who, made the point with this comforting phrase: "Good writers are appreciated more for what they tear up than for what they publish.

Reading off a page is like looking down at a landscape from a balloon – your eye "sees" the story as well as reads it, its layout, its paragraphs and structure, and "remembers" what it just read because it's still there, on the page, simultaneously. If you want to, you can reread any line instantly; or linger; or speed up; or optically "flinch." Reading a series of tweets is more like looking through a narrow window from a train speeding through a landscape full of tunnels and bands of light and dark. Each tweet erases its predecessor.

First, read the introduction carefully, looking for the theme sentence or paragraph that will unlock the whole article or chapter. The theme sentence or paragraph often encapsulates the ideas and structure of the piece. Then skip directly to the conclusion. Why? Because the conclusion tells you where the writer is going to end up. It usually summarizes his or her main points and, if it’s well done, suggests what the writer thinks are the key takeaways. Only when you know where the writer is aiming should you read the body of the text. (I’ll have more to say on how to read the body of text shortly.)

I composed balanced sentences and periodic sentences and practiced, till I was blue in the face, the English department adage, Vary your sentence structure. Amazingly enough, having a mix of long and short sentences, along with topic-body-conclusion paragraph structure, did not automatically make my prose interesting.

It is the simplest phrase you can imagine,” Favreau said, “three monosyllabic words that people say to each other every day.” But the speech etched itself in rhetorical lore. It inspired music videos and memes and the full range of reactions that any blockbuster receives online today, from praise to out-of-context humor to arch mockery. Obama’s “Yes, we can” refrain is an example of a rhetorical device known as epistrophe, or the repetition of words at the end of a sentence. It’s one of many famous rhetorical types, most with Greek names, based on some form of repetition. There is anaphora, which is repetition at the beginning of a sentence (Winston Churchill: “We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields”). There is tricolon, which is repetition in short triplicate (Abraham Lincoln: “Government of the people, by the people, and for the people”). There is epizeuxis, which is the same word repeated over and over (Nancy Pelosi: “Just remember these four words for what this legislation means: jobs, jobs, jobs, and jobs”). There is diacope, which is the repetition of a word or phrase with a brief interruption (Franklin D. Roosevelt: “The only thing we have to fear is fear itself”) or, most simply, an A-B-A structure (Sarah Palin: “Drill baby drill!”). There is antithesis, which is repetition of clause structures to juxtapose contrasting ideas (Charles Dickens: “It was the best of times, it was the worst of times”). There is parallelism, which is repetition of sentence structure (the paragraph you just read). Finally, there is the king of all modern speech-making tricks, antimetabole, which is rhetorical inversion: “It’s not the size of the dog in the fight; it’s the size of the fight in the dog.” There are several reasons why antimetabole is so popular. First, it’s just complex enough to disguise the fact that it’s formulaic. Second, it’s useful for highlighting an argument by drawing a clear contrast. Third, it’s quite poppy, in the Swedish songwriting sense, building a hook around two elements—A and B—and inverting them to give listeners immediate gratification and meaning. The classic structure of antimetabole is AB;BA, which is easy to remember since it spells out the name of a certain Swedish band.18 Famous ABBA examples in politics include: “Man is not the creature of circumstances. Circumstances are the creatures of men.” —Benjamin Disraeli “East and West do not mistrust each other because we are armed; we are armed because we mistrust each other.” —Ronald Reagan “The world faces a very different Russia than it did in 1991. Like all countries, Russia also faces a very different world.” —Bill Clinton “Whether we bring our enemies to justice or bring justice to our enemies, justice will be done.” —George W. Bush “Human rights are women’s rights and women’s rights are human rights.” —Hillary Clinton In particular, President John F. Kennedy made ABBA famous (and ABBA made John F. Kennedy famous). “Mankind must put an end to war, or war will put an end to mankind,” he said, and “Each increase of tension has produced an increase of arms; each increase of arms has produced an increase of tension,” and most famously, “Ask not what your country can do for you; ask what you can do for your country.” Antimetabole is like the C–G–Am–F chord progression in Western pop music: When you learn it somewhere, you hear it everywhere.19 Difficult and even controversial ideas are transformed, through ABBA, into something like musical hooks.

Influenza is caused by three types of viruses, of which the most worrisome and widespread is influenza A. Viruses of that type all share certain genetic traits: a single-stranded RNA genome, which is partitioned into eight segments, which serve as templates for eleven different proteins. In other words, they have eight discrete stretches of RNA coding, linked together like eight railroad cars, with eleven different deliverable cargoes. The eleven deliverables are the molecules that comprise the structure and functional machinery of the virus. They are what the genes make. Two of those molecules become spiky protuberances from the outer surface of the viral envelope: hemagglutinin and neuraminidase. Those two, recognizable by an immune system, and crucial for penetrating and exiting cells of a host, give the various subtypes of influenza A their definitive labels: H5N1, H1N1, and so on. The term “H5N1” indicates a virus featuring subtype 5 of the hemagglutinin protein combined with subtype 1 of the neuraminidase protein. Sixteen different kinds of hemagglutinin, plus nine kinds of neuraminidase, have been detected in the natural world. Hemagglutinin is the key that unlocks a cell membrane so that the virus can get in, and neuraminidase is the key for getting back out. Okay so far? Having absorbed this simple paragraph, you understand more about influenza than 99.9 percent of the people on Earth. Pat yourself on the back and get a flu shot in November. At

As I will be saying over and over again in this rambling volume, I am not dismayed by ultimate mysteries. What is the difference between something and nothing? Why is there something rather than nothing? Should the something of which the universe is fundamentally composed be regarded as like atoms or be regarded as more like a mind? Or is the substratum best thought of as something neutral: material when structured one way, mental when structured another way? I have no desire even to try to answer such questions. I find nothing absurd about the notion that the external world is the mind of God, nor do I find it repulsive to suppose that God can create a world of substance, utterly unlike ideas in God’s mind or anybody’s mind, that can exist whether God thinks about it or not. How can I, a mere mortal slightly above an ape in intelligence, know what it means to say that something is “created” by God, or “thought” by God? One can play endless metaphysical games with such phrases,3 but I can no more grasp what is behind such questions than my cat can understand what is behind the clatter I make while I type this paragraph.

in order to be truly creative, constraints are necessary. If you’ve ever tried to write a novel, you know what I mean. Staring at a blank computer screen feels debilitating. With infinite directions to pursue, you end up paralyzed. But by imposing some constraints—like learning how to structure your paragraphs, build a story arc, and write a scene, or doing a writing exercise—you start to see a path forward.

This was no coincidence. The best short stories and the most successful jokes have a lot in common. Each form relies on suggestion and economy. Characters have to be drawn in a few deft strokes. There's generally a setup, a reveal, a reversal, and a release. The structure is delicate. If one element fails, the edifice crumbles. In a novel you might get away with a loose line or two, a saggy paragraph, even a limp chapter. But in the joke and in the short story, the beginning and end are precisely anchored tent poles, and what lies between must pull so taut it twangs. I'm not sure if there is any pattern to these selections. I did not spend a lot of time with those that seemed afraid to tell stories, that handled plot as if it were a hair in the soup, unwelcome and embarrassing. I also tended not to revisit stories that seemed bleak without having earned it, where the emotional notes were false, or where the writing was tricked out or primped up with fashionable devices stressing form over content. I do know that the easiest and the first choices were the stories to which I had a physical response. I read Jennifer Egan's "Out of Body" clenched from head to toe by tension as her suicidal, drug-addled protagonist moves through the Manhattan night toward an unforgivable betrayal. I shed tears over two stories of childhood shadowed by unbearable memory: "The Hare's Mask," by Mark Slouka, with its piercing ending, and Claire Keegan's Irishinflected tale of neglect and rescue, "Foster." Elizabeth McCracken's "Property" also moved me, with its sudden perception shift along the wavering sightlines of loss and grief. Nathan Englander's "Free Fruit for Young Widows" opened with a gasp-inducing act of unexpected violence and evolved into an ethical Rubik's cube. A couple of stories made me laugh: Tom Bissell's "A Bridge Under Water," even as it foreshadows the dissolution of a marriage and probes what religion does for us, and to us; and Richard Powers's "To the Measures Fall," a deftly comic meditation on the uses of literature in the course of a life, and a lifetime. Some stories didn't call forth such a strong immediate response but had instead a lingering resonance. Of these, many dealt with love and its costs, leaving behind indelible images. In Megan Mayhew Bergman's "Housewifely Arts," a bereaved daughter drives miles to visit her dead mother's parrot because she yearns to hear the bird mimic her mother's voice. In Allegra Goodman's "La Vita Nuova," a jilted fiancée lets her art class paint all over her wedding dress. In Ehud Havazelet's spare and tender story, "Gurov in Manhattan," an ailing man and his aging dog must confront life's necessary losses. A complicated, only partly welcome romance blossoms between a Korean woman and her demented

This skirmish with Beaverbrook was mostly stage combat. Having been friends for so long, they knew well how to jolt each other’s composure, and when to stop. This was one reason Churchill liked having Beaverbrook in his government and found such value in his near-daily presence. Beaverbrook was never predictable. Exasperating, yes, but always a source of energy and cold-eyed clarity, with a mind like an electric storm. Both men took a certain delight in dictating letters to each other. To both it was like acting—Churchill strutting about in his gold-dragon nightclothes and jabbing the air with a dead cigar, savoring the sound and feel of words; Beaverbrook like a knife thrower at a carnival, hurling whatever cutlery came to hand. The physical character of the resulting letters revealed the men’s contrapuntal natures. Where Churchill’s paragraphs were long and precisely worded, full of complex grammatical structures and historical allusions (in one note to Beaverbrook he used the word “ichthyosaurus”), each of Beaverbrook’s paragraphs was a single, brief knife thrust serrated with short, crisp words, not so much savored as sputtered.

That, for a while, seemed like life. And if I was really being honest with myself, I wasn’t into it. The only option was to sit in the pews every Sunday at church and casually wonder if I was going to go to hell because of who I was? No, thank you. Or to understand that the structures on which the country was built were engineered against me? Hard pass. What choice did I have besides constantly code-switching between identities as a means of hiding in plain sight? And wasn’t it just normal to feel like such a mistake as an adult that every time I walked over a bridge or stood on a subway platform, I had to talk myself out of stepping over the edge? I came to believe I was a monster and that I deserved to feel the way I felt. And I didn’t want to turn the page. But through it all there was a constant tethering me to the idea of a future: the library. The library is the place where I could borrow first Grover’s philosophical tome, then a couple of Choose Your Own Adventures I could cheat at, and later a stack of mysteries I could spoil for myself, all attempts to look for some other way of understanding who I was. In the book stacks, I found The Bluest Eye and The Color Purple and Giovanni’s Room and David Rakoff’s Fraud and more. I saw a new vision of Otherness in those books, and the pages kept turning. At the end of every one was a wall waiting to be broken down—a lurch toward becoming—a new paragraph in a story with an ending far different from what I’d ever dared imagine. Every story, whether truth or fiction, is an invitation to imagination, but even more so, it’s an invitation to empathy. The storyteller says, “I am here. Does it matter?” The words that I found in these books were a person calling out from a page, “I am worthy of being heard and you are worthy of hearing my story.” It seems simple but it’s a bold declaration. How many times in life do we receive the message, implicit or explicit, that what we’ve experienced or what we feel isn’t noteworthy or remarkable? The books that I found in the library, ones that I deeply understood and ones that seemed so outside of my experience they might as well have been written in Klingon, all carried the same hopes: to be seen, to be heard, to exist.

Like telepathy bypassing my lips… typed, arranged and centered to page, its structured in maddening display. Thoughts go further as the sentences flow, unending paragraphs dig deeper and begin to mold. This work of fiction, I dare to call my own.

Now, my suggestion is this. There are no laws of nature, just one law of the universe. There is no dichotomy in it - there is no distinction between the law and supplementary initial or boundary conditions. Just one, all-embracing static equation. We can call it the universal equation. Its solutions (which may be one or many) must merely be well behaved, in the sense explained in the previous paragraph. It is an equation that creates structure as a first principle, just as the ordinary stationary Schrodinger equation creates atomic and molecular structure. This is because it attaches a ranking - a greater or lesser probability - to each conceivable static configuration of the universe.

Grammar includes all the principles that guide the structure of sentences and paragraphs: syntax-the flow of language; usage-how we use words in different situations; and rules-predetermined boundaries and patterns that govern language in a particular society. Mechanics, on the other hand, are ways we punctuate whatever we are trying to say in our writing: punctuation, capitalization, paragraphing, formatting.

(...) this first-approximation reification of language very easily passes over unnoticed into a harder idealization, especially in everyday parlance. It is this idealization that, for instance, leads people to say that "the language" is degenerating because teenagers don't know how to talk anymore (they were saying that in the eighteenth century too!). It is also behind seeing the dictionary as an authority on the "correct meanings" of words rather than as an attempt to record how words are understood in the speech community. Even linguists adopt this stance all the time in everyday life (especially as teachers of students who can't write a decent paragraph). But once we go inside the heads of speakers to study their own individual cognitive structure, the stance must be dropped.

As you’re probably wondering, a minor triad with a natural 7 on the top 1 b3 5 7 is called a “minor major 7th” or m(Maj7) chord and we will discuss these structures in chapter twelve as they are an important sound in jazz. They are given this name because they are minor triads with a major 7th added on top.   When we extend a minor b5 chord to become a 7th chord, we once again add a b7, not a natural 7. In fact, it is a general rule that if a triad has a b3, it is more common to add a b7 to form a four-note ‘7th’ chord.   As you can see in the previous paragraph, this is not always the case, so be careful when applying that ‘rule’.

Key features Always write in small chunks (also-called blocks ). Unlike many paragraphs, only one topic per chunk. Nothing extra. Chunks can contain several sentences. Label very chunk with an informative, relevant, short, bold-face title. Standards for organizing and sequencing large documents. Diagrams and illustrations can be chunks. Use them. Possible to cluster most of the 40 sentence types into seven categories: procedure, process, structure, concept, fact, classification, principle. Another 160 chunk-types available for Report Documents and Scientific and Technical Reports. About 400,000 technical and business writers world-wide have been taught to write structured writing since 1969.

answer it. It should also show what evidence and logic you’ll use to support that answer. The thesis statement should be succinct, argumentative, and coherent. That implies it should succinctly describe your argument in a phrase or two; make a claim that requires further proof or analysis; and make a logical point that relates to every aspect of the work. You will alter and refine the thesis statement as you complete more research, but it can act as a guide throughout the writing process. Every paragraph should try to reinforce and enhance this central claim. Create a research paper outline A research paper outline is essentially a list of the important themes, arguments and evidence you want to include, separated into parts with headings so that you know roughly what the paper will look like before you start writing. A structure plan can assist make the writing process much more effective, therefore it’s worth investing some time to

Husserl had picked up this idea from his old teacher Franz Brentano, in Vienna days. In a fleeting paragraph of his book Psychology from an Empirical Standpoint, Brentano proposed that we approach the mind in terms of its ‘intentions’ — a misleading word, which sounds like it means deliberate purposes. Instead it meant a general reaching or stretching, from the Latin root in-tend, meaning to stretch towards or into something. For Brentano, this reaching towards objects is what our minds do all the time. Our thoughts are invariably of or about something, he wrote: in love, something is loved, in hatred, something is hated, in judgement, something is affirmed or denied. Even when I imagine an object that isn’t there, my mental structure is still one of ‘about-ness’ or ‘of-ness’. If I dream that a white rabbit runs past me checking its pocket watch, I am dreaming of my fantastical dream-rabbit. If I gaze up at the ceiling trying to make sense of the structure of consciousness, I am thinking about the structure of consciousness. Except in deepest sleep, my mind is always engaged in this aboutness: it has ‘intentionality’. Having taken the germ of this from Brentano, Husserl made it central to his whole philosophy. Just try it: if you attempt to sit for two minutes and think about nothing, you will probably get an inkling of why intentionality is so fundamental to human existence. The mind races around like a foraging squirrel in a park, grabbing in turn at a flashing phone screen, a distant mark on the wall, a clink of cups, a cloud that resembles a whale, a memory of something a friend said yesterday, a twinge in a knee, a pressing deadline, a vague expectation of nice weather later, a tick of the clock. Some Eastern meditation techniques aim to still this scurrying creature, but the extreme difficulty of this shows how unnatural it is to be mentally inert. Left to itself, the mind reaches out in all directions as long as it is awake — and even carries on doing it in the dreaming phase of its sleep. Understood in this way, the mind hardly is anything at all: it is its aboutness. This makes the human mind (and possibly some animal minds) different from any other naturally occurring entity. Nothing else can be as thoroughly about or of things as the mind is: even a book only reveals what it’s ‘about’ to someone who picks it up and peruses it, and is otherwise merely a storage device. But a mind that is experiencing nothing, imagining nothing, or speculating about nothing can hardly be said to be a mind at all.

Write a blog post on [topic] that is structured and easy to read. Begin with a clear and concise introduction that sets the tone and provides context for the topic. Use headings, subheadings, and clear paragraphs to organize and illustrate the content, making sure that the final product is organized and easy to follow. In the body of the post, make sure that each section is clearly defined and contributes to the overall message of the post. Consider the readability of the final product by using clear and concise language, while avoiding jargon or overly complex terminology. Finally, include a clear and concise conclusion that summarizes your main points and reinforces the importance of your argument. Repurposing a Blog Post for Different Audiences Description: This prompt will guide you in repurposing a blog post on the topic of your choice for a different target audience.

For example, here’s an excerpt from my article, “How Do Some People Succeed So Quickly? They Approach Life Like This.” Every single moment, of every single day, you are “practicing” something. If you don’t floss in the morning, you’re practicing not-flossing. If you choose to eat quinoa and veggies instead of Frosted Flakes, you’re practicing eating for fuel instead of eating for enjoyment. If you yell at your significant other, you’re practicing a lack of self-control. If you watch TV instead of working on your book, you’re practicing postponing your dream of becoming a novelist. The moment you start to see the world this way, you start to realize that every single moment, of every single day, you are practicing something. And how aware you are of whatever it is you’re practicing dictates how consciously (or unconsciously) you move toward or away from where it is you actually want to be: whether that’s a destination, a physical place, or an emotional state. Here, I am combining the 1/1/1/1 structure with repetition to give a reader plenty of actionable examples without forcing them to read through paragraphs of prose. I’m only giving them what they absolutely need—and then once I’ve given them a handful of examples, I follow up with a longer, more descriptive paragraph (alternating rhythms).

1/3/2/1 & 1/5/2/1 The basic structures of online writing are 1/3/1 and 1/5/1. Once you learn these, you can then start to play with rhythm a bit more and elongate your introductions. I cannot stress enough how much you do not want to elongate your writing by cramming sentence after sentence into one paragraph. Online writing benefits from clearly separated thoughts and statements, which is why I recommend using variations of the 1/3/1 and 1/5/1 structure if you need the extra space. Remember: you want to optimize for speed and Rate of Revelation. Anything that isn’t absolutely necessary, delete it. Here’s how it works: This first sentence is your opener. This second sentence clarifies your opener. This third sentence reinforces the point you’re making with some sort of credibility or amplified description. And this fourth sentence rounds out your argument, guiding the reader toward your conclusion. This fifth sentence is your strong conclusion. And this sixth sentence is expanding on why you’re making such a strong conclusion. This seventh sentence is what you’re going to talk about next.

1/3/1 The 1/3/1 structure is the best place to start. In 1/3/1, you have one strong opening sentence, three description sentences, and then one conclusion sentence. Visually, this is a powerful way to tell the reader you aren’t going to make them suffer through big blocks of text, and that you have their best interests in mind. Here’s how it works: This first sentence is your opener. This second sentence clarifies your opener. This third sentence reinforces the point you’re making with some sort of credibility or amplified description. And this fourth sentence rounds out your argument, guiding the reader toward your conclusion. This fifth sentence is your strong conclusion. Now, just so you can understand why this technique is so powerful, not just from a written perspective but from a visual perspective, look at those same five sentences all clumped together. This first sentence is your opener. This second sentence clarifies your opener. This third sentence reinforces the point you’re making with some sort of credibility or amplified description. And this fourth sentence rounds out your argument, guiding the reader toward your conclusion. This fifth sentence is your strong conclusion. If you clicked on an article and were immediately confronted with a five-sentence paragraph, you would feel (viscerally in your body) the weight of what you were about to read.

The 1/1/1+ structure is a mechanism you should use for very specific sections within your writing: beginnings and endings. Single sentences are great for calling out individual ideas, statements, or descriptions, and doing so several times in a row can elicit a powerful response in a reader. Here’s how it works: This first sentence is a strong statement. This second sentence builds on, reinforces, or repeats that strong statement. This third sentence builds on, reinforces, or repeats that strong statement. For example, I use this structure to emphasize a length of time in my article, “The 1 Thing I Did That Changed My Entire Life For The Better.” Step 2: Like I said, I did this for 2 years. Two. Years. Not 3 days. Not a few weeks. Two entire years. I started to see how the people I was surrounding myself with weren’t very conducive to who and what I wanted to become. I started to realize I was terrific at coming up with ideas but horrible at seeing them through to completion. I started to understand why I struggled to make friends, and how closed off I was from the world. If you notice, immediately following the 1/1/1/1 structure, I went into a lengthier paragraph. This was deliberate. When you use the 1/1/1+ structure, you are building momentum. You are moving a reader quickly from Point A to Point B. But after a few big steps, the reader is not going to want to run anymore. They’re going to want to take a quick break and settle into the thing you’re talking about. So, crescendo with the 1/1/1+ rhythm, and then decrescendo with a three, four, or even five-sentence paragraph. Then repeat.

1/4/1/1 Why the 1/4/1/1 structure works so well is because now your single-sentence conclusion packs two punches instead of one. Here’s how it works: This first sentence is your opener. This second sentence clarifies your opener. This third sentence reinforces the point you’re making with some sort of credibility or amplified description. This fourth sentence rounds out your argument. And this fifth sentence speaks to the emotional benefit of the reader. This sixth sentence is your conclusion. And this seventh sentence is why that conclusion matters so much. If you notice, the only difference between the 1/3/1 structure and 1/4/1/1 is rhythm. One more sentence doesn’t really change the content of the introduction. But the way the sentences are separated elicits a different response in the reader. The 1/3/1 structure feels strong, but 1/4/1/1 feels stronger, and even more opinionated—there are two punchlines instead of one. In fact, just by moving a single sentence up or down in any of these paragraphs can dramatically change the rhythm of your introduction. Here’s an example of the 1/4/1/1 structure from my article, “6 Important Life Lessons You Can Only Learn Through Failure.” Nobody learns the hard lessons in life without some element of failure. When we let someone down, we learn why. When we fall short of our own expectations, we become aware of our growth edge. When we crumble under pressure, we become attuned to our weaknesses. There is a “lesson” inside each and every defeat — and those who ultimately reach their goals see these moments as valuable opportunities, not punishments. Unfortunately, that doesn’t make the learning process any less painful. There are some lessons in life you just can’t learn without falling down, scraping both knees, and getting back up again. Like the other structures above, you can elongate your introduction by adding a bit more text in the first major paragraph. 1/5/1/1 works, and so does 1/6/1/1. But once you start getting up into 1/7/1/1, you’re asking a bit much of your reader—meaning they’re less likely to make it through your introduction.

In social crisis and political revolution, when a government breaks down, power falls into the hands of the working masses; and for the propertied class, for capitalism arises the problem how to wrest it out of their hands. So it was in the past, so it may happen in the future. Democracy is the means, the appropriate instrument of persuasion. The arguments of formal and legal equality have to induce the workers to give up their power and to let their organization be inserted as a subordinate part into the State structure. Against this the workers have to carry in them a strong conviction that council organization is a higher and more perfect form of equality. It realizes social equality; it is the form of equality adapted to a society consciously dominating production and life. It might be asked whether the term democracy fits here, because the ending—"-cracy"—indicates domination by force, which here is lacking. Though the individuals have to conform to the whole there is no government above the people; people itself is government. Council organization is the very means by which working mankind, without need of a ruling government, organizes its vital activities. Adhering, then, to the emotional value attached of old to the word democracy we may say that council organization represents the higher form of democracy, the true democracy of labor. Political democracy, middle-class democracy, at its best can be no more than a formal democracy; it gives the same legal rights to everybody, but does not care whether this implies security of life; because economic life, because production is not concerned. The worker has his equal right to sell his labor power; but he is not certain that he will be able to sell it. Council democracy, on the contrary, is actual democracy since it secures life to all collaborating producers, free and equal masters of the sources of their life. The equal right in deciding needs not to be secured by any formal regulating paragraph; it is realized in that the work, in every part, is regulated by those who do the work. That parasites taking no part in production automatically exclude themselves from taking part in the decisions, cannot be considered as a lack in democracy; not their person but their function excludes them. It is often said that in the modern world the point of dispute is between democracy and dictatorship; and that the working class has to throw in its full weight for democracy. The real meaning of this statement of contrast is that capitalist opinion is divided whether capitalism better maintains its sway with soft deceitful democracy, or with hard dictatorial constraint. It is the old problem of whether rebellious slaves are kept down better by kindness or by terror. The slaves, if asked, of course prefer kind treatment to terror; but if they let themselves be fooled so as to mistake soft slavery for freedom, it is pernicious to the cause of their freedom. For the working class in the present time the real issue is between council organization, the true democracy of labor, and the apparent, deceitful middle-class democracy of formal rights. In proclaiming council democracy the workers transfer the fight from political form to economic contents. Or rather—since politics is only form and means for economy—for the sounding political slogan they substitute the revolutionizing political deed, the seizure of the means of production. The slogan of political democracy serves to detract the attention of the workers from their true goal. It must be the concern of the workers, by putting up the principle of council organization, of actual democracy of labor, to give true expression to the great issue now moving society.

There are no periods, no paragraphs, there’s no punctuation,” Utzschneider said. “There’s no structure to give us a sense of order.

Next, the introduction should summarize the main theme of your memo. In other words, tell the reader the core of your argument. Here is one illustration of a thematic summary for such a memo: This memo will argue that a “greening” initiative would improve the company’s bottom line. The costs of this initiative would be more than offset by reduced energy expenses, potential tax savings, and long-term improvements to our company’s image. The final portion of the introduction should lay out a road map for the rest of the memo, explaining the structure in a way that’s consistent with any headings or subtitles. This will help your readers follow your reasoning. A good road map should be just one paragraph with a clear sequence.

Again, we want our writing to support effective reading. That means doing two things: 1. Dividing the body with headings or subtitles to show the structure of the document. 2. Starting each paragraph with a topic sentence so readers can easily read off the tops of the paragraphs. Readers should be able to follow the progression of your argument by reading only these topic sentences; the rest of each paragraph should provide factual or analytic support for the topic sentence.

To implement the general principle of active reading, you should follow a three-step process: 1. Grasp the structure of the reading. 2. Read the introduction and conclusion. 3. Skim the tops of the paragraphs.

When editing begins it is on ‘large chunks’ – paragraphs or a series of related paragraphs perhaps – and their relationship to one another. She moves them around as a way of answering her structural questions. More specific editing processes are involved too, like those we saw in the example from Woolf’s work: deletion, insertion, and attention to repetition and abstraction

. . . the cell beyond which the life of the book cannot be traced, a novel being a structure of such cells. In another sense, only the sentence exists or at any rate can be proved to exist. Even at the stage of the paragraph things are becoming theoretical and arbitrary. A ‘novel’ is an utter hallucination; no definition of it, for example, can really distinguish it from a laundry list. But a sentence – there you have something essential, to which nothing can be added and from which nothing can be taken.

Table 6.1 Skill Categories Skill Category Description Comment Determining the Meaning of Words (Word Meaning) Student determines the meaning of words in context by recognizing known words and connecting them to prior vocabulary knowledge. Student uses a variety of skills to determine the meaning of unfamiliar words, including pronouncing words to trigger recognition, searching for related words with similar meanings, and analyzing prefixes, roots, and suffixes. This skill category includes more than just lexical access, as word identification and lexical recall are combined with morphological analyses. Understanding the Content, Form, and Function of Sentences (Sentence Meaning) Student builds upon an understanding of words and phrases to determine the meaning of a sentence. Student analyzes sentence structures and draws on an understanding of grammar rules to determine how the parts of speech in a sentence operate together to support the overall meaning. Student confirms that his or her understanding of a sentence makes sense in relationship to previous sentences, personal experience, and general knowledge of the world. This skill category focuses on the syntactical, grammatical, and semantic case analyses that support elementary proposition encoding and integration of propositions across contiguous sentences. Understanding the Situation Implied by a Text (Situation Model) Student develops a mental model (i.e., image, conception) of the people, things, setting, actions, ideas, and events in a text. Student draws on personal experience and world knowledge to infer cause-and-effect relationships between actions and events to fill in additional information needed to understand the situation implied by the text. This skill category is a hybrid of the explicit text model and the elaborated situation model described by Kintsch (1998). As such, category three combines both lower-level explicit text interpretation and higher-level inferential processes that connect the explicit text to existing knowledge structures and schemata. Understanding the Content, Form, and Function of Larger Sections of Text (Global Text Meaning) Student synthesizes the meaning of multiple sentences into an understanding of paragraphs or larger sections of texts. Student recognizes a text’s organizational structure and uses that organization to guide his or her reading. Student can identify the main point of, summarize, characterize, or evaluate the meaning of larger sections of text. Student can identify underlying assumptions in a text, recognize implied consequences, and draw conclusions from a text. This skill category focuses on the integration of local propositions into macro-level text structures (Kintsch & van Dijk, 1978) and more global themes (Louwerse & Van Peer, 2003). It also includes elaborative inferencing that supports interpretation and critical comprehension, such as identifying assumptions, causes, and consequence and drawing conclusions at the level of the situation model. Analyzing Authors’ Purposes, Goals, and Strategies (Pragmatic Meaning) Student identifies an author’s intended audience and purposes for writing. Student analyzes an author’s choices regarding content, organization, style, and genre, evaluating how those choices support the author’s purpose and are appropriate for the intended audience and situation. This skill category includes contextual and pragmatic discourse analyses that support interpretation of texts in light of inferred authorial intentions and strategies.

I would love to be able to write a paragraph or two about how I structure my day to maximise the creative flow. How I wake up naturally to the sound of birds singing outside, stroll out to the kitchen to flick on the coffee machine before jumping into the shower to energise myself for the day ahead. But I’ll save the fiction for my books.