Transition Sentences For Quotes

This is the problem with dealing with someone who is actually a good listener. They don’t jump in on your sentences, saving you from actually finishing them, or talk over you, allowing what you do manage to get out to be lost or altered in transit. Instead, they wait, so you have to keep going.

My life was being planned in sentences that started with 'We' instead of 'I', yet it felt like the most natural transition in the world.

Learn to enjoy this tidying process. I don't like to write; I like to have written. But I love to rewrite. I especially like to cut: to press the DELETE key and see an unnecessary word or phrase or sentence vanish into the electricity. I like to replace a humdrum word with one that has more precision or color. I like to strengthen the transition between one sentence and another. I like to rephrase a drab sentence to give it a more pleasing rhythm or a more graceful musical line. With every small refinement I feel that I'm coming nearer to where I would like to arrive, and when I finally get there I know it was the rewriting, not the writing, that wont the game.

Legally, Moosbrugger's case could be summed up in-a sentence. He was one of those borderline cases in law and forensic medicine known even to the layman as a case of diminished responsibility. These unfortunates typically suffer not only substandard health but also have a substandard disease, Nature has a peculiar prefer- ence for producing such people in droves. Natura non fecit saltus, she makes no jumps but prefers gradual transitions; even on the grand scale she keeps the world in a transitional state between imbe- cility and sanity.

because the cigarette or spliff was an indispensable technology, a substitute for speech in social situations, a way to occupy the mouth and hands when alone, a deep breathing technique that rendered exhalation material, a way to measure and/or pass the time. More important than the easily satisfiable addiction, what the little cylinders provided me was a prefabricated motivation and transition, a way to approach or depart from a group of people or a topic, enter or exit a room, conjoin or punctuate a sentence. The hardest part of quitting would be the loss of narrative function; it would be like removing telephones or newspapers from the movies of Hollywood’s Golden Age; there would be no possible link between scenes, no way to circulate information or close distance, and when I imagined quitting smoking, I imagined “settling down,” not because I associated quitting with a more mature self-care, but because I couldn’t imagine moving through an array of social spaces without the cigarette as bridge or exit strategy.

In school you learned to write as if the reader Were in constant danger of getting lost, A problem you were taught to solve not by writing clearly But by shackling your sentences and paragraphs together. Think about transitions. Remember how it goes? Late in the paragraph you prepare for the transition to the next paragraph— The great leap over the void, across that yawning indentation. You were taught the art of the flying trapeze, But not how to write.

Writing is architectural. Letters become words, and words become sentences, and sentences become paragraphs, and paragraphs become chapters and chapters become books.

Learn to enjoy this tidying process. I don’t like to write; I like to have written. But I love to rewrite. I especially like to cut: to press the DELETE key and see an unnecessary word or phrase or sentence vanish into the electricity. I like to replace a humdrum word with one that has more precision or color. I like to strengthen the transition between one sentence and another. I like to rephrase a drab sentence to give it a more pleasing rhythm or a more graceful musical line. With every small refinement I feel that I’m coming nearer to where I would like to arrive, and when I finally get there I know it was the rewriting, not the writing, that won the game.

In your head, you’ll probably find two models for writing. One is the familiar model taught in high school and college—a matter of outlines and drafts and transitions and topic sentences and argument. The other model is its antithesis—the way poets and novelists are often thought to write. Words used to describe this second model include “genius,” “inspiration,” “flow,” and “natural,” sometimes even “organic.” Both models are useless. I should qualify that sentence. Both models are completely useless.

The root destruction of religion in the country, which throughout the twenties and thirties was one of the most important goals of the GPU-NKVD, could be realized only by mass arrests of Orthodox believers. Monks and nuns, whose black habits had been a distinctive feature of Old Russian life, were intensively rounded up on every hand, placed under arrest, and sent into exile. They arrested and sentenced active laymen. The circles kept getting bigger, as they raked in ordinary believers as well, old people and particularly women, who were the most stubborn believers of all and who, for many long years to come, would be called 'nuns' in transit prisons and in camps. True, they were supposedly being arrested and tried not for their actual faith but for openly declaring their convictions and for bringing up their children in the same spirit. As Tanya Khodkevich wrote: You can pray freely But just so God alone can hear. (She received a ten-year sentence for these verses.) A person convinced that he possessed spiritual truth was required to conceal it from his own children! In the twenties the religious education of children was classified as a political crime under Article 58-10 of the Code--in other words, counterrevolutionary propaganda! True, one was permitted to renounce one's religion at one's trial: it didn't often happen but it nonetheless did happen that the father would renounce his religion and remain at home to raise the children while the mother went to the Solovetsky Islands. (Throughout all those years women manifested great firmness in their faith.) All persons convicted of religious activity received 'tenners,' the longest term then given. (In those years, particularly in 1927, in purging the big cities for the pure society that was coming into being, they sent prostitutes to the Solovetsky Islands along with the 'nuns.' Those lovers of a sinful earthly life were given three-year sentences under a more lenient article of the Code. The conditions in prisoner transports, in transit prisons, and on the Solovetsky Islands were not of a sort to hinder them from plying their merry trade among the administrators and the convoy guards. And three years later they would return with laden suitcases to the places they had come from. Religious prisoners, however, were prohibited from ever returning to their children and their home areas.)

according to the transition probabilities of English. Remember Chomsky’s sentence Colorless green ideas sleep furiously. He contrived it not only to show that nonsense can be grammatical but also to show that improbable word sequences can be grammatical. In English texts the probability that the word colorless is followed by the word green is surely zero. So is the probability that green is followed by ideas, ideas by sleep, and sleep by furiously.

Race does the heavy lifting for a caste system that demands a means of human division. If we have been trained to see humans in the language of race, then caste is the underlying grammar that we encode as children, as when learning our mother tongue. Caste, like grammar, becomes an invisible guide not only to how we speak, but to how we process information, the autonomic calculations that figure into a sentence without our having to think about it. Many of us have never taken a class in grammar, yet we know in our bones that a transitive verb takes an object, that a subject needs a predicate; we know without thinking the difference between third person singular and third person plural. We may mention “race,” referring to people as black or white or Latino or Asian or indigenous, when what lies beneath each label is centuries of history and assigning of assumptions and values to physical features in a structure of human hierarchy.

We’re not evenly matched.” I pointed to his tie then put my hands on my hips and mimicked his stance. I hoped bravado and wine-haze would prop up my resolve. So far so good. He glared at me, looking resentful, and his voice was steely as he asked, “What, specifically, makes you think so?” I lifted my chin and indicated his tie again, “Your tie, Quinn. I have on nine pieces of clothing and, assuming you’re wearing underwear of some sort, you have on ten. Now I can either put on my hat or you can take off your tie.” His glare morphed into a perplexed frown as I spoke but then, when I reached the end of the last sentence, his features transitioned into something like petulant yet amused understanding and most of the rigidity left his shoulders and neck. We stared at each other, again almost for a half minute, before I broke the silence. “Or, you could take off your jacket…?” Quinn’s mouth hooked to the side and he smoothly removed his jacket; he tossed it to the pile created by my discarded clothes. He began unfastening his cufflinks at his sleeves and the breath he released while pinning me with an irritated stare sounded relieved.

Imagine a reader you can trust. This sounds like a simple imperative. But the difference between writing for the reader implicit in your education And writing for one you trust is the difference between writing clumsily, Using all the grappling hooks of transition and false logic, And writing well, able to move briskly and freely, Going anywhere from anywhere almost instantly. All your life you’ve been reading books that trusted you, Trusted your intelligence, your keenness, Your ability to feel an invisible wink, To follow any trail, Even while you were learning in school not to trust the reader.

Short-term thinking – Focusing on what matters at the moment, rather than on potential consequences over the long term. Socialization – An element of a monologue that is designed to encourage a person to share truthful information by suggesting that the activity under investigation is one that is regularly engaged in by others. Stimulus – The question that prompts a behavioral response. Throat-clearing/swallowing – A nonverbal deceptive behavior in which a person clears his throat or performs a significant swallow prior to answering the question. Timing – The guideline in our deception detection model dictating that the initial deceptive behavior must begin within the first five seconds after the stimulus. Transition statement – Statement made by the questioner to allow for a transparent transition from an interview to an interrogation. It is the first sentence or two of the monologue, and takes the form of a direct observation of concern (DOC) or a direct observation of guilt (DOG). Unintended message – A truthful statement made by a deceptive person that, when the literal meaning of the statement is analyzed, conveys information that the person does not realize he’s conveying. We also refer to this as “truth in the lie.” Vague question – A question to be avoided because it allows for excessive latitude in

Ending with a digression, or with an unimportant detail, is particularly to be avoided. If the paragraph forms part of a larger composition, its relation to what precedes, or its function as a part of the whole, may need to be expressed. This can sometimes be done by a mere word or phrase (again; therefore; for the same reason) in the topic sentence. Sometimes, however, it is expedient to precede the topic sentence by one or more sentences of introduction or transition. If more than one such sentence is required, it is generally better to set apart the transitional sentences as a separate paragraph.

There used to be a time when neighbors took care of one another, he remembered. [Put “he remembered”first to establish reflective tone.] It no longer seemed to happen that way, however. [The contrast supplied by “however”must come first. Start with “But.”Also establish America locale.] He wondered if it was because everyone in the modern world was so busy. [All these sentences are the same length and have the same soporific rhythm; turn this one into a question?] It occurred to him that people today have so many things to do that they don’t have time for old-fashioned friendship. [Sentence essentially repeats previous sentence; kill it or warm it up with specific detail.] Things didn’t work that way in America in previous eras. [Reader is still in the present; reverse the sentence to tell him he’s now in the past. “America”no longer needed if inserted earlier.] And he knew that the situation was very different in other countries, as he recalled from the years when he lived in villages in Spain and Italy. [Reader is still in America. Use a negative transition word to get him to Europe. Sentence is also too flabby. Break it into two sentences?] It almost seemed to him that as people got richer and built their houses farther apart they isolated themselves from the essentials of life. [Irony deferred too long. Plant irony early. Sharpen the paradox about richness.] And there was another thought that troubled him. [This is the real point of the paragraph; signal the reader that it’s important. Avoid weak “there was”construction.] His friends had deserted him when he needed them most during his recent illness. [Reshape to end with “most”; the last word is the one that stays in the reader’s ear and gives the sentence its punch. Hold sickness for next sentence; it’s a separate thought.] It was almost as if they found him guilty of doing something shameful. [Introduce sickness here as the reason for the shame. Omit “guilty”; it’s implicit.] He recalled reading somewhere about societies in primitive parts of the world in which sick people were shunned, though he had never heard of any such ritual in America. [Sentence starts slowly and stays sluggish and dull. Break it into shorter units. Snap off the ironic point.]

Team Obama joined the fight against teachers unions from day one: the administration supported charter schools and standardized tests; they gave big grants to Teach for America. In Jonathan Alter’s description of how the administration decided to take on the matter, it is clear that professionalism provided the framework for their thinking. Teachers’ credentials are described as somewhat bogus; they “often bore no relationship to [teachers’] skills in the classroom.” What teachers needed was a more empirical form of certification: they had to be tested and then tested again. Even more offensive to the administration was the way teachers’ unions had resisted certain accountability measures over the years, resulting in a situation “almost unimaginable to professionals in any other part of the economy,” as Alter puts it.15 As it happens, the vast majority of Americans are unprofessional: they are the managed, not the managers. But people whose faith lies in “cream rising to the top” (to repeat Alter’s take on Obama’s credo) tend to disdain those at the bottom. Those who succeed, the doctrine of merit holds, are those who deserve to—who race to the top, who get accepted to “good” colleges and get graduate degrees in the right subjects. Those who don’t sort of deserve their fates. “One of the challenges in our society is that the truth is kind of a disequalizer,” Larry Summers told journalist Ron Suskind during the early days of the Obama administration. “One of the reasons that inequality has probably gone up in our society is that people are being treated closer to the way that they’re supposed to be treated.”16 Remember, as you let that last sentence slide slowly down your throat, that this was a Democrat saying this—a prominent Democrat, a high-ranking cabinet official in the Clinton years and the man standing at the right hand of power in the first Obama administration.* The merit mind-set destroyed not only the possibility of real action against inequality; in some ways it killed off the hopes of the Obama presidency altogether. “From the days of the 2008 Obama transition team offices, it was clear that the Administration was going to be populated with Ivy Leaguers who had cut their teeth, and filled their bank accounts, at McKinsey, Goldman Sachs and Citigroup,” a labor movement official writes me. The President, who was so impressed with his classmates’ intelligence at Harvard and Columbia, gave them the real reins of power, and they used those reins to strangle him and his ambition of being a transformative President. The overwhelming aroma of privilege started at the top and at the beginning.… It reached down deep into the operational levels of government, to the lowest-level political appointees. Our members watched this process unfold in 2009 and 2010, and when it came time to defend the Obama Administration at the polls in 2010, no one showed up. THE

In establishing usage, grammar makes valid and invalid divisions. For example, it divides verbs into transitive and intransitive. But a man who knows how to say what he says must sometimes make a transitive verb intransitive so as to photograph what he feels instead of seeing it in the dark, like the common lot of human animals. If I want to say I exist, I’ll say, ‘I am.’ If I want to say I exist as a separate entity, I’ll say, ‘I am myself.’ But if I want to say I exist as an entity that addresses and acts on itself, exercising the divine function of self-creation, then I’ll make to be into a transitive verb. Triumphantly and anti-grammatically supreme, I’ll speak of ‘amming myself’. I’ll have stated a philosophy in just two words. Isn’t this infinitely preferable to saying nothing in forty sentences? What more can we demand from philosophy and diction? Let grammar rule the man who doesn’t know how to think what he feels. Let it serve those who are in command when they express themselves. It is told of Sigismund, King of Rome,* that when someone pointed out a grammatical mistake he had made in a speech, he answered, ‘I am King of Rome, and above all grammar.’ And he went down in history as Sigismund super-grammaticam. A marvellous symbol! Every man who knows how to say what he has to say is, in his way, King of Rome.

Peter Sokolowski of Merriam-Webster now keeps a rare editorial artifact, passed down from editor to editor: the Transitivity Tester. The Transitizer, as some of us call it, is a pink with a sentence on it and a hole cut out where the verb of the sentence is so you can lay the card over your problem verb and read the resulting sentence to see if that verb is, in fact, transitive. The Transitizer reads, "I'ma ___ ya ass." I'ma BEND ya ass (to Webster's will). There you go: this sense of "bend" must be transitive.

A good sermon has the heft of a solid week’s work (at least), yet wears its labor lightly. My homiletics professor said the rule was one hour of work per minute of sermon, say fifteen, sixteen hours on average, which always seemed scant to me. But I’m a slow writer. Then again, ministers don’t usually write for publication and good delivery can finesse many an unpolished sentence and awkward transition.

What a good editor brings to a piece of writing is an objective eye that the writer has long since lost, and there is no end of ways in which an editor can improve a manuscript: pruning, shaping, clarifying, tidying a hundred inconsistencies of tense and pronoun and location and tone, noticing all the sentences that could be read in two different ways, dividing awkward long sentences into short ones, putting the writer back on the main road if he has strayed down a side path, building bridges where the writer has lost the reader by not paying attention to his transitions, questioning matters of judgment and taste. An editor’s hand must also be invisible. Whatever he adds in his own words shouldn’t sound like his own words; they should sound like the writer’s words.

The transition from child stardom to a legitimate career as an adult in the entertainment industry is a notoriously tough one […] for kids who start out on kids’ TV, it’s a career death sentence. […] The second the child star tries to outgrow and break free from their image, they become bait for the media, highly publicized as rebellious, troubled, and tortured, when all they’re trying to do is grow. Growing is wobbly and full of mistakes, especially as a teenager—mistakes that you certainly don’t want to make in the public eye, let alone be known for for the rest of your life. But that’s what happens when you’re a child star. Child stardom is a trap. A dead end.

make them progress more smoothly. As you write, be sure that the transitions between one idea and another are clear. If you move from one idea to another too abruptly, the reader may miss the connection between them and lose your train of thought. Pay particular attention to the transitions from one paragraph to another. Often, you’ll need to write transition sentences that explicitly lead the reader from one paragraph to the next. Clarity Perhaps the fundamental requirement of scientific writing is clarity. Unlike some forms of fiction in which vagueness enhances the reader’s experience, the goal of scientific writing is to communicate information. It is essential, then, that the information is conveyed in a clear, articulate, and unclouded manner. This is a very difficult task, however. You don’t have to read many articles published in scientific journals to know that not all scientific writers express themselves clearly. Often writers find it difficult to step outside themselves and imagine how readers will interpret their words. Even so, clarity must be a writer’s first and foremost goal. Two primary factors contribute to the clarity of one’s writing: sentence construction and word choice. SENTENCE CONSTRUCTION. The best way to enhance the clarity of your writing is to pay close attention to how you construct your sentences; awkwardly constructed sentences distract and confuse the reader. First, state your ideas in the most explicit and straightforward manner possible. One way to do this is to avoid the passive voice. For example, compare the following sentences: The participants were told by the experimenter to press the button when they were finished (passive voice). The experimenter told the participants to press the button when they finished (active voice). I think you can see that the second sentence, which is written in the active voice, is the better of the two. Second, avoid overly complicated sentences. Be economical in the phrases you use. For example, the sentence, “There were several different participants who had not previously been told what their IQ scores were,” is terribly convoluted. It can be streamlined to, “Several participants did not know their IQ scores.” (In a moment, I’ll share with you one method I use to identify wordy and awkwardly constructed sentences in my own writing.) WORD CHOICE. A second way to enhance the clarity of one’s writing is to choose one’s words carefully. Choose words that convey precisely the idea you wish to express. “Say what you mean and mean what you say” is the scientific writer’s dictum. In everyday language, we often use words in ways that are discrepant from their dictionary definition. For example, we tend to use theory and hypothesis interchangeably in everyday language, but they mean different things to researchers. Similarly, people talk informally about seeing a therapist or counselor, but psychologists draw a distinction between therapists and counselors. Can you identify the problem in this

Transitive verbs have the most heat because the verb acts on an object. We lit a fire. A notch down the dial come the intransitive verbs, which do not need an object to act on. We met. I sneezed. He flinched. Linking verbs like look, feel and seem have even less heat. To be is the coldest of all.

Sensation Hunters (January 3, 1934), features Brennan as a stuttering waiter in a nightclub, whose scenes usually end before he can finish a sentence. Dressed in a short cutaway jacket with a lock of hair curled in the middle of his forehead, he is ridiculously slow on the uptake when he is addressed ironically by his employer—“Hey, Handsome,” “Hey, Honey”—as she brushes past him. Before he can say much, she is gone, leaving him to stare dumbly at the tray in his hands. This a typical example of the comic relief he brought to otherwise ordinary scenes, but in this case he also serves as a foil to the fast-paced world of showgirls, con artists, and pickpockets. In a way, Brennan became a specialist, employed to get scenes off to a fast start, or to make a snappy transition with just a little bit of the actor’s business—in this case straining for words that his impatient employer cannot bother to take in. His one moment of joy comes when several showgirls jostle him on their way to the stage, his one brush with stardom. And then he vanishes from the film, no longer of use to the plot.

Business Owner Planning Business owners have additional and complex Retirement Planning needs. Counting only on the sale of your business requires tremendous luck and success. If business owners consider the business as simply one asset among many, then they should seriously consider additional assets such as: -Executive Bonus Arrangements -Nonqualified deferred compensation plans -Qualified retirement plans -General investment portfolio Motto for Business Owner Planning As I look back on thirteen years of entrepreneurship, I can see that the best and smartest thing to do is to have a plan with the end in mind and you in mind. The time still goes by and time is expensive. That sentence is really a whole book and you should or will understand sooner than later, hopefully. That would have looked like business succession planning. Proper business succession planning requires sound preparation in order to have a smooth and equitable transition. Financial, tax and legal planning are all necessary for a success.

The transition statement is the first sentence or two of the monologue. It takes the form of a direct observation of concern (DOC), a direct observation of guilt (DOG), or some variant that falls between the two.

YOU FREQUENTLY VIOLATE THESE RULES and then listed his own ten rules for good writing: Write to express, not to impress. Be proud of what you write. Rewrite always. Limit forms of the verb “to be.” Choose the exact word. Avoid clichés. Use cautiously simile, metaphor, and personification. Set inanimate objects against one another. Vary sentence structure. Create transitions. Proof your clean copy. If