Transitional Words And Phrases For Quotes

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.

They were supposed to be the ones who would help us eighteen-year-olds to make the transition, who would guide us into adult life, into a world of work, of responsibilities, of civilized behaviour and progress – into the future. Quite often we ridiculed them and played tricks on them, but basically we believed in them. In our minds the idea of authority – which is what they represented – implied deeper insights and a more humane wisdom. But the first dead man that we saw shattered this conviction. We were forced to recognize that our generation was more honourable than theirs; they only had the advantage of us in phrase-making and in cleverness. Our first experience of heavy artillery fire showed us our mistake, and the view of life that their teaching had given us fell to pieces under that bombardment. While they went on writing and making speeches, we saw field hospitals and men dying: while they preached the service of the state as the greatest thing, we already knew that the fear of death is even greater. This didn’t make us into rebels or deserters, or turn us into cowards – and they were more than ready to use all of those words – because we loved our country just as much as they did, and so we went bravely into every attack. But now we were able to distinguish things clearly, all at once our eyes had been opened. And we saw that there was nothing left of their world. Suddenly we found ourselves horribly alone – and we had to come to terms with it alone as well.

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.

eighteen-year-olds to make the transition, who would guide us into adult life, into a world of work, of responsibilities, of civilized behaviour and progress – into the future. Quite often we ridiculed them and played tricks on them, but basically we believed in them. In our minds the idea of authority – which is what they represented – implied deeper insights and a more humane wisdom. But the first dead man that we saw shattered this conviction. We were forced to recognize that our generation was more honourable than theirs; they only had the advantage of us in phrase-making and in cleverness. Our first experience of heavy artillery fire showed us our mistake, and the view of life that their teaching had given us fell to pieces under that bombardment. While they went on writing and making speeches, we saw field hospitals and men dying: while they preached the service of the state as the greatest thing, we already knew that the fear of death is even greater. This didn’t make us into rebels or deserters, or turn us into cowards – and they were more than ready to use all of those words – because we loved our country just as much as they did, and so we went bravely into every attack. But now we were able to distinguish things clearly, all at once our eyes had been opened. And we saw that there was nothing left of their world. Suddenly we found ourselves horribly alone – and we had to come to terms with it alone as well.

For to conceive the sum of Joseph’s efforts for master and steward one must add that he had every evening to say good-night to Mont-kaw, and every night in different phrases. For that service he had originally been bought; and Mont-kaw had been too favourably impressed with the first instance to forgo the pleasure in the sequel. He was a poor sleeper, as the pouches under his eyes betrayed. Only hardly did the overburdened brain relax from the occupations of the day and find the good highway to slumber. The kidneys too were bad and helped to make the transit difficult. So that he could well use a few sweet words and mellifluous murmurings at the end of the day. Thus Joseph might never neglect to come before him at night and drop soothing speech in his ears—which, besides everything else, had to be prepared during the day, for it must have comeliness of form.

Erroneous plurals of nouns, as vallies or echos. Barbarous compound nouns, as viewpoint or upkeep. Want of correspondence in number between noun and verb where the two are widely separated or the construction involved. Ambiguous use of pronouns. Erroneous case of pronouns, as whom for who, and vice versa, or phrases like “between you and I,” or “Let we who are loyal, act promptly.” Erroneous use of shall and will, and of other auxiliary verbs. Use of intransitive for transitive verbs, as “he was graduated from college,” or vice versa, as “he ingratiated with the tyrant.” Use of nouns for verbs, as “he motored to Boston,” or “he voiced a protest.” Errors in moods and tenses of verbs, as “If I was he, I should do otherwise,” or “He said the earth was round.” The split infinitive, as “to calmly glide.” The erroneous perfect infinitive, as “Last week I expected to have met you.” False verb-forms, as “I pled with him.” Use of like for as, as “I strive to write like Pope wrote.” Misuse of prepositions, as “The gift was bestowed to an unworthy object,” or “The gold was divided between the five men.” The superfluous conjunction, as “I wish for you to do this.” Use of words in wrong senses, as “The book greatly intrigued me,” “Leave me take this,” “He was obsessed with the idea,” or “He is a meticulous writer.” Erroneous use of non-Anglicised foreign forms, as “a strange phenomena,” or “two stratas of clouds.” Use of false or unauthorized words, as burglarize or supremest. Errors of taste, including vulgarisms, pompousness, repetition, vagueness, ambiguousness, colloquialism, bathos, bombast, pleonasm, tautology, harshness, mixed metaphor, and every sort of rhetorical awkwardness. Errors of spelling and punctuation, and confusion of forms such as that which leads many to place an apostrophe in the possessive pronoun its. Of all blunders, there is hardly one which might not be avoided through diligent study of simple textbooks on grammar and rhetoric, intelligent perusal of the best authors, and care and forethought in composition. Almost no excuse exists for their persistent occurrence, since the sources of correction are so numerous and so available.

The Students The students eat something and then watch the news, a little, then go to sleep. When morning breaks in they find they have not forgotten all: they recall the speckle of words on certain pages of the chapter assigned, a phrase of strange weight from a chapter that was not assigned, and something said almost flippantly by a classmate on the Green which put much of the 18th century into perspective. Noticing themselves at the sink they are aware the hands they wash are the "same" hands as in high school--though the face is different. Arriving in the breakfast hall having hardly felt the transit, they set down their trays on one table; presently, glance at another corner of the space: that was where we mostly sat two years ago, that was where Gerry said what he said about circles, the concept of, and Leonardo da Vinci.

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.

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

In her book Asperger Syndrome and Adolescence: Practical Solutions for School Success, Brenda Smith Myles identifies six areas of difficulty for adolescents with Asperger’s: • Lack of understanding that nonverbal cues express meaning and attitudes. Teens miss out on many social opportunities because they don’t understand that a smile and glances from another person could mean they like him, or that teachers give a “look” that is a warning and should be interpreted as meaning to calm down and get to work. • Problems with using language to initiate or maintain a conversation. AS teens will often start a conversation with a comment that seems irrelevant, or may walk up to a group of teens and want to join in, but does not because he doesn’t know how or when to join in. • Tendency to interpret words or phrases concretely. AS teens often only understand the literal meanings of words and phrases and not expressions such as “You’re pulling my leg” and “Pull yourself together.” Or, as in the example from Luke Jackson’s book quoted earlier, they will do exactly as told and will not understand the implied statement, which leads teachers to think the teen is a smart aleck. • Difficulty understanding that other people’s perspective in conversation need to be considered. This can lead to one-sided monologues, because the AS student is talking about his area of interest and is not monitoring whether or not the listener is interested. • Failure to understand the unspoken rules of the hidden curriculum or a set of rules everyone knows, but that has not been specifically taught. Things that are important to teens, such as how to dress, what to say to whom, how to act, and how to know the difference between gentle teasing and bullying. • Lack of awareness that what you say to a person in one conversation may influence how that individual relates to you in the future. A teen may make a candid remark to another teen, not realizing it was hurtful, and may be puzzled by the person’s lack of response later that day.

It is ironic that money, originally a means of connecting gifts with needs, originally an outgrowth of a sacred gift economy, is now precisely what blocks the blossoming of our desire to give, keeping us in deadening jobs out of economic necessity, and forestalling our most generous impulses with the words, "I can't afford to do that." We live in an omnipresent anxiety, borne of the scarcity of the money which we depend on for life — witness the phrase "the cost of living." Our purpose for being, the development and full expression of our gifts, is mortgaged to the demands of money, to making a living, to surviving. Yet no one, no matter how wealthy, secure, or comfortable, can ever feel fulfilled in a life where those gifts remain latent. Even the best-paid job, if it does not engage our gifts, soon feels deadening, and we think, "I was not put here on earth to do this." Even when a job does engage our gifts, if the purpose is something we don't believe in, the same deadening feeling of futility arises again, the feeling that we are not living our own lives, but only the lives we are paid to live. "Challenging" and "interesting" are not good enough, because our gifts are sacred, and therefore meant for a sacred purpose.

Having studied workplace leadership styles since the 1970s, Kets de Vries confirmed that language is a critical clue when determining if a company has become too cultish for comfort. Red flags should rise when there are too many pep talks, slogans, singsongs, code words, and too much meaningless corporate jargon, he said. Most of us have encountered some dialect of hollow workplace gibberish. Corporate BS generators are easy to find on the web (and fun to play with), churning out phrases like “rapidiously orchestrating market-driven deliverables” and “progressively cloudifying world-class human capital.” At my old fashion magazine job, employees were always throwing around woo-woo metaphors like “synergy” (the state of being on the same page), “move the needle” (make noticeable progress), and “mindshare” (something having to do with a brand’s popularity? I’m still not sure). My old boss especially loved when everyone needlessly transformed nouns into transitive verbs and vice versa—“whiteboard” to “whiteboarding,” “sunset” to “sunsetting,” the verb “ask” to the noun “ask.” People did it even when it was obvious they didn’t know quite what they were saying or why. Naturally, I was always creeped out by this conformism and enjoyed parodying it in my free time. In her memoir Uncanny Valley, tech reporter Anna Wiener christened all forms of corporate vernacular “garbage language.” Garbage language has been around since long before Silicon Valley, though its themes have changed with the times. In the 1980s, it reeked of the stock exchange: “buy-in,” “leverage,” “volatility.” The ’90s brought computer imagery: “bandwidth,” “ping me,” “let’s take this offline.” In the twenty-first century, with start-up culture and the dissolution of work-life separation (the Google ball pits and in-office massage therapists) in combination with movements toward “transparency” and “inclusion,” we got mystical, politically correct, self-empowerment language: “holistic,” “actualize,” “alignment.