NotesFAQContact Us
Search Tips
ERIC Number: ED215341
Record Type: RIE
Publication Date: 1981-Nov
Pages: 12
Abstractor: N/A
Reference Count: 0
How an Understanding of Meaning Relationships Complements Writing as Process.
Gibson, Claude L.
Knowing the connections between ideas and the interrelationships among groups of ideas is a skill that can be useful throughout the writing process. Writers who are aware of the meaning relationships existing between sentences and ideas can discover the logical possibilities inherent in their topic at the prewriting stage, determine patterns for development at the organizing stage, develop their content at the writing stage, and expand or reduce for improved emphasis at the revising stage. Sixteen meaning relationships have been identified for use and study by student writers, including (1) related action, (2) parallel idea, (3) contrast, (4) alternative, (5) balanced comparison, (6) result, (7) cause, (8) question, (9) answer, (10) definition, (11) amplification, (12) sample item, (13) sample fact, (14) supporting data, (15) generalization, and (16) inference. Meaning relationships can be especially useful in the revision stage, where students can read their rough drafts line by line for the purpose of expanding ideas by time, place, person, thing, reason, result, example, enumeration, addition, transition, restatement, and summation. The application of these connective relationships can help students combine and subordinate the ideas they present in their writing, thereby improving the coherence of the writing. (RL)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Ideas; Revision (Written Composition)
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (71st, Boston, MA, November 20-25, 1981).