Paraphrasing Journal Entry

ParaphrasingJournal Entry

Howto Say Nothing in 500 Wordsby Paul Roberts

PaulRoberts gives insights on how one can make a good write up on collegefootball. The main idea in the journal is based on the timelywrite-up of a detailed composition, covering all the key areas as faras college football is concerned. Paul Roberts conveys the message byhighlight case study of how a student not fully committed aims atfinishing the 500 words composition without featuring in the mainparts that make the composition more comprehensive (Paul, 2016). Hehighlights that the student at first, views the assignment as an easytask, so laxity creeps in. Consolation comes in the availability ofvarious sources to use for compiling of the work. As a result, thestudent decides to engage in other activities, which involve going todinner, and church under the pacification that the two page will bean easy task. In the long run, time catches up with the student, andhe does not end up writing a conclusive composition, exhaustive allparameters of college football.

Theauthor summarizes the journal by highlighting on some of the commonmistakes that the students should avoid to make the composition havea top notch quality. For example, the students should avoid theobvious content (Clouse,2013).They should think beyond the surface to extrapolate and incorporatemajor catchy ideas in the composition. Secondly, they should take aless usual side, which most people tend to avoid creating and gettingattention. Also, one needs to slip out of abstraction by givingreasons beyond the central dogma concerning the topic of discussion.Also, the writer should get rid of obvious padding, and strive todescribe a situation in its definite name (Paul, 2016). Lastly, useof colorful words is an essential element in coming up with effectivecomposition.

Thetype of descriptive writing displayed by the author is the detailedrhetorical description. The writer gives in details the inboundlogistics behind the student ends up writing nothing constructive in500 words as tasked in the composition ( Paul, 2016). He describes indetail that the laxity manifested by the student is derived from thenotion that he believes that there are sufficient sources to finishup the write-up. The primary source, which the student anchors onreading in the anthology by Robert Hutchins, which has someinformation concerning sports (Paul, 2016).

Thedescriptive writing pattern has been used well by the writer. Heexplores deeply on every action taken by the student before finishingup the composition. He highlights how points written in the task bythe student does not make a conclusive meaning. He gives an examplethat the student starts off the write up that college football shouldbe done away with simply because it is not good for the school, andto the players since they do not get time to concentrate on theirstudies due to limited time actively.

Byapplying the use of the same descriptive writing pattern, I amplanning to make my personal essay more catchy, and conclusive(Emerson,Fretz &amp Shaw, 2011).This is through the incorporation of the main guidelines used in thedescriptive writing. I am also planning to be avoiding obviouscontent, banking taking the less usual side to make an interestingpersonal essay, getting rid of the padding cases, and using colorfulwords, to make the personal essay more comprehensive and precise(Graham&amp Hebert, 2011).

Thereis a struggle in the grammar assessment in the sentences presented ingetting rid of obvious padding subtitle (Lambert&amp Van, 2014).The sentences showcased by the author on some of the writings thatstudents make do not add up. The author feels that by a studentsaying that fast driving is dangerous he should add more informationto make the content rich. Grammar assessment check problem is alsorealized in the various usage of pat expression examples (Celce&amp Larsen, 2016).They ate clichés that should not be commonly used unless the writeis so tired, and cannot think of anything else.

References

Celce-Murcia,M., &amp Larsen-Freeman, D. (2016). The Grammar Book: AnESL/EFLTeacher`s Course.&nbspTerminology,&nbsp1,36.

Clouse,B. F. (2013).&nbspThestudent writer.McGraw-Hill.

Emerson,R. M., Fretz, R. I., &amp Shaw, L. L. (2011).&nbspWritingethnographic fieldnotes.University of Chicago Press.

Graham,S., &amp Hebert, M. (2011). Writing to read: A meta-analysis of theimpact of writing and writing instruction on reading.&nbspHarvardEducational Review,&nbsp81(4),710-744.

Lambert,J., &amp Van Gorp, H. (2014). On describing translations.&nbspThemanipulation of literature,42-53.

Paul.Roberts. (2016). How to Say Nothing in 500 Words: AnAppreciation.&nbspInternational Journal of Studies in EnglishLanguage and Literature, 4(12). doi:10.20431/2347-3134.0412008