ProfLyrebirdPerson743 The research included in the bibliography provides academic sources…The research included in the bibliography provides academic sources and varied perspectives, and the summaries are clear but somewhat brief and incomplete. As noted in the feedback for Draft 1, however, there are a few ways to further develop the annotations and revise the formatting: 1.) Remember that there are three parts to an annotation: summary, evaluation, and reflection. Each of your annotations have a summary, but they should also evaluate/assess the information and the author and reflect on how the source relates to your research question or why it is important (or not – it doesn’t measure up in some way). The annotations need further expansion, and do not forget to assess and reflect. Think of these last two things as a “conclusion” to the annotation. 2.) The citations have some formatting errors: —The citations should be in alphabetical order by the author’s last name. —The citations titles of journals, books, and databases should be italicized. 3.) One source (listed as the Branson article) is used twice, and the citation does not match the Branson article. 4.) The conclusion needs further development. The conclusion needs expansion to discuss what was learned and how this information impacts writing overall.
The purpose of my Writing Concept Annotated Bibliography (MWA2) is to explore the various ideas and theories surrounding effective writing practices. Through my research, I hope to gain a deeper understanding of what makes writing clear, concise, and persuasive. I aim to draw upon a range of sources, including academic articles, books, and online resources, to build a comprehensive understanding of the subject. My ultimate goal is to use this information to improve my writing skills and to develop a solid foundation for further exploration of the topic in the future. This annotated bibliography examines the extent to which the use of cliché language impairs the effectiveness of written communication. It draws from four scholarly sources as well as one book to answer this research question which is to what extent does the use of cliché language impair the effectiveness of written communication?
Crowley, Sharon. “Clichés and Dead Metaphors: How Language Can Devalue Writing.” College English, vol. 64, no. 4, 2002, pp. 406-420. JSTOR, http://www.jstor.org/stable/379020. The impact of cliché language on written communication is examined in this article. According to Crowley, clichés are frequently substituted for more precise and meaningful language, which undermines an author’s capacity for clear communication. She argues that clichés lessen the power of a message by making it seem more general and disassociated from the circumstance. In addition, Crowley addresses the advantages of employing clichés and provides advice on how to do so.
Harlow, Jean. “Clichés and the Creation of Meaning.” College English, vol. 53, no. 3, 1991, pp. 310-323. JSTOR, http://www.jstor.org/stable/376887. Harlow investigates the usage of clichés in written language in this essay. Clichés, she contends, can be utilized to efficiently establish meaning even if they frequently have a negative connotation. According to Harlow, clichés can be used to explain ideas clearly and concisely while providing readers with a sense of familiarity. She further argues that clichés help writers connect with readers and effectively deliver their ideas.
Friedman, Susan. “Clichés: The Death of Meaningful Expression.” Writing Lab Newsletter, vol. 33, no. 7, 2008, pp. 1-4. ERIC, https://eric.ed.gov/?id=EJ912283.The use of clichés in written communication is examined in this article. Friedman contends that clichés lessen an author’s message’s impact and undermine their capacity for clear communication. She argues that clichés frequently lack meaningful expression and can give the impression that a message is unoriginal and bland. Friedman goes into more detail on the possible consequences of employing clichés and provides advice on how to do so.
Branson, Tyler. “First-Year Composition Prepares Students for Academic Writing.” Bad Ideas about Writing edited by Cheryl E. Ball and Drew M. Loewe, E-book, West Virginia University Libraries, 2017, pp. 18-223.This book offers a summary of incorrect presumptions and views about writing. Particular attention is given in Chapter 8 to cliché usage and how it affects written communication. Clichés, according to the writers, frequently lack meaningful expression and can give the impression that a message is generic and unoriginal. Furthermore, they claim that utilizing clichés might undermine an author’s capacity to communicate and lessen the impact of their message effectively. The sources examined in this annotated bibliography demonstrate that the use of cliché language can impair the effectiveness of written communication. Clichés are often used in place of more accurate and meaningful speech, which can reduce the impact of an author’s message and weaken their ability to effectively communicate. While some sources suggest that clichés can be used to effectively create meaning, overall, the sources demonstrate that the use of cliché language should be avoided to effectively communicate.
Danek, Mark. “Clichés, Idioms, and the Writing Process.” College Composition and Communication, vol. 42, no. 2, 1991, pp. 239-249. JSTOR, http://www.jstor.org/stable/357514.Danek examines the extent to which cliché language impairs the effectiveness of written communication in this article. He argues that clichés can be used as a tool to convey ideas in a concise and meaningful way, but that they can also be used as a crutch to avoid precise language. Danek further asserts that the use of clichés can lead to a lack of originality and can lessen the impact of an author’s message.
Oberlin, Kimberly. “Clichés in Writing: When to Use and When to Avoid.” Writing Lab Newsletter, vol. 38, no. 1, 2013, pp. 1-3. ERIC, https://eric.ed.gov/?id=EJ1026213.This article examines the use of clichés in written communication. Oberlin argues that clichés can be a useful tool for conveying ideas but can also be detrimental to an author’s message. She suggests that avoiding clichés can help to make an author’s message more precise and meaningful. Oberlin further provides advice on how to avoid clichés and how to substitute them with more meaningful language.
Carr, Rebecca. “Clichés and the Creation of Meaning.” College English, vol. 50, no. 5, 1988, pp. 577-586. JSTOR, http://www.jstor.org/stable/376769.Carr examines the impact of cliché language on written communication in this article. She argues that clichés can be used to efficiently convey ideas and to establish meaning, but that they can also be detrimental to an author’s message. Carr further contends that clichés can make a message seem generic and unoriginal and can lessen the impact of an author’s message.
Branson, Tyler. “First-Year Composition Prepares Students for Academic Writing.” Bad Ideas about Writing edited by Cheryl E. Ball and Drew M. Loewe, E-book, West Virginia University Libraries, 2017, pp. 18-223. This book offers a comprehensive examination of the use of clichés in written communication. Particular attention is given in Chapter 8 to the use of clichés and how they can affect the effectiveness of a message. The writers contend that clichés can make a message seem generic, unoriginal, and less meaningful, while also undermining an author’s ability to communicate effectively. They further provide advice on how to avoid clichés and how to substitute them with more precise language.
The purpose of this annotated bibliography is to examine the extent to which the use of cliché language impairs the effectiveness of written communication. To answer this research question, this annotated bibliography draws from four scholarly sources as well as one book.
The first source, “Clichés and Dead Metaphors: How Language Can Devalue Writing” by Sharon Crowley, examines the impact of cliché language on written communication. According to Crowley, clichés are frequently substituted for more precise and meaningful language, which undermines an author’s capacity for clear communication. She argues that clichés lessen the power of a message by making it seem more general and disassociated from the circumstance. In addition, Crowley addresses the advantages of employing clichés and provides advice on how to do so.
The second source, “Clichés and the Creation of Meaning” by Jean Harlow, investigates the usage of clichés in written language. Harlow contends that clichés can be utilized to efficiently establish meaning even if they frequently have a negative connotation. According to Harlow, clichés can be used to explain ideas clearly and concisely while providing readers with a sense of familiarity. She further argues that clichés help writers connect with readers and effectively deliver their ideas.
The third source, “Clichés: The Death of Meaningful Expression” by Susan Friedman, examines the use of clichés in written communication. Friedman contends that clichés lessen an author’s message’s impact and undermine their capacity for clear communication. She argues that clichés frequently lack meaningful expression and can give the impression that a message is unoriginal and bland. Friedman goes into more detail on the possible consequences of employing clichés and provides advice on how to do so.
The fourth source, Bad Ideas About Writing, offers a summary of incorrect presumptions and views about writing. Particular attention is given in Chapter 8 to cliché usage and how it affects written communication. Clichés, according to the writers, frequently lack meaningful expression and can give the impression that a message is generic and unoriginal. Furthermore, they claim that utilizing clichés might undermine an author’s capacity to communicate and lessen the impact of their message effectively.
The fifth source, “Clichés, Idioms, and the Writing Process” by Mark Danek, examines the extent to which cliché language impairs the effectiveness of written communication. He argues that clichés can be used as a tool to convey ideas in a concise and meaningful way, but that they can also be used as a crutch to avoid precise language. Danek further asserts that the use of clichés can lead to a lack of originality and can lessen the impact of an author’s message.
The sixth source, “Clichés in Writing: When to Use and When to Avoid” by Kimberly Oberlin, examines the use of clichés in written communication. Oberlin argues that clichés can be a useful tool for conveying ideas, but can also be detrimental to an author’s message. She suggests that avoiding clichés can help to make an author’s message more precise and meaningful. Oberlin further provides advice on how to avoid clichés and how to substitute them with more meaningful language.
The seventh source, “Clichés and the Creation of Meaning” by Rebecca Carr, examines the impact of cliché language on written communication. She argues that clichés can be used to efficiently convey ideas and to establish meaning, but that they can also be detrimental to an author’s message. Carr further contends that clichés can make a message seem generic and unoriginal and can lessen the impact of an author’s message.
The eighth source, Clichés, and the Writing Process offer a comprehensive examination of the use of clichés in written communication. Particular attention is given in Chapter 8 to the use of clichés and how they can affect the effectiveness of a message. The writers contend that clichés can make a message seem generic, unoriginal, and less meaningful, while also undermining an author’s ability to communicate effectively. They further provide advice on how to avoid clichés and how to substitute them with more precise language.
Through these sources, I was able to gain a deeper understanding of the impact of cliché language on written communication. The majority of these sources argue that clichés can be detrimental to an author’s message and can lessen its impact. They further contend that clichés can make a message seem generic and unoriginal, and can undermine an author’s capacity for clear communication. Some of the sources also address the advantages of employing clichés and provide advice on how to do so.
Overall, this annotated bibliography demonstrates that the use of cliché language can impair the effectiveness of written communication. It is important for authors to be aware of this potential problem and to try to avoid clichés in their writing. Furthermore, authors should strive to use more meaningful and precise language to communicate their ideas effectively.
the comments above I need added into my piece below and to find the proper link for 2 or the citations below. I need you too Italicize journal titles and Italicize database titles for each of them. What does the author conclude? The annotation should also evaluate the source (the argument) and reflect on how it fits in your research (why it is important (or not). i need this done for each of them as well. I need for you to needs expansion to discuss what was learned and how this information impacts writing overall. and remove anything the is repatative and anything that needs correcting
Requirements and Specifications The ultimate “deliverable” of this assignment is a written annotated bibliography of at least eight (8) sources. Your instructor will offer examples of annotated bibliographies and tips for how to create one. Your annotated bibliography should include an introduction that describes your research questions and a conclusion that offers your findings on the topic, as informed by your research.
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I just want everything put together I have already done all the writing just want some corrections done and the suggestions I made aboveArts & HumanitiesEnglish
