Writing Masterclass: Words (Strategy 1 in the Writing Masterclass Series) | Rachel Leroy | Skillshare

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Writing Masterclass: Words (Strategy 1 in the Writing Masterclass Series)

teacher avatar Rachel Leroy, Stop Striving and Start Thriving

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

10 Lessons (36m)
    • 1. Intro (Please note the whole series is broken down by one Strategy per course, not two strategies)

    • 2. Introduction and Writing Words: Repetition Strategy 1 Technique 1

    • 3. Writing Words: Cliches Strategy 1 Technique 2

    • 4. Writing Words: Vague Words Strategy 1 Technique 3

    • 5. Writing Words: Adverbs Strategy 1 Technique 4

    • 6. Writing Words: Adjectives Strategy 1 Technique 5

    • 7. Writing Words: Qualifiers Strategy 1 Technique 6

    • 8. Writing Words: "Ing" Verbs Strategy 1 Technique 7

    • 9. Writing Words: Bracket Technique Strategy 1 Technique 8

    • 10. ClosingThoughts

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About This Class

 If you enjoyed this course, please like it and share with others. Honest reviews are welcome and appreciated. 

In this course you will learn to hone your style and craft in the fundamentals of effective writing.

  • Practice effective word usage and economy
  • Implement proactive sentence structure
  • Utilize effective word order and sentence flow
  • Create strong intros, conclusions, paragraph order, and variety
  • Strategize your purpose and unity with maximum effect
  • Convince your reader through strong logic and presentation
  • Understand what attitudes will give you an edge in your writing
  • Practice effective habits that will help you create the writing quality you desire

This course is intended to be part of the series, Writing Masterclass: The Ultimate Guide to Writing Mastery. "Writing Words" is Strategy 1 of this series:

Strategy 1, Writing Words

Strategy 2, Writing Sentences

Strategy 3 Writing Structures

Strategy 4, Writing Paragraphs

Strategy 5, Writing Purpose

Strategy 6, Writing Presentaiton

Strategy 7, Writing Attitudes

Strategy 8 Writing Habits

Meet Your Teacher

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Rachel Leroy

Stop Striving and Start Thriving


Rachel Leroy BA, MA, MFA

Writing Professor and Personal Growth Teacher


As a teacher and lifelong learner, I'm excited to engage my creativity and expertise to help students and other learners engage in empowering learning experiences that will help them succeed in their careers, education, and lives. With thirteen years experience as an Assistant Professor in English, writing, and composition at Georgia Southern University, I have acquired experience teaching writing and composition, creative writing, critical thinking and logic, online learning, research methods, first year college experience, student-centered learning, editing, grammar, and literature.

How I Relate to Students--Stop Striving and

Start Thriving

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1. Intro (Please note the whole series is broken down by one Strategy per course, not two strategies): hello and welcome to writing that sales techniques that transform your writing. This course offers you an opportunity to improve your riding style through specific techniques that you can apply right away to your writing process. Now this isn't a course on how to sell your riding directly, but it's a course on how to improve your riding style itself, which will increase the chances that you're riding will sell itself. In addition to specific marketing strategies that you may use, the course covers different sections of the writing process and nuts and bolts techniques on how to improve your writing process and your riding style. It covers all the way from the word level, all the way to global issues, all the way to habits and attitudes. The course is set up into four sections, one section on words and sentences, so it starts with words and then builds into sentences. Then there's another section on paragraphs and structures, and so it's scaffold and build into paragraphs in structures in terms of larger chunks of the writing process. And then it goes into purpose and presentation, which is looking more at global ideas, combining paragraphs and combining host structures of your piece to see what it looks like as a whole, and then stepping back from your writing pieces individually and looking at them as a group . You will also have a section on habits and attitudes that can help maximize your writing process, help you to improve your riding style and help you to increase the chances of succeeding in your goals as a writer. Now, this course is for anybody who wants to improve the writing style. It's targeted more for beginners, but it could also be useful for intermediate riders. Whether you're a business writer, a creative writer, someone who writes poems, short stories, poetry, someone who blocks someone who writes academically. Whatever the case, maybe there's a little bit of something for everyone in this course. If you're an advanced writer, you may find things that will help you here. But this is more, of course, for in intermediate and beginning writers, the goal of this course and what it will do for you, this course. Like I said, we'll help you to improve yourself as a writer in a way that will be techniques that you can apply practically and specifically and, um, each course section. Like I said, it's set up into two strategies per section. There's eight strategies total several techniques per strategy and each technique. For most of them. There is an explanation. First a rule and then an explanation, a demonstration or an example and then an application of it in some way so that you can put it into practice right away. The example helps you to see that particular technique in practice, and then the exercise and or the quiz at the end of each particular strategy will actually help you to apply that technique so you know how to use it in your own riding, and you can apply it right away. Keep in mind that none of these techniques are necessarily catch alls. For example, if we say use active voice, that doesn't mean that you use active voice 100% of the time. So keep in mind that these techniques are not all out rules, even though that word may be used on occasion to describe these techniques. So if there's a case where active voice is not appropriate or it doesn't flow, well, then don't use it. So this is like I said, Each technique is not a catch all but a general rule of thumb. In each situation, you'll need to look at the context of the situation to see what's most appropriate, like anything, for example, a musician. First, you have to learn the rules before you can break them, and then once you understand the nature of them, that's when breaking them becomes appropriate because you understand the context of a situation. So keep that in mind as well. Um, but this course is unique because it covers a wider range of techniques than some of the similar courses that air included on this side and similar sites because it includes a wider range of techniques in many cases, and also it covers habits and attitudes. I think it's important not just a look at the Senate's level and the word level, the paragraph level and the whole work level. But to stand back and look at your works as a whole and look at patterns in your own riding style and patterns in your habits that influence those techniques, and so we'll talk about and cover that as well. The course is set up in terms of each of the sections in each of the techniques in each of the strategies. For each section, there will be two videos with talking over slide shows, so they'll be to slide shows per section, and there will be a talking head video over each one that will guide you through that process. At the end of that talking head video or slide show, there will be either a quiz or a some kind of technique or exercise to apply to that. In some cases, there may be both, but in most cases it will be either one or the other, depending on which is more appropriate in that situation. So let's go ahead and get started and welcome to the course writing that sales techniques that will transform your writing. 2. Introduction and Writing Words: Repetition Strategy 1 Technique 1 : Hello and welcome to strategy one words. This course is set up into eight sections, or actually four sections. But there are two different strategies in each section. The 1st 1 is on the Senate's level, and that one includes words and sentences. The second section is on more of the paragraph and sort of structural level, and that includes paragraphs and other forms of structure in your riding peace. And the 3rd 1 includes more of a global focus on a whole writing piece, and that one is on purpose and presentation. And then the 4th 1 is more looking at your writing as a whole, and it steps back even further and that when is on habits and attitudes. And so this course doesn't just cover, um, nuts and bolts of Senate's level riding, which it does. But it also incorporates attitudes and habits that can help you to be a better rider as well. In this first section on words, William Zinsser, one of my personal heroes, a great American writer and the writer of a book called On Riding Well. He states that you need to strip every sentence to its cleanest components. And if there's a simpler or more effective way to word something. Do so eliminate unneeded works. And the reason for that is when we're riding when we're speaking. Actually, we say a lot of qualifiers, adverbs, neon's adjectives, weak words and constructions. And that's fun when we're talking, if we're not in a formal setting, but we tend to write how we talk. And since we tend to do the US, it's important to make sure that we don't come across that way on the page, especially when we're writing a formal piece or a piece of fiction or a piece of poetry. Most cases you want it to be as tight and compressed as possible. You wanna have a pop, you wanna have strong word economy, and the way to do that is to follow the strategies here in strategy. Wants to follow all these techniques in the 1st 1 is on works themselves and technique, one says, to cut repetitive words and phrases. Theo explanation for that is when you use words and phrases multiple times, cut redundant ones are replaced them with sin idioms or pronounce to avoid redundancy. So it also means to cut repetition. If you keep saying something over and over again. Try, think of maybe a premium. Like if you keep saying John did Theis and John did that. I think of saying he or him some. Or if there's a synonym to a word that you're using over and over, like you're writing a paper on child abuse instead of saying child abuse, child abuse, child abuse, child abuse, you could just say abuse or you could state it in some other way. So if there's a way that you can simplify something and cut reputation, please do so. 3. Writing Words: Cliches Strategy 1 Technique 2: Hello and welcome to technique to From strategy one. We were just going over technique, one which was to strip every sentence to its cleanest components by Williams. Answer. And then we went through technique one. And now we're going over technique to under strategy. One worked and technique to states to eliminate cliches and over used phrases. And the explanation to that is that cliches are phrases you so much that they become trite or boring or over used. For example, a broken heart or brave is alignment or a bull in a China shop, and the list goes on. Cut, replace or subvert them to keep your voice fresh. And then Google lists many cliches to familiarize yourself with. Um, you may want to think about going to these lists and just looking over them and being aware of. Do I use any of these phrases? How can I change the turn of phrase in a way to make it fresh, clear and meaningful in my own way so that you avoid cliches? One thing that you could do, And this especially works in creative writing? Yes, if you have a cliche and you find a way to subvert it or turn it on its head to kind of make fun and it or sat, arise it. If it's appropriate in that particular kind of writing, then that's another way that you can eliminate cliches. But just be aware of the cliches and you're riding Look up list of cliches on Google or Yahoo and become familiar with them so that you know which ones to avoid in your own riding because they can make your writing seemed tired and boring, and they're just their terms that have been used so many times that they're true. There's some truth to them, but because there's truth Room, they've been used and used and used and used. And so at this point in the gang, they're just not good for riding anymore. At this point in the gang, for example, is a cliche in itself. We use them in our speech all the time, and that's fun to a degree. But we want to try to avoid them in our riding and an example of a cliche in the sentences . I think Jack woke up on the wrong side of the bed this morning, or we've probably heard a more colorful version of Who Peed in Your Cornflakes? This morning might be a similar cliche for someone who's been grumpy all day and snapping at everyone. A correction for this could be Jack kicked the copier and through papers across the room, because it shows us that Jack is in a bad mood and he's having a rough day, and he's taking it on the copier and on other people. Um, another example of a cliche is the spider on my wall kicked the bucket and was dead as a doornail. That sounds pretty silly, but sometimes people can get that crazy and they're riding, especially if the writing poetry a better way to phrase it would be just to be direct and straightforward. The spider on my sidewalk is dead, and that's clear, straightforward, and we get the point of what you're trying to say. So in terms of strategy, one technique to work on avoiding cliches become familiar with them by looking at list of them and then try to avoid them. And you're riding by coming up with alternative phrases that are maybe more direct and clear or in the right context, maybe subvert those into something that Satya rises the cliche, especially if you trying to draw attention to the cliche itself in some way without actually using it. So that is technique to under strategy one works. 4. Writing Words: Vague Words Strategy 1 Technique 3: Okay, this is technique. Three under strategy. One words. Technique. Three states to replace vague words with concrete substitutes and vague words are common in over Cavalleri. When we speak as well, most people use words like yet thing many very soon. Good, bad to describe things or to label things. See, I'm using them now and there's nothing wrong with that. That's how we talk. But when you're writing a piece, you want to make sure that your language is this crisp, precise and clear as possible. And so when you use those kinds of fake words thing, for example, what does that mean? Thinking mean so many things. For example, if at the end of a reflection you say I was a better person because of that, that's vague language. What does that mean? For one person, it might mean the opposite of someone else. For example, if someone is very timid and shy, if they say I learned to speak up, I learned to be more assertive. I learned to open my mouth more when I needed to. That would maybe make that person a better person in that situation where someone else might be too overly aggressive. They might get their foot in their mouth by saying too much at certain times. And so for them I was a better person. May mean I learned to control my tongue. I learned to be sensitive to what other people were saying, and I learned not to say things in certain situations where I used to be hurtful to people . So using concrete language is very important. The technique itself, actually states replaced. They worked with concrete substitutes. The explanation. Concrete words worked better than general ones because they distinguish objects and situations and strengthen sentences. And then, UM, it gives examples of those that were already stated. Specific replacements add precision and meeting. Here's an example of a vague Senate. Getting a pedicure to relieve stress is a good thing. Well, we don't know what that means. For some people, it might be just a nice thing to relax them for someone else. If they've had a really tragic experience, it might be something that takes them away from that for a moment. So it could be different things for different people. Getting a pedicure to relieve stress is a healthy choice. So we see what that means in that specific situation. And then another example. Sarah and Jamal went to the thing. They said they had fun. Okay, what think And in what way did they have fun? Because there are different levels of fun. And, you know, we could be more precise there. The writer could. Sarah and Jamal attended the formal. The event lasted an extra hour because no one would stop dancing. Okay, so we know that there was a spontaneous lengthening of the event because everyone was having such a good time moving their bodies to the music. So we get a sense specifically of why Sarah and Jamal had so much fun and why, what they attended and why. And so that gives you an example of how to make vague words more precise. So when you use words like thing, I think of a concrete substitute that identifies, think it makes it more clear, and it identifies what you mean in that situation versus what someone else may mean. Also good In bath, there are a lot of different kinds of good and bad. A word like interesting can be useful in some situations, but also in others, it might it can have positive and negative connotations, so it might be good to use more refreshing turns of phrase there as well. So just remember to replace vague words with concrete substitutes as often as possible. As always, there are times were using vague words is not necessarily a bad thing when you're writing, but it's just something to keep in minds to improve the style of your writing overall, and in most cases it's probably more effective to use those precise substitutes. 5. Writing Words: Adverbs Strategy 1 Technique 4: we're on technique for from strategy. One of words technique for is to reduce adverb usage in sentences. Adverbs are commonly used. I just used one myself to describe verbs or actions and adverbs and of themselves, once again are not something that you don't want to use at all, but a lot of times the American language, the way we use it. Now, and especially in public institutions and government institutions, people tend to clutter language up with a lot of needless jargon and extra descriptors that already described what is being said in the verb for an adverb or, for example, an adjective is described in implied in the name, so reduce adverb usage and sentences. Most adverts are unnecessary as they create redundancy by restating what is implied in the vert cut thumb unless they add new meaning to the Senate's. So there are cases were using an adverb not only is helpful, but it's necessary a case where it's not would be, for example, shame easily aced the exam. If he aced the exam, we know that it was easy. You can't ace an exam unless it's easy, so in that case, you don't need easily Shane aced the exam would be a better way to work. That, and then, for another example, would be Susan smiled joyfully at the passing crowd. Okay, if someone smiles most of the time, that is joyful. So you could just say Susan smiled at the passing crowd. Maybe she's a beauty queen in a parade or whatever the case may be. Or may be, she admits, and people on the street that she was vaguely familiar with. But, however, if Susan smiled sarcastically at the passing crowd, sarcastic adds extra meaning to it that we wouldn't get just in the word smiled. So maybe she saw her high school rival on the street, out at night or something with her friends. And so she smiled sarcastically at her That would, given extra meaning to just smiled if she smiled. Sadly, that would also add extra meaning to the Senate's. So just to remember, reduce adverb usage in sentences by cutting out unnecessary ones that are implied in the verb that would give your sentences more Christmas. It will make your verb stand out more, and it will make it flow more effectively 6. Writing Words: Adjectives Strategy 1 Technique 5: Hello and welcome to strategy one words. Technique. Five. This one is quite similar to the last one, which was to reduce adverb usage incidences because a lot of times the adverb meaning is implied in the verb itself. In this case, we're talking about reducing adjectives and technique five states to reduce adjective usage when it adds nothing to announce meaning. So a lot of times an adjective is implied in the nail, just like in edge of adverbs and verbs, and so an explanation. Like adverbs and verbs. Adjectives are often redundant if the idea is implied in the name, if the adjective adds new meaning to a concept included, if it doesn't exclude it. So it's also one of those things were I'm not saying, Don't ever use adjectives. Ah, lot of times adjectives, Claire five meaning and you know you don't want to over use flowery words, but they can add some beauty in some clarity to a situation to the reader gets a clear mental picture of something. However, a lot of times people tend to over describe things by using too many adjectives. And like I said, ah, lot of times, though, use adjectives in ways and places that don't add me meaning. So if you do use an adjective, you want to make sure it adds some kind of meaning to your actual Senate's into the noun itself. An example that doesn't work. Alice fell through the cold ice. Alice here or Alex fell through the ice would be fun because we know ice is cold. Um, so Alex or Alice fell through the ice would be there. The code ice is just redundant. We know Isis cold most of the time works. Other examples of extra adjectives used in sentences. Dark gray, ominous funnel clouds circled over the grassy field. Okay, it's vivid and descriptive, but a lot of those words are doing very similar things at the same time. And so a better way to word it might be black clouds circled over the field. Or if you wanted to emphasize the shape, you might say clouds funneled above the dusty field so you could actually take one of the adjectives and turn it into a verb. If there's a way to turn it into a stronger form in the Senate's, that's another possibility for rewarding it and getting a similar meaning and Justus much clarity. So just remember to replace unnecessary adjectives with other words or in most cases, just simply don't put them in the Senate's. And so that is technique number five, and that is to reduce additive usage when it adds nothing new to announce me. 7. Writing Words: Qualifiers Strategy 1 Technique 6: Hello and welcome to technique. Six. At the beginning of this particular strategy, we talked about words and the need to cut down on unnecessary words to streamline and compress your piece. Remember that cutting out unnecessary words, rewarding things and more precise and clarifying ways and making every sentence in every word in your sentence do useful work. And if it's not doing useful work to cut it, that's part of the strategy here as well. One way to look at it. I use writing as a train a train as a metaphor for riding and picture it this way. If you have a train with an engine or maybe a couple of engines if you've got a long term and you've got, um, box cars full of goods that are being shipped across the country for people to use, maybe you've got some coal and some grain and some oil or something like that, just different things that are used in society. And let's say that you also have some empty box cars. They're just cars, and they're not really doing anything useful. And so that engine is pulling that along, and we're trying to get those things across the country so that they could be sold and shipped and used and consumed whatever needs to be done to them. And people need those things. And so if you add there's extra cars, it waits down the train and it makes it longer, and it makes it slower. It constipated, in a sense. And so if you cut those, take those cars out and cut, there's unnecessary words. You're streamlining it, making it more efficient. It moves faster, more like a bullet train, and it's more efficient, and it can get to where it needs to go faster. Plus, it's not using as much fuel to do so, so it's easier for the reader to get through it. And so for strategy techniques six and Strategy one, it says, cut words that qualify perceptions, conditions and situations. Three explanation. Here is qualifiers, weakened tone and what are down style. Cut Um, when they are implied in another word, or add no meaning to the Senate's. I think you're starting to see a pattern here. If something is implied in other words or in other places in the Senate's, then you don't need to add it in another way. Now that doesn't mean don't be clear. And that doesn't mean don't say what you need to say, Um and just cut to the point that you're saying See, spot run Jame jumped in pool. Of course, you want to include all the words that you need to include here. So I'm not talking about over cutting but any words that are not necessary, such as little purse, little um, qualifiers, for example, Little is a qualifier. That's an example of one other types of qualifiers will be kind of like, you know, maybe ought Teoh. Sort of. Those things are usually not necessary, and they usually don't add any meaning to it. A lot of times when we speak, um, and this is especially true for women, but it's true for everyone. And there's actually studies that show that women use more qualifiers than man. But it's basically there used to sometimes to be polite, like someone will say, Do you like my dress? And then you say I kind of don't think that's the best color for you. The red isn't doesn't go well with your skin. Your hair. I think blue and green look better for you kind of. That's a way of sort of lightning, something that might hurt somebody's feelings. So we say those things in real life. But when we're riding a lot of times, they're really not necessary. In example, of that, um, qualifiers, like I said, Weakened tone. What are down style? And they don't add any new meaning to the Senate's. In most cases, I kind of want to adopt that little orange kitten, a correction. I want to adopt that orange kitten. We know kittens or small, so you don't have to say little and kind of it doesn't add anything to the sense of just say, I want to adopt that orange kitten. Another example would be even, is a very good cello player, and he pretty much beat the competition. If Ethan is all something, just say so. Ethan is an awesome chiller player, and he beat the competition. If he's just sort of good than it, you might say Ethan is sort of good, but if he sort of good, he probably didn't beat the competition. Ethan is a great cello player and he won. First place might be another way to say that and also the 2nd 2 sentences clarify exactly what's going on in that situation, so they're not as vague. So not only do these changes that you make to your writing in these situations clarify meaning, but they also make the riding more precise. Um, and so that use. Make sure that you cut, um, that you cut words that qualify perceptions, conditions and situations where they're not necessary. If they don't add anything new to the Senate's, then just cut them out. 8. Writing Words: "Ing" Verbs Strategy 1 Technique 7 : Hello and welcome to Strategy one Under Works Technique number seven. Limit the use of I N G. Verbs. Limit the use of I N g verbs. Once again, there is nothing wrong with using i n g verbs in your Ryan, and there's no rule that says, Don't use them. However, a lot of times they're overused in our riding, and I am really bad about that. I have to constantly guard my writing against going into i n g form for my tents. And so when you add I n g to ever, it takes on a progressive form. There was nothing ineffective and using some i n g verbs, but over use can way down sentences and make such verbs look similar. Um, it just makes all the all of your words start to sing very similar because they're all I and G verbs present. Tense is cleaner and simpler, so you start to see a pattern here as well. Clean simplicity, clarity, precision. All of those things are qualities of effective writing, an example of something that could be changed. Suffering from the strain of the job. Employees at work are starting to complain about the long hours and leaving the company for better positions. So we saw three I and G verbs and next in its alone, and it does start to seem kind of repetitive, and it lengthens the Senate's and kind of thickens it unnecessarily. Ah, better wording correction, and there may be others that you could use in a different format that would also be effective. Here's one better way of wording it. Employees at the company suffer from strain on the job. They complain about the long hours, and many leave for better positions in that sentence. Regular, present tense is used throughout, and it snaps more. It flows better it go, it ends quicker and you get the meaning in a simpler format. So it's more streamlined, its more compressed and the world economy is better. And so for technique. Eight. Um, we'll get to that in just a moment, but for technique. Seven. Just remember that you want to limit the use of I N G verbs and try to cut down on those as much as possible. 9. Writing Words: Bracket Technique Strategy 1 Technique 8: Hello and welcome to the last technique in strategy one. We're already at the end of bomb strategy. One kind of crazy, huh? But the last technique and I mentioned William Zinsser earlier. He is a famous American writer. He's a journalist, he's a writing teacher, and he's one of the most renowned and influential writing teachers and non fiction writers in American history, especially in the 20th century. William Zinsser has a technique called the bracket technique. And if you check out some of his books, especially on writing well, he explains how he uses the bracket technique and how you can transfer that to your own writing. What he says, though, is that put brackets around anything, not doing useful work. So once you get done with a draft a completed rough draft, you should go through your piece printed out on paper and have a piano or a pencil and go through it and knowing some of the strategies that we've talked about, that ad verbs, the adjectives, the descriptors and qualifiers worthy things, things that are being repetitive not only on the word level but also on the Senate's level and even on the global level and in between every on every level. Take a pee in and put brackets around anything, not doing useful work, anything that doesn't do anything different or unique from everything else on the page. And then he states that most drafts can be cut by 50% in on writing. Well, print your work, get a pin and put brackets around all such words, phrases and sentences that allows you to return to it and decide if you need to cut. Most of us are very attached to our riding. It's a very personal process, and so we're very closed off and protective of it, kind of like we are our emotional sales and our personal lives, and that's understandable. It's a very vulnerable process. There's no doubt that writing is a very vulnerable process, and so you need to be compassionate with yourself when you do it. But there's also a certain amount of brutality and firmness that you need to have in your riding as well. And so those brackets are almost like a little protective wall around that piece, and so you're not cutting it yet. You're just thinking I may not need the US and so that when you go back and look at it, you've already thought about it. And so then cutting it may make more sense. And so it's also a little psychological trick to help you to cut things. If you have trouble with that, some people don't. But some people do. And so then you could say, Well, you know, I don't need that and so you can cut it and you're more OK with that. So once you go back, decide what needs to be cut. There may be some things that you realize do their own work, and they're useful and so, But you do need to be brutal and cut what is unnecessary. So use Williams interest bracket technique, and the gist of it is to once you get a a copy of your draft, look at it with a pan, go through it and put brackets around anything not doing useful work. An example. If you look at the example, assess Larry Walk slowly through the door. As he went through the door, he gazed longingly back, a Isabelle who kind of looked heart broken. And then what idea? Here was put brackets around anything that may not be doing useful work isn't really necessary. Is it saying anything need? So it's taking all of these strategies. All these techniques I should say, techniques one through seven and culminating them into this practice of the bracket technique. And keep in mind there will be other techniques in other strategies that we're doing that you may also want to use to help you with the bracket technique as well. But a correction to the Senate's ultimately everything that was bracketed was cut in this sentence. But here's how the Senate's became streamlined. As Larry lingered at the door, he gazed Isabel, who sat us, returned his expression. We still get the meaning of the emotional exchange between these two individuals, but we get it in a much more efficient, precise and clear way, and it still engages the reader. It leaves a little mystery, but it also lets us know that these two people obviously have deep feelings for each other , and there's a lot of complex city there, and there's obviously something larger than them pulling them apart. And so you get the clarity of the meaning in that sentence without all there's unnecessary qualifiers, adverbs and things like that. The 1st 1 was walked slowly. Larry lingered in the door. Obviously means he's going slowly as he went through the door. We've already said that because he went through the door. So it's being said twice. It's not necessary, he gazed longingly back. It is a bill. He gazed at. Isabel in her sad eyes, were returning his gaze. So we know that he's looking back at her and then, lastly, heartbroken, weaken tell, based on the expressions and the body language. What the emotions in this situation probably are. So, um, the last technique culminates one through seven strategies techniques here. Pardon me on, and that is to use. Williams enters bracket technique, and you can apply all those others to the bracket techniques to help you in your actual writing process. So I will see you in strategy to, and I hope that you've enjoyed strategy 10. ClosingThoughts: Hello, my dear students, I want to thank you for taking this course in the series on riding master class and at the end of each of thes courses in the Siri's Ah, large portion of them will have an exercise and you'll see that in the documents section of the course is some of them may not, but many of them wheel if he would. I encourage you to do the exercises, take the quizzes and put your results to the exercises in the project area of the course that allows us to see what you're doing. I can give you feedback on your exercises so that you can see how you're doing in terms of mastering the class concepts and also includes some edited pieces that you have done or riding pieces that you have done based on the class. Police put those in the project section so we can see, and I can see the wonderful things that you're doing to improve your riding so you can see real results occur. And also, if you wouldn't mind if you have enjoyed the course. If you've gotten something from the course, police check the box that says I would recommend. This course will probably see it at the top of your screen or somewhere popped up on your screen near the end in the last lecture of the course. If you would do that, I greatly appreciate it. And police leave an honest review so that it will allow me to help you and to make better courses for other students in the future. Thank you so much for your time, and I look forward to seeing you there. And also, if you have questions, police post them in the discussion area. I love to talk about riding. I love to help you with your riding. And while I don't have time to give full critiques on rotting, I will be more than glad to comment on your responses to the questions there that are exercises in the course. So if you have any questions in general police, feel free to write right me and reach out to me as well. You can also find my contact information in my faculty profile, and I look forward to getting to know you have a great day