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A summary is not meant to reproduce the experience of reading or watching the work. In fact, readers might be here because they didn't understand the original. Just repeating what they have already seen or read is unlikely to help them. Do not attempt to re-create the emotional impact of the work through the plot summary.
The coverage of a fictional work should not be a mere plot summary. A summary should facilitate substantial coverage of the work's real-world development, reception, and significance. This means that an article about a work of fiction or elements from such works should not solely be a summary of the primary and tertiary sources , they should ...
The term plot can also serve as a verb, as part of the craft of writing, referring to the writer devising and ordering story events. (A related meaning is a character's planning of future actions in the story.) The term plot, however, in common usage (e.g., a "film plot") more often refers to a narrative summary, or story synopsis.
English has many meaningless and redundant words. These are typical of informal speech, but in formal writing they give unnecessary emphasis, or purple prose. It's easy to remove these. Some words can always be removed: actual and its derivatives serve no purpose. Also, Just and some are frequently unnecessary:
Abstract is often expected to tell a complete story of the paper, as for most readers, abstract is the only part of the paper that will be read. It should allow the reader to give an elevator pitch of the full paper. [19] An academic abstract typically outlines four elements relevant to the completed work:
Iam writing because we have an emergency. Here are U.S. news headlines from a two-week period in the late summer of 2006: July 22: “CIA WORKER SAYS MESSAGE ON TORTURE GOT HER FIRED.” Christine Axsmith, a computer security expert working for the C.I.A., said she had been fired for posting a message on a blog site on a top-secret computer ...
The Jane Schaffer method is a formula for essay writing that is taught in some U.S. middle schools and high schools.Developed by a San Diego teacher named Jane Schaffer, who started offering training and a 45-day curriculum in 1995, it is intended to help students who struggle with structuring essays by providing a framework.
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