“AC/DC? No, AB/BC!” Arrangement for Transition and Emphasis
Purpose: This brief editorial exercise shows students how transitions are created through arrangement and how arrangement can be used to emphasize points. Since this exercise is based on arranging pieces, its best used when pieces are available—a paper’s paragraphs, a paragraph’s sentences, or even audio tracks. Students will practice arranging those pieces, “bonding” them to create transitions and emphasis. Completing this exercise provides practice with close-editing skills and teaches students to attend to arrangement.
Description: This exercise requires, at minimum, paper and pencil for the student and a chalkboard for the instructor. Students will either bring a brief writing sample to class or write a short piece when class begins. The instructor will then explain the idea of “bonding” two units of text (paragraphs, sentences, etc.) by overlapping the content located in one’s ending and the other’s beginning. Students will then practice this concept by rearranging their writing sample in a similar manner.
Suggested Time:
40 minutes (if sample is provided by instructor or is brought to class by students)
50 minutes (if writing sample is written in class)
Two 20-minute periods over two days if the revision section is assigned as homework
Procedure:
Either assign students to bring a sample to class or begin class by having them write a short piece—minimum of 2 paragraphs with a total of at least 10 sentences. This minimum is necessary for students to practice arrangement of sentences as well as arrangement of paragraphs in a single session.
The instructor will explain the concept of “AB/BC” organization: Each sentence has two parts: the beginning content (A) and the end content (B). Like notation for a poem’s rhyme schemes, new content can be labeled with a new letter (A is B. C is not D.) with repeated content using the same letter (A is B. B is not C). To create emphasis and clear transition between the first sentence (1) and its following sentence (2), there should be some overlap and repeats in the content that ends the first sentence and begins the second. For example, in the following sample section the words “sentence” and “focus” repeat, emphasizing those words while at the same time creating transitions between the sentences: The strongest part of a paragraph (1A) is at the end of the paragraph’s first sentence (1B). That sentence (2B) will set up the paragraphs' focus (2C). Focus (3C) is especially important when...
To visual this point, the instructor may show the students a short video clip and discuss how directors will often use the same cues when making large leaps. For example, towards the end of Cast Away, Tom Hank’s character (1A) lays on his raft while a ship passes before him. He cries out his love’s name: “Lilly!” (1B) and the audience hears the ship’s rhythmic siren (1C). The scene then cuts to a kitchen, Close up on a phone. It’s ringing with a rhythm and pitch similar to the siren’s (1C). The camera pans back. There’s Lilly (1B). She answers the phone.
After the lecture on AB/BC arrangement, the students should be given 15 minutes to rearrange their writing sample’s sentences, rewriting sentences if necessary. After that, 5 minutes should be spent on rearranging the writing sample’s paragraphs, revising the beginning and ending sentences as necessary.
For the last 10 minutes of class, the instructor should lead a discussion in which the students discuss their challenges with the exercise. They should also share samples of their rearranged sentences, reading both the original and the revision.
Alternately, the instructor can collect the original and its revision and compile a selection of samples to show the class at the start of the next session. This way the instructor can use the assignment as a transition to the next class, practicing the lesson upon the framework of the class itself. Like showing the video, this draws attention to how many types of compositions, not just paragraphs and sentences, can be arranged with an awareness of overlapping beginnings and endings.
Additional Information: The core exercise can be done in one 50 minute session: 10 minutes to write a brief piece; 10 minutes to establish the concept of AB/BC bonding; 15 minutes to rearrange the writing sample’s sentences; 5 minutes to rearrange the writing sample’s paragraphs, and 10 minutes of discussion. Alternately, if a 5-minute video is incorporated in the lecture portion of class, 5 minutes may be removed from the discussion portion.
Media-based and Peer-Review-based Variables: This exercise can be incorporated into peer review sessions. (“Rearrange the sentences/paragraphs in your peer’s paper to create emphasis and/or transitions where needed.”) If using media such as audio files, rearrangement may take be assigned as homework. (“Rearrange these 5 music tracks to make a mix, paying attention to arrangement and how the songs transition. You might also consider creating transitions like you are a radio DJ. Write one double-spaced page that defines the playlist and explains the reasoning behind your chosen arrangement.”)