Inflasi IPK
Orasi dan Layang
3 Agustus 2026
Pagi yang tergesa. Paginya orang kebelet ke toilet.
Hari ini adalah acara PKKMB tingkat universitas. Namun, acara tersebut sempat terhenti. Momen ini terjadi saat rektor sedang memberikan sambutan. Tiba-tiba, beberapa mahasiswa masuk. Kemudian, mereka memotong acara untuk berorasi sebentar. Setelah itu, acara kembali dilanjutkan. Meskipun begitu, acaranya tidak berlangsung lama. Sebelum pukul 10 pagi, peserta sudah bubar.
Selanjutnya, saya kembali ke fakultas. Jalanan dari arah GOR ternyata sangat macet. Oleh karena itu, saya harus memutar lewat jalan Gelatik. Sesampainya di ruangan, saya melanjutkan pekerjaan. Saya mengecek validasi hasil akreditasi sekolah dari asesor lain. Namun, saya baru sekadar membacanya. Saya belum mulai mengisi format penilaiannya.
Di sela-sela waktu, saya mendapat kabar baik. Usulan prodi baru akhirnya mendapat rekomendasi. Selanjutnya, kami hanya tinggal mengejar syarat akreditasi minimal. Oleh sebab itu, fakultas kini mulai bersiap. Kami harus bersiap menjalankan prodi baru tersebut.
Akhirnya, saya pulang ke rumah. Sesampainya di sana, saya menikmati hidangan rumahan. Menunya adalah sayur bening bayam. Selain itu, ada tambahan lauk ikan layang goreng. Pilihan lauk yang tidak sederhana dan sangat nikmat.
Hari Jajan
2 Agustus 2026
Hari Minggu ini terasa tenang.
Pagi hari, saya keluar mencari sarapan. Saya pergi ke warung Gudeg Bu Susi, tetapi ternyata tutup. Lalu, saya beralih mencari mihun enak. Lokasinya dari Sirat Salman belok kanan ke arah Pasundan. Warungnya ada di kiri jalan, tetapi mihunnya sudah habis. Kemudian, saya berburu gorengan tahu isi sayur. Posisinya di Jalan Juanda. Dari arah Polsek Juanda masuk gang sedikit, dan warungnya ada di sebelah kiri.
Siangnya, kami pergi ke Big Mall. Saya ingin makan di Dimsum Sumbuddy. Ternyata gerainya sudah tutup, dan mereka tidak buka lagi di sana. Akhirnya, kami makan di Bakso Lapangan Tembak. Saya memesan kwetiau siram.
Setelah makan, kami mampir ke Hypermart. Saya membeli pastry keju.
Lalu, kami mencari camilan manis. Anak perempuan pertama saya memilih Rotiboy. Anak kedua lebih memilih cake red velvet yang ada di Mako. Sedangkan saya, saya memilih Thai milk bun di gerai Willies.
Malam harinya, kami makan malam santai di rumah. Menu hari ini adalah opor dan telur dadar.
Namun, pikiran saya mulai tertuju pada hari esok. Besok adalah acara PKKMB tingkat universitas. Ada rumor kurang enak yang beredar. Katanya, ada potensi acaranya menjadi kacau. Entahlah, saya juga tidak tahu pasti kebenarannya. Tetapi, satu hal yang paling penting. Keselamatan maba harus tetap menjadi prioritas nomor satu.
Sabtu Keluarga
1 Agustus 2026
Hari ini hari Sabtu. Saya libur dan tidak pergi ke kantor. Waktu luang ini saya habiskan bersama keluarga.
Pagi hari saya bertugas mengantar anak pertama. Dia mengikuti kegiatan ekstrakurikuler Creative English. Setelah selesai, saya kembali untuk menjemputnya. Sementara itu, istri saya pergi bersama anak kedua. Mereka pergi ke bioskop CGV. Bareng teman sekolahnya menonton film berjudul Children of Heaven.
Hari ini juga merupakan momen yang sangat spesial. Anak pertama saya merayakan ulang tahun. Usianya kini genap 14 tahun. Saya memanjatkan doa terbaik untuknya. Semoga ia selalu diberikan kesehatan. Semoga ia tumbuh menjadi anak yang salihah.
Lebih lanjut, saya pergi ke ATM. Saya mentransfer uang pensiun ibu.
Malam nanti saya ingin merelaksasi tubuh. Saya merencanakan untuk melakukan bekam.
Siasat Diksi
Sewindu FIB
Gap WA
Hari yang enak. Mendung tapi tidak kunjung hujan.
Hari ini rutinitas administrasi berlanjut. Saya mengurus surat disposisi dari Dekan.
Urusan KRS mahasiswa juga belum selesai. Sebagian mahasiswa mengurus secara daring. Mereka sedang berada di lokasi KKN. Namun, ada juga yang datang langsung ke ruangan.
Di sela-sela kesibukan itu, sebuah laporan masuk. Ada sedikit kendala dalam proses pengusulan prodi baru. Syukurlah, masalah ini masih bisa diatasi dengan baik.
Kejadian paling menarik hari ini muncul di layar ponsel. Seorang mahasiswa baru Sastra Inggris angkatan 2026 mengirim pesan. Ia ingin berkonsultasi soal KRS.
Ketikan pesannya menggunakan gaya bahasa anak zaman now. Jurang komunikasi di antara kami terasa sangat jauh. Namun, sebagai generasi milenial, saya berusaha tetap santai. Saya mencoba untuk mulai membiasakan diri.
Hanya saja, momen ini membuat saya sadar satu hal. Bertahun-tahun menjadi dosen Sastra Inggris ternyata tidak banyak membantu. Dulu saya merasa hebat bisa menerjemahkan teks bahasa asing yang rumit. Hari ini, saya malah merasa butuh waktu untuk memahami bahasa mahasiswa saya sendiri.
Ospek Nyaman
Hari yang sama saja.
Hari ini masih mengurus administrasi. Saya melayani KRS mahasiswa. Prosesnya lewat daring. Mereka sedang sibuk KKN.
Ada hal menarik di kampus. Mahasiswa Sasindo menggelar pra-PKKMB. Pesertanya maba angkatan 2026. Nama kegiatannya "Maestro". Saya lupa kepanjangannya. Detail temanya juga lupa. Intinya tentang ekofeminisme. Ada kaitannya dengan alam dan mother earth.
Kegiatan semacam ini memang harus menyenangkan. Maba harus bahagia masuk Sasindo.
Momen ini memancing memori lama. Ingatan saya mundur ke tahun 2003. Saat itu saya maba Sasing UGM. Kakak panitia selalu mencari masalah.
Ada kejadian kocak saat upacara di lapangan. Terdengar aba-aba hormat pembina upacara. Barisan FIB malah disuruh duduk. Kami dibentak kakak panitia. Kami dilarang ikut hormat. Lucu sekali kalau diingat lagi.
Ospek zaman itu lumayan keras. Makin tua angkatannya, ospeknya makin ganas.
Ospek sekarang sudah berubah. Kegiatannya penuh pertimbangan HAM. Pendekatannya sangat lemah lembut.
Namun, ada ironi yang terlihat. Dulu mental mahasiswa diuji di lapangan. Sekarang, via medsos etika berbicara mahasiswa justru kurang. Ucapannya tidak terkontrol. Sangat mudah menemukan hinaan kasar. Contohnya sebutan "prabodoh subiantolol". Ini menular.
Bagi generasi milenial ke atas, ini sangat kurang ajar. Etika makin luntur. Sopan santun seolah hilang tak bersisa.
Realita ini memicu satu pertanyaan. Ospek keras kini hilang. Pendekatannya diganti menjadi serba lembut. Apakah ini justru melahirkan generasi dengan etika bicara yang makin brutal?
Dilema AI Detektor
Hari yang biasa, seperti kemarin dan kemarinnya lagi.
Hari ini ritme di FIB berjalan wajar, diawali dengan rutinitas akademik dan administratif. Beberapa mahasiswa datang untuk urusan KRS, disusul dengan sesi bimbingan skripsi bersama dua mahasiswa—satu berdiskusi intens terkait pengambilan data, sementara satu lagi mematangkan draf proposalnya. Di sela-sela urusan kemahasiswaan tersebut, saya juga merampungkan disposisi surat pimpinan dan menerima undangan untuk kegiatan PKKMB mendatang.
Namun, bagian paling menguras energi sekaligus memancing perenungan hari ini terjadi saat saya harus membereskan draf artikel jurnal.
Masalah bermula ketika naskah jurnal tersebut ternyata terlalu panjang dan melebihi batas kata yang ditentukan (maksimal 7000 kata). Untuk efisiensi waktu, saya memanfaatkan bantuan AI, namanya Paperpal, untuk menyeleksi dan memangkas (trimming) kalimat-kalimat yang bertele-tele agar tulisan menjadi lebih padat dan presisi.
Ironisnya, setelah naskah dirapikan, saya malah dihadapkan pada masalah baru: teks tersebut terdeteksi dengan skor AI writing yang tinggi, menurut Turnitin.
Ini menjadi sebuah dilema dan paradoks dalam penulisan akademik modern. Gagasan, alur pikir, data, dan draf mentahnya seratus persen murni tulisan manusia hasil pemikiran saya sendiri. Namun, hanya karena saya menggunakan tools pemroses bahasa—seperti Grammarly dan Paperpal— untuk mengoreksi tata bahasa (grammar check) dan menyempurnakan struktur sintaksisnya, algoritma detektor langsung menyimpulkan bahwa itu adalah teks buatan mesin seutuhnya. Detektor seolah gagal membedakan mana teks yang digenerasi (diciptakan dari nol oleh AI) dan mana teks manusia yang hanya "dipoles" tata bahasanya.
Alhasil, sisa waktu hari ini terpaksa saya habiskan untuk mengedit manual, mengubah kembali beberapa struktur kalimat, dan mengganti diksi pakai thesaurus demi menurunkan persentase deteksi AI tersebut. Sebuah pekerjaan dua kali, namun menjadi pengingat yang bagus bahwa secerdas apa pun alat bantu digital merapikan grammar, sentuhan dan "ruh" tulisan manusia (human writing) tetap membutuhkan intervensi langsung dari penulisnya.
Discussion of Debates
Discussion of Debates
Mastering Debate Techniques
Debate is an ancient Greek
rhetorical practice, an interactive and representational argument that seeks to
persuade judges and audiences. Various strategies for constructing and
delivering arguments are used to lead an audience to a conclusion on
controversial topics during a debate. Educational discourse analyses have
consistently shown that this kind of conversational engagement effectively
teaches students to think critically, debate effectively, and reason logically.
Furthermore, rhetoric is an important tool in debates because it allows for the
presenting and reception of representational claims, particularly prevalent in
political discourse. Learning the ins and outs of debate and rhetoric allows
individuals to communicate persuasively and easily present their arguments.
Crucial Parts of a Debate
Using rhetoric to bolster one's
arguments is an important part of any debate. Skills in reasoning together,
which include a variety of dialogue interactions like persuasion, inquiry, and
information-seeking, are also crucial in debate. Educational discourse analyses
emphasize the significance of these interactions, which are crucial for developing
critical thinking skills. Thus, it is essential in educational debate to
comprehend the various dialogue interactions and how they contribute to
reasoning. Additionally, there is a great deal of interest in the present state
of research into the feasibility of a computer-based system for educational
discourse since this opens the door to novel approaches to and venues for
education.
Making an Effective Case in a
Debate
Debate arguments should be
structured according to the rules of rhetoric and persuasion. In order to
successfully convince your intended audience, you must adhere to these
principles, which include meticulously developing and arranging your argument.
When constructing an argument, it is essential to use logical reasoning and
evidence to back it up. Consequently, think about how you want your points to
flow from one to the next, making sure they make sense and are presented engagingly.
Tips for Winning Debates
It is possible to win a debate
using a variety of tactics. A good tactic is to study the topic and incorporate
what you have learned into the framework of the argument. Debaters can improve
their critical thinking and public speaking abilities by investigating whether
the material lends credence to or refutes an argument using this method. In
addition, this form of active learning is especially beneficial because
research has demonstrated that in-class debates cultivate engagement from
students very effectively. Because of its proven effectiveness, it is a great
approach to get students involved with the content while also developing
important skills, such as critical thinking.
During a debate, it's important
to think about different ways to build logic, deliver your argument, and use
rhetoric and persuasive techniques. These tactics are vital in leading the
intended audience toward resolving controversial matters. Debaters can make
convincing arguments for their positions by strategically arranging and
delivering their points.
Improving one's critical thinking
and persuasive communication skills can be as simple as learning the rules of
debate and how to win. Incorporating these strategies and skills into
educational settings is crucial to maximize the impact of the debate process as
an active learning tool, showing signs of a renaissance.
Debates and the Importance of
Reasoning and Logic
Debates hinge on using logic and
reasoning to build strong arguments and convincing cases. For an argument to
have merit, debaters must check that it rests on reasonable premises and
evidence.
As part of this process, you'll
need to be able to spot logical fallacies, assess the strength of inductive and
deductive reasoning, and provide convincing responses to potentially irrelevant
or incorrect arguments put forth by your opponents. Debaters successfully
defend their positions and challenge opposing viewpoints by presenting their
arguments clearly and logically through logic and reasoning in debates.
Argumentation, emphasizing logic and reasoning, is another great way to hone
your critical thinking abilities. Students develop their analytical,
evaluative, and reasoning skills through participation in the debate process.
Debate is a great way to teach students to think critically, assess evidence,
and build arguments with solid backing.
Strategies for Powerful Debate
Communication
Effective communication skills
are as important in debate as using reasoning and evidence. If they want to win
over their audiences, debaters need to become pros at presenting their
arguments in a clear and compelling way. To do this, they must use rhetorical
devices and confident and articulate language to bolster the delivery of their
arguments.
Being able to actively listen to
and respond to opposing viewpoints is also crucial for effective communication
in debate. By actively listening to one another, debaters can show they value
different points of view and have fruitful conversations, both of which improve
the debate as a whole. Promoting open-minded analytical thinking and
encouraging constructive discourse also requires stating counterarguments and
responding to challenges politely and convincingly.
Debaters should also pay
attention to their vocal delivery and body language because these factors
significantly affect how their arguments are received. One of the most
important things you can do to communicate effectively during a debate is to
stand tall, make steady eye contact, and use the right intonation when
speaking.
Debaters can improve the quality
of their arguments, their ability to persuade others, and the depth of
discussion by honing their communication skills.
Complex Debate Techniques
Exploring the Role of Critical
Thinking in Debate
A crucial part of academic
discourse is incorporating critical thinking into the debate process, which is
driven by the growing recognition of the importance of critical thinking in
education. Participating in a debate is a great way for students to practice
critical thinking skills while allowing them to express their opinions on a
wide range of subjects. Debate is a great way to help students learn more about
the topic and improve their analytical and reasoning skills.
Debating topics that require
students to think critically and articulate their arguments helps them prepare
for the real world, where they will inevitably face complex issues. It teaches
them to think for themselves, consider other points of view, and articulate
their thoughts clearly.
Conclusion
Finally, effective communication
skills and logic and reasoning are all part of the art of debate. Debates are a
great way to help students develop their communication and cognitive abilities
by incorporating critical thinking and encouraging open-minded analytical
thinking. Recognizing and implementing these advanced strategies in educational
settings is of the utmost importance as debates in various disciplines continue
to evolve. This will further enhance students' learning experiences and
academic development.
Good vs. Well
The words good and well have been in English since its earliest incarnation.
When Beowulf finds the ancient sword in the underwater cave of Grendel’s mother, one of the words used to describe it is good.
Likewise, when the Beowulf poet contemplates the afterlife, he says, “Well [i.e., “in a state of good fortune”] is the person who after death seeks the Lord.”
Entries for both words in the Oxford English Dictionary are extremely long, encompassing numerous shades of meaning, many of them now obsolete.
Both words can function adverbially, but the use of good as an outright adverb declined in British English in the seventeenth century. It resurfaced in the nineteenth century as an Americanism, as noted in Bartlett’s American Dictionary (1859):
English travellers have repeatedly noticed the adverbial use of this word [good]. ‘He cannot read good.’ ‘It does not shoot good.’
Careful twenty-first century speakers and writers—Americans included—take care to avoid using good as an adverb in formal speech and writing, but colloquially (and in writing about sports), good is frequently used in place of well to modify a verb:
Nonstandard: We did pretty good sticking to our dinner plan this week except for one evening. (charlotteobserver.com)
Preferred: We did pretty well sticking to our dinner plan this week except for one evening.
Nonstandard: It doesn’t matter how good you played or how bad you played, did you win or not? (dailyherald.com)
Preferred: It doesn’t matter how well you played or how badly you played, did you win or not?
Nonstandard: He played good the first half of the bowl game, but he didn’t in the second half. (tennesean.com)
Preferred: He played well the first half of the bowl game, but he didn’t in the second half.
Nonstandard: Craig Anderson played great in net and the defense played good all the way out. (newsobserver.com)
Preferred: Craig Anderson played extremely well in net and the defense played well all the way out.
Apart from the clear situation in which well is preferable to good when modifying a finite verb, idiomatic uses exist in which good can be used adverbially without incurring disdain.
Idioms with good that function adverbially:
as good as
He as good as admitted that he was lying.
(“virtually, practically, in effect”)
good and
The principal was good and mad.
(“very, entirely”)
good-paying
Some speakers, knowing that we mustn’t say that a job “pays good,” go out of their way to change the acceptable idiom “good-paying” to the odd-sounding “well-paying.”
Note this sentence from a site called “geteducated”:
With only a minimal amount of classes and no previous experience, you can land this well-paying job.
Seems to me the sentence would sound more “educated” this way:
With only a minimal number of classes and no previous experience, you can land this good-paying job.
a good many
We’ve been glorifying wealth as the road to happiness for a good many years now.
Merriam-Webster defines “a good many” as “a lot,” but in the phrase, good modifies the adjective many—ergo, it’s being used adverbially.
Loose or Lose?
There's no formula for what I do," said King, who added that if he tried to analyze and formulate his approach to writing, he might loose his touch.
The word "loose" in this quotation from a site about publishing is incorrectly used. King might lose his touch.
The words lose and loose are often confused. Here are examples to illustrate their uses.
"Lose" is a verb.
The Cubs didn't lose today's game.
They lost the one yesterday.
They have lost three in a row.
I don't like it when they are losing.
The word "loose" can be used as more than one part of speech.
"Loose" can be a verb:
Loose the dog from its chain.
The man loosed his pit bull on the intruder.
We have loosed all the raccoons from the traps.
The activists are loosing the monkeys from the lab.
"Loose" can be an adjective:
He prefers to wear loose clothing when exercising.
This screw is loose.
"Loose" can be an adverb:
The rancher turned the horses loose.
One more thing: The two words have different pronunciations. The "s" in "lose" has the sound /z/. The "s" in "loose" has the sound /s/.
A common writing error is the use of loose in a context that calls for the verb lose.
As a verb, loose means, “to set free; to release from restraint.” For example, “The Kaffirs loosed the dogs before seeing the elephants.”
Lose, on the other hand, means “to become deprived of,” “to miss from one’s possession.” For example, “They lose their keys at least once every day.”
I’m never surprised to find the loose/lose error in such contexts as fan fiction, social media, or readers’ comments on news sites. I am, however, disappointed when I find it in texts written by journalists, medical professionals, and others who boast university credentials or professional expertise.
Most of the errors I found online occurred with the idioms “to lose one’s way” and “to lose sight of, but it also appears in free constructions:
INCORRECT: Everyone would like to be happy. Sometimes we loose our way or forget how happiness feels.—Therapist advertising in Psychology Today directory, graduate of Rutgers University.
CORRECT : Everyone would like to be happy. Sometimes we lose our way or forget how happiness feels.
INCORRECT: And if we do loose our way, it is easy to ask ourselves, “Where are we going, what is our purpose?”—Graduate student essay, University of Michigan.
CORRECT : And if we do lose our way, it is easy to ask ourselves, “Where are we going, what is our purpose?”
INCORRECT: When this happened [blockage of blood vessels] the neutrophils seemed to loose their way.—Science Daily, report on study done at University of London.
CORRECT : When this happened [blockage of blood vessels] the neutrophils seemed to lose their way.
INCORRECT: Take responsibility for your learning, don’t loose sight of what you want to learn, resolve or get out of therapy, and don’t talk about material you know is irrelevant.—Clinical psychologist offering his services.
CORRECT : Take responsibility for your learning, don’t lose sight of what you want to learn, resolve or get out of therapy, and don’t talk about material you know is irrelevant.
INCORRECT: It’s easy to get caught up in project details and loose sight of the bigger picture.—Vanderbilt University.
CORRECT : It’s easy to get caught up in project details and lose sight of the bigger picture.
INCORRECT: When you loose your concentration, start the exercise again from the beginning.—Meditation Workshop.
CORRECT : When you lose your concentration, start the exercise again from the beginning.
INCORRECT: He said the audit showed Lincoln’s basic business had been loosing money for two years…—The Washington Post.
CORRECT : He said the audit showed Lincoln’s basic business had been losing money for two years
3 Types of Redundancy to Avoid
Redundancy in a sentence is annoying, and it is also a nuisance. Conveying information in more than one way, or by repeating wording, is consciously or subconsciously distracting to the reader and contributes to compositional clutter. Note in the discussions and revisions following each example how the sentence in question can be improved by deleting such infelicities.
1. Like Smith, Jones also owns a family-run business.
When an additive word or phrase such as like or “in addition to” introduces a sentence, using also to bridge the complementary phrases is redundant: “Like Smith, Jones owns a family-run business.”
2. Many components, such as asset balance, deposit balance, and interest income, etc., should be sensitive to the change in the macroeconomic environment.
Use of a phrase like “such as” or “for example” (or the corresponding abbreviation e.g.) is redundant to etc. (or “and so on”): “Many components, such as asset balance, deposit balance, and interest income, should be sensitive to the change in the macroeconomic environment.” (Or “Many components—asset balance, deposit balance, and interest income, etc.—should be sensitive to the change in the macroeconomic environment.”) Note, however, that i.e., which means “that is” (or “that is” itself), pertains to clarification and not to listing of examples, so it is not redundant to etc.
3. But the policy is not solely about consumers; it is about what the law calls a data subject. A data subject is defined as a living individual to whom personal data relates.
Avoid ending one sentence and beginning the subsequent sentence with the same word or phrase, which generally occurs when a word or phrase is introduced and then immediately defined: “But the policy is not solely about consumers; it is about what the law calls a data subject, which is defined as a living individual to whom personal data relates.”
Adjectives and Adverbs Guide
This post discusses two categories of parts and speech key to helping writers describe things and actions.
Adjectives
An adjective is a word or a combination of two or more words that modify or provide additional information about a noun. There are three general uses of adjectives: attributive, predicate, and nominal.
An attributive adjective generally precedes the noun it modifies, as with broken in “a broken heart.” (One type of attributive adjective is a noun adjunct, a noun that functions as an adjective when it modifies another noun, as with kitchen in “kitchen counter.”) However, the noun may precede the adjective in the case of a postpositive adjective (also called a postnominal adjective), which occurs when the adjective is itself modified by an adverbial phrase, as in “a heart broken for the last time” and in phrases borrowed from other languages (such as “heir apparent”) and archaic or poetic usage (as in “forest primeval”).
A predicate adjective is connected to a preceding noun by a linking verb, as with curious in “children are curious,” and a nominal adjective is one that functions as a noun substitute. This may occur in reference to a collective group when the noun is implied, as in “the wealthy,” or in the case of a superlative such as “the biggest,” or when a noun is elided rather than repeated (“I’ll wear the red shirt, and you wear the green”).
Determiners are a category of words formerly considered by linguists as adjectives but now classified as a distinct part of speech, though dictionaries still identify them as a type of adjective. Examples of determiners that resemble adjectives in use include demonstrative determiners such as this and that, distributive determiners such as each and any, interrogative determiners such as what and which, possessive determiners such as my and their, quantifying determiners such as few and many, and numbers.
Phrasal adjectives, modifying phrases that precede or follow a noun, are usually hyphenated, when they precede the noun, to emphasize their combination, as in “hardest-working employee,” but not when they follow (“the employee who is the hardest working”). Exceptions are made for permanent phrasal adjectives (such as cost-effective) that appear in the dictionary; these retain hyphenation after a noun. (Also, adjectival compounds beginning with self, such as self-respecting, are always hyphenated.) Likewise, omit hyphens in standing phrasal adjectives such as “post office” that are not hyphenated in their dictionary entries (“post office employee”).
A source of hyphenation error is when a noun phrase that often appears as a phrasal adjective, such as “long term,” is hyphenated. Hyphenation is correct in a phrasal adjective before a noun (“a long-term plan”), but such a term is open not only after a noun (“a plan that is long term”) but also in isolation as a noun phrase (“in the long term”).
Also, take care with comparative and superlative adjectives used in phrases such as “more punitive measures.” When “more punitive” is not hyphenated, more means “additional.” However, when a hyphen is employed, the phrase means “punitive to a greater degree.”
Phrasal adjectives may include more than two words, as in “happy-go-lucky attitude,” but strings of more than three words are inadvisable, especially when they consist of a train of nouns employed as adjectives, such as in “data leakage prevention strategy.” Technically, the first three words, which together modify strategy, should be hyphenated (“data-leakage-prevention strategy”) to aid in reader comprehension (otherwise, the reader may not recognize the intended relationship until the last word is reached and may have to backtrack to understand the phrase), but such usage is cumbersome; it is often better to rephrase the term (for example, “strategy to prevent data leakage”).
Adverbs
An adverb is a word that modifies a verb or another part of speech to describe what, when, where, why, or how an action occurs; adverbial phrases and adverbial clauses also perform this function. The term adverb most familiarly applies to words ending in -ly that without the suffix serve as adjectives, such as lively, as in “They watched the lively performance.” However, many adverbs lack the suffix, as when they refer to location (for example, up or there), time (soon or today), frequency (seldom or daily), and so on.
In addition, adverbs may be flat, meaning that they are root forms of -ly adverbs. These often appear on their own in informal contexts (as with quick in “Run quick to the store”) but may also appear in adverbial phrases, as in “quick-acting compound.” (Note that adverbial phrases are distinguished from phrasal adjectives in that they usually do not include hyphens—hyphenation in such phrases as “privately held” is erroneous. Those with flat adverbs are an exception.)
Adverbs also modify parts of speech other than verbs. For example, in “quite annoying,” the adverb quite modifies the adjective annoying, and in “very quietly,” one adverb modifies another. The adverb only may modify a noun (“She drinks water only”), and adverbs modify prepositional phrases (in “I was almost up the stairs,” almost modifies not wasbut “up the stairs”) and clauses or even entire sentences (as in the case of actually in “Actually, they are on their way now”).
Adverbs that modify an entire sentence rather than a verb or another part of speech are called sentence adverbs. Often, they begin a sentence, as actually does in the example in the previous sentence, or as often does in this sentence you are reading, though they may appear in the midst of a sentence or, as a tag following a comma (or, sometimes, a dash) at the end of a sentence. Many sentence adverbs, such as clearly, fortunately, and regrettably, signal that the sentence represents the writer’s opinion or at least conveys a bias.
8 Great Writing Tips for Kids
Here are my best tips on how to keep growing and improving as a writer, however young you are:
#1: Have a go at some writing exercises – you can find lots of these online, or you could have a go at them in workbooks or school books. Lots of adults find writing exercises helpful, too, so that they can get better at writing. You can find some great ones to try here.
#2: Read a lot. Almost every writer I know is also a keen reader. Try to read a wide range of different things – like classic story books as well as modern ones, non-fiction (factual) books, magazine or newspaper articles, and so on. You’ll come across lots of different ways to write, and you might learn some new words.
#3: Keep a little book of new words you learn.Don’t be embarrassed if you don’t understand a word the first time you read it. Sometimes you can guess from the rest of the sentence what it means, but if not, you can just look it up in a dictionary. You might want to ask an adult how to say the new word, too – you could write down how it sounds. For instance, “matron” is pronounced “may-tron” (with a long “a” sound) not “mah-tron” (with a short “a” sound), which is how I thought it was said when I first read it in an Enid Blyton story.
#4: Try writing stories for children younger than you, or stories that involve children younger than you. This is a great thing to do when you’re still quite young yourself, because you can remember what it’s like to be six or seven. (Adult writers find it hard to remember, and often they create young children characters who are too babyish for their age.) If you have a little brother or sister, or a younger cousin, you could read your stories out to them.
#5: Remember that even adults don’t get things right first time. Sometimes I get a spelling wrong, or I write a sentence that’s confusing for my reader. And I’m a professional writer! It’s fine to make mistakes, so don’t worry about getting everything perfect in your first draft. Just make sure you leave a bit of time to go back and edit afterwards (just like adult writers do) so that you can fix any mistakes.
#6: Have a go at different types of writing. When I was young, I like to make pretend magazines or newspapers. That’s something that children have enjoyed doing for a very long time – in one of my favourite classic children’s books, The Story of the Treasure Seekers by E. Nesbit, the children in the story make their own newspaper filled with things they’ve written. Maybe you could have a go at making a newspaper to share with your family and friends – or maybe you’d like to write poetry or a play script, or something else entirely.
#7: Keep a journal about your day to day life.There are lots of ways to do this – you could write a sentence or two each day, for instance, or you could write a longer piece once a week. You could write about what you’re learning at school, who your friends are, the games you’ve been playing … even what you had for lunch! Details that might seem boring now could be really interesting when you read your journal when you’re 20 or 30 or even 80!
#8: Ask for help if you get stuck. If there’s something you don’t understand in what you’re reading, or if you can’t work out if something you’ve written is quite right, don’t be afraid to ask for help. Most adults will be very glad to give you a hand. You could try a teacher, or a librarian (either at your school library or your local library). If you get to meet any adult writers, perhaps through school or at an event, think up some good questions for them too!
How to Create a Character Profile
Have you created character profiles for the main cast of your novel?
While not all authors use character profiles, many find them a very handy tool for keeping track of their characters – and for developing and fleshing out those characters in the first place.
Done well, a character profile can help you harness your creativity and really dig into who your characters are.
Sometimes, though, writers treat character profiles as a form-filling exercise, coming up with their character’s eye color, hair color, first job, etc without investing any of this with a deeper meaning.
They might diligently complete character profiles for every character in their novel – even the bus driver who only has a walk-on part in chapter five – but they’re not any closer to having any real insight into their characters.
So what should go in your character profile … and how should you use it?
What to Include in a Character Profile
Firstly, not every character in your novel needs a profile at all.
Characters who have a minor role (like your protagonist’s mother, who only appears briefly a couple of times) don’t need to be fully fleshed out. Of course, you might want to make some brief notes about them … but this definitely doesn’t need to be an entire profile.
Your main characters, though, should have individual profiles. That probably includes any viewpoint character. If you have an antagonist then it’s worth creating a profile for them too (after all, even if your main character just doesn’t “get” where the antagonist is coming from, you should).
It’s entirely up to you how you structure your character profiles. In general, though, I’d suggest that:
You don’t focus too much on physical details.You may want to include things like hair color and eye color if you’re ever likely to mention them – but you can leave them out if they’re not going to be relevant. The same goes for height and build: unless they’re unusual and significant, you don’t necessarily need them at all.
If you are including physical details, think about how they relate to deeper aspects of your character. For instance, in Harry Potter, the fact that Harry has green eyes is significant because it’s the physical characteristic that links him to his mother.
You spend some time exploring deeper questions about your character: things like “what’s the mistake they regret most?” or “in what situations would they lie?” or “what false beliefs do they hold?” These sort of questions will result in a much richer, more real character than a simple list of physical characteristics.
The first ebook I ever bought online, back in around 2007, was Holly Lisle’s Create a Character Clinic. This is still one of my favorite resources for character creation: it goes far beyond the typical “character questionnaire” to dig deep into what really makes characters tick (and it includes lots of examples, too).
If you’re using a template or questionnaire that you’ve found online, don’t feel that you need to complete every single part of it – especially if it’s a long one! Focus on the bits that are most impactful or that help you to imagine your character more fully: if you do decide to fill in the rest, you can simply do it at a later stage.
Don’t get hung up on creating the “perfect” character profile before you begin writing – because it’ll almost certainly change as you go along.
Which brings me on to…
Why Your Character Profile Will Need Updating Regularly
If you create your character profiles during the pre-writing phase of your novel, you’ll almost certainly find that your understanding of your character shifts as you write the first draft.
Perhaps the thing you thought they sincerely regretted from their past turns out to be something they’re actually quite proud of – at least initially.
Perhaps you realize that it makes much more sense for them to have grown up somewhere rural, not in a city.
Perhaps you change them radically: maybe you merge two characters together, or you change a character’s gender or age. (Or their name: a lot of my characters end up changing names part-way through the writing process as I figure out a name that’s a better “fit”.)
Your character profile definitely isn’t set in stone. It’s fine to change your mind and rework it – but do make sure that you actually update it to reflect the changes you’ve made during the writing process.
Otherwise, it can be very confusing several chapters later when you want to bring a character back in but you can’t now remember if they’re supposed to be 35 or 25, or whether they’re tall with dark brown hair or short with strawberry blonde hair.
Character profiles can be a great tool for creating and fleshing out interesting characters for your novel; they’re also a useful working document that you can use to help you stay on track and keep things consistent during the writing process.
If you’ve never created a character profile before, why not give it a go today?
When to Use a Colon: Rules and Examples
The colon can be a tricky punctuation mark. You’ve probably grasped periods, question marks, exclamation points, and commas – but the rules surrounding colons may seem a bit trickier.
There are two main ways to use colons:
- To introduce an item or a series of items.
- To replace a semi-colon between two independent clauses: the second clause should explain or expand on the first in some way.
As you can see, I’ve used both types of colon above.
Colons can trip writers up, though. Perhaps you’re not sure whether to use a capital letter after a colon, or you’re unsure how to structure a list of items that follows a colon.
We’re going to go through some key rules that will hopefully clear things up.
Rule #1: Use a Colon to Introduce One or More Items, When Punctuation is Required
Here are some examples of colons being used correctly, preceding an item or multiple items when the sentence requires punctuation at that point.
I needed just one thing: courage.
(Not “I needed just one thing courage.”)
Bring the following equipment: a torch, warm clothing, and waterproof boots.
(Not “Bring the following equipment a torch, warm clothing, and waterproof boots.”)
However, you should not use a colon if the sentence does not require punctuation.
For instance, the following sentences are correct without a colon:
I needed courage.
(Not “I needed: courage.”)
You should bring a torch, warm clothing, and waterproof boots.
(Not “You should bring: a torch, warm clothing, and waterproof boots.”)
Rule #2: Use a Colon Before Listing Items with Bullet Points
It you’re listing items line by line, you should use a colon to introduce the list – even if that same colon wouldn’t be required for a list in sentence form. Here’s an example:
You should bring:
- A torch
- Warm clothing
- Waterproof boots
Rule #3: Be Consistent With Punctuation of Bullet Points
When using a colon to introduce a list in this way, capitalization and ending punctuation aren’t always necessary.
If each item on the list is a complete sentence, you should always capitalize the first letter and finish with a period (or question mark or exclamation point, if appropriate). In other cases, though, it’s up to you whether or not you want to capitalize and use periods – just be consistent.
You should bring:
- A torch.
- Warm clothing!
- Waterproof boots.
This example is consistent because each item ends with a punctuation mark: either a period or an exclamation point.
Rule #4: Carefully Consider Capitalizing a Complete Sentence After a Colon
Some editors believe that it’s always best to capitalize a complete sentence that comes after a colon, like this:
He asked for help: He got it.
Others believe that you should generally avoid capitalizing in this way, instead preferring:
He asked for help: he got it.
Some would say that you don’t need to capitalize if the clause after the colon bears a close relationship to the clause before the colon, but would capitalize a general or formal statement, such as:
Remember what your mother taught you: If you can’t say anything nice, don’t say anything at all.
In these cases, it’s best to either consult the style guide for the publication you’re writing for, or to create a consistent style guide for your own work.
There are a couple of cases in which you should always capitalize the sentence after a colon, though.
When it’s a Complete or Full Sentence Quotation
The chair made an announcement: “This meeting will have to be postponed.”
In that example, “This” has to be capitalized because it’s the start of a full sentence quotation.
When the Information After the Colon Requires Two (or More) Sentences
The rules were inflexible: No running in the corridors. No shouting. Always walk on the right.
In this case, it makes sense to capitalize the first “No” because it’s the first of three full sentences.
Rule #5: Use a Colon to Introduce an Extended Quotation
Whether you’re writing an essay, a non-fiction book, or a blog post, there’ll be times when you want to quote someone else at some length (more than a sentence or two). This means using a “block quotation” that goes in its own standalone paragraph. This should normally be preceded by a colon, and should be indented from the left margin – some style guides also indent from the right margin.
In 26 Feel-Good Words, Michael wrote:
Some writers neglect the power of emotion when communicating their ideas, valuing logic more than others do, and assuming that everyone thinks like they do – that careful reasoning is enough to convince readers and make points. But even the ancient Greek philosopher Aristotle, who was no enemy of reason, taught that stimulating emotion in your audience can be the key to persuading them.
Rule #6: Use a Colon After the Salutation in a Business Letter (Depending on Where You Live)
In American and Australian usage, the salutation (greeting) should be followed by a colon in formal correspondence – this applies whether you’re using someone’s surname or first name:
Dear Mr Richardson:
Informal or personal correspondence uses a comma in place of this colon.
In British English, though, you should use a comma after the salutation – never a colon – for formal business letters as well as for informal letters.
Sumber: https://www.dailywritingtips.com/when-to-use-a-colon/
Definitely use “the” or “a”
When to use the indefinite article a and when to use the definite article the depends mostly on how specific you want to be. During a wedding ceremony the groom would say, “Give me the ring! The wedding ring!” because he must have a particular ring, while a carpenter would say, ‘Hand me a nail” because he doesn’t care which nail in the box he uses. Usually the bigger problem is not whether to use a definite or indefinite article, but whether to use an article at all.
So many choices! When do you use a? When do you use an? When do you use the? But relax. We’ll guide the way. We already talked about when to use a when to use an in the article Give me an “A”: a vs. an, but we’ll give you a few more examples here.
- A: you use this when you’re not necessarily referring to a specific thing (such as a nail, any nail). It’s called an indefinite article, because you’re not being definite or particular. There are many nails in this big world.
- She owns a cat.
- I work on a golf course.
- An: it’s used just like a, but when preceding a vowel sound. It probably comes from Old German, on which Old English was based. My theory is that the use of an survives after all these centuries because it sounds better before vowels. Saying, “I want a apple” sounds odd, compared to, “I want an apple.” For the same reason, the fake French sentence, “À Anne, on en a un,” sounds even more odd.
- May I borrow an egg?
- He is an arrogant critic.
- The: you’re talking about a definite item, which is why the is called a definite article. Of course it only makes sense if both you and your listeners know which item you mean. If I commanded you, “Give me the money,” you would rightfully ask, “What money? I don’t owe you any money.”
- The house on that corner once belonged to Charles Dickens.
- The weather is very pleasant today.
- You can use the the second time you refer to something, even if you used an the first time. We know what you’re referring to, because you just told us. You can do this, but I wouldn’t recommend it. Read these examples – repeating the noun might sound monotonous.
- We visited a palace on our vacation. The palace was built in 1546.
- We also went to a concert. The concert was too loud for me.
- When it comes to geography, you don’t use the before the names of most nations, provinces, states,lakes or islands. But there are many exceptions: the United States, the Ukraine, or the Congo. On the other hand, the Ukrainians and Congolese people I’ve met say, “Ukraine” and “Congo,” so go figure. If the name refers to plural items, such as the United States, or the Maldives, you would use the definite article. You would do the same for rivers and oceans, such as the Amazon, the Nile, and the Caspian Sea. Bays need the definite article.
- He moved to Nepal near Mount Everest.
- They spent their honeymoon in eastern Maine, on Penobscot Bay.
- Unlike some languages such as French and Spanish, English sometimes does not use any article at all. You don’t need one when making a general statement, or when talking about meals and transportation.
- I prefer folk music.
- She hates making noodles.
- She eats breakfast at home.
- She traveled to college by train.
- British writers don’t use an article for some places that Americans would.
- British: I go to university.
- American: I go to college.
- American: I transfered to the university last year.
- British: I felt so ill that I went to hospital.
- American: I got so sick I had to go to the hospital.
Some rules apply all the time. Some rules apply only in certain situations, and only experience and reading can help you get them all right. And some rules apply only in certain situations in certain cultures: British and American English is sometimes different, as you may have learned by now.
Sumber: https://www.dailywritingtips.com/definitely-use-the-or-a/
How to Write a Book Outline: Fiction and Nonfiction
You learned how to write outlines in school, I suppose. You were probably required to do it a certain way:
I. Roman numerals for the main points
A. capital letters for the sub-points
1. Regular Arabic numerals for the sub-sub-points
a. lower-case letters for all the sub-points below that
We could call it the Roman-Arabic outline, though experts call it the alphanumeric outline.
But when you outline your book, you don’t have to do it that way. Not if it seems burdensome to you, or even boring. It’s your book, after all.
The main reason why you write an outline first is simple: Because you can’t keep the whole book in your head at one time. It’s your passion for your subject that drives your writing. You don’t need notes to talk about something you’re passionate about. But a book is so long that it’s hard to remember everything you’re passionate about and in what order you want to talk about it. You make notes for yourself only so you don’t forget something important.
Tools like Scrivener let you prepare your book section-by-section, similar to keeping each chapter in a separate file folder in your desk. That helps you build your case logically. You’ll also benefit when you present your ideas in front of an audience. Why? Because you can learn from their questions while you can still make changes. Imagine yourself giving a presentation or a lecture about your book: what would you say? That becomes your outline.
Easy outlines
I learned the alphanumeric outline system in elementary school, but when I had to write long research papers in college, I stopped using it. Instead, I shuffled through my notes to remind myself of the interesting things I had learned, or at least the parts that my reader would need to know in order to understand the main point. Then I would make a list of what I wanted to talk about. I would usually write a word or two for each topic:
- Origins
- Competition
- Alston controversy
- Gallatin
- Chemist influences
- Popularization
This brief outline only needed to make sense to me. It was the resulting paper that needed to make sense to my professor. At this early stage, I would add and rearrange these subtopics until I thought my list was complete and clear. Then I would rearrange my notes in order of the outline. As I wrote the paper, when I got to “Gallatin,” I would read over my Gallatin notes and then type what I had to say about that topic. Each topic was now small enough that I could hold the whole thing at once in my mind and memory.
I use the same topical outline system for my novels. But instead of a list of sub-topics, I make a list of scenes. For each one, I write down just enough to prompt my memory.
Aw, do I have to write an outline first?
Writers, even successful writers, are divided into two fairly equal groups: outliners and non-outliners, or plotters and pantsers. When plotters write, they work out their plots in advance, in great detail. (Even non-fiction books have a flow, if not a plot.) When pantsers write, they fly by the seat of their pants, without making outlines first. Pantsers are also called “discovery writers.” In their defense, pantsers claim that novelists never know what will happen next until they write it down, so why bother outlining first? Plotters claim that’s why pantsers often need to do a lot of rewriting, which could have been saved if they had been plotters.
Both plotters and pantsers have a point. Having written an outline doesn’t mean plotters can’t change their minds later if they want to. On the other hand, pantsers like to remind their critics that having written an outline doesn’t mean you won’t change your mind later, much as you don’t want to and didn’t intend to. Most writers expect they will revise the early part of their book, adding foreshadowing or explanation to support something that popped up while they were writing the later part.
From chaos to order
Whether you do it before or after, you will have to practice the inverse of the rule called “Chekhov’s gun:” if a pistol will be fired in the second act, it should be hanging on the wall in the first act. When your alpha readers complain that no gun was hanging there in the first draft, you will need to add it in the second draft. If you’re a non-fiction writers, you should seek out that kind of demanding alpha reader too. It’s cheaper and less embarrassing to have your mistakes pointed out before you go to press.
So you should expect changes no matter how you prepare to write. On the other hand, a book is long and complex, and if you don’t organize it before you write it, you will have to organize it later. Mystery writer Agatha Christie seems to have spent most of her time planning and plotting. Even so, she said: “Nothing turns out quite in the way you thought it would when you are sketching out notes for the first chapter, or walking about muttering to yourself and seeing a story unroll.” On the other hand, Stephen King sniffs that he can always tell if a book was written from an outline.
One way to maintain your book’s freshness and outwit Stephen King: when you outline, stay on the outline level. Don’t start daydreaming about the details of your book when you should be outlining. Some writers say that when an idea comes out of your head once, it may not want to come out again. It may be fresher the first time, so leave it vague until you are ready to give it a proper introduction to the world. And as you get deeper into the details (or the weeds), you will reach the point where you have more thoughts than you can juggle at once – just the situation that outlining is designed to avoid.
How to outline intuitively
You can’t get around it: your book needs some order, whether you organize it before you write the first draft or after. Even a known pantser such as Jerry Jenkins, who wrote 190 books without an outline, says, “Don’t go to the keyboard with nothing to say.”
One reason Jerry Jenkins gets away with not outlining is that he has a natural sense of story structure. He says he got that from being raised on TV. He doesn’t need to be reminded that a book needs a beginning, middle, and end. He doesn’t need a checklist to remind him to include conflict in the plot. In other words, the mind of Jerry Jenkins produces books that appear naturally organized, even if he doesn’t write outlines first. If anything, his outlines looks something like this one, based on suggestions by Dean Koontz:
- Our hero quickly gets into trouble.
- The harder he tries to get out of it, the worse it gets.
- It really starts to look hopeless.
- But in the nick of time, he takes what he’s learned and finds what he needs to turns all this trouble into triumph.
Two approaches to outlining
As a writer, you need two kinds of outlines: what you want to do and and what you need to do. I’ve talked about making a list for myself so that I don’t forget what I want to say. This kind of outline resembles a set of writing prompts. I’m telling myself what to do. But, dare I say, there are times where you should let other people tell you what to do. That is, wise mentors will tell you that certain essential features must appear in every readable book, such as an engaging introduction and a satisfying conclusion. Schoolchildren are taught to support each assertion they make. Storytellers know that rising conflict and final crisis will keep their readers spellbound more than a string of vaguely-related anecdotes. Books on writing often include an outline or checklist that helps you remember not to leave out these essential features.
For a nonfiction book, you should plan:
- Thesis statement – the whole point of the book
- Chapter thesis – the points you want to make in each chapter
- Supporting material – to make each point more understandable or convincing
- Illustrations – to make your points stick in the mind of your reader. Stories have a way of doing that.
For a narrative or novel, you should think about:
- Plots and subplots – Do you have enough to keep things interesting?
- Main character – Why should your readers care about your protagonist?
- Status Quo – What is the world like at the beginning of your story? What is going to change?
- Motivation – What do your characters to want? Why?
- Inciting Incident – What knocks the status quo off balance, irrecoverably? What sets the story into motion?
- Developments – Does your story have a direction? Are your characters changing?
- Crisis – What forces your characters to finally take irrevocable action?
- Resolution – How does your story end? Have you tied up all the loose strings?
The Snowflake Method
One of the most popular and complete techniques to plan your book, the Snowflake Method, was developed by Dr. Randy Ingermanson. He has a background in software development, and it shows. Programmers need to be ready to change direction or fix bugs. But large software projects, on the scale of the creation of Gmail or Microsoft Office, are not written by the seat of anyone’s pants. A company doesn’t spend a year developing a national government job search application, only to find that it won’t connect to the national job database. That would be a major “plot hole.” By planning and outlining in advance, there will be fewer surprises. You can see whether the project (or book) is feasible (or enjoyable) before you invest too much into it.
With the Snowflake Method, your book starts with one sentence, which expands to a paragraph, that summarizes the whole book. Each sentence in the paragraph expands to another paragraph, giving you a one-page summary of your book. You can use that in your book proposal that you send to a publisher or potential agent. Then expand each paragraph into a page. Continue expanding until your first draft is complete.
By the way, the initial summary paragraph is not the same as the blurb that appears on the back cover. To induce readers to buy the book after they pick it up, the blurb doesn’t summarize the whole book. Dr. Ingermanson says, “I like to structure a story as ‘three disasters plus an ending.'” His summary page would include them all, while a blurb stops after a disaster or two and doesn’t give away the ending.
More types of outlines
We talked about the alphanumeric outline, the list outline, and the snowflake method. But there are other approaches to outlining.
- For some books, you may want to create a timeline first. You may want to create several: one for each major character or simultaneous trend in your book. List your events chronologically, from earliest to latest, first to last. Make sure there’s room to fit everything in properly. If a daughter listened to early-’90s music as a teenager, her mother couldn’t have listened to late-’80s music at the same age. If your story includes feasting, it also needs to include time for digesting.
- A mindmap comes naturally for some people. Take a blank sheet of paper, or open up a new file in your mind mapping software program. In the center, write down a topic, event, or character – start with anything that comes to your mind. When that idea prompts another idea, draw a line out from the first word to the second word. Keep adding more words and connecting lines between them. You can go in any direction. Your page will start to resemble a spider.
- In the headlights method, you plan out just a few pages ahead, or plan a chapter at a time. Plan it, then write it. E.L. Doctorow said, “Writing is like driving a car at night. You can only see as far as the headlights, but you make the whole trip that way.” Such a method combines the pantser and plotter strategies to some extent. You have freedom but not chaos.
It’s up to you how much outlining you do. But you may find it helps you. Advance planning can make you more calm and less nervous. It helps you not to leave out important parts. An outline lets you decide what each section will be about, so you don’t have to eat it all in one gulp. Still, outlining can be taken too far. William Faulkner wrote an outline for his Pulitzer Prize-winning novel A Fable on his office wall. Doing so did not impress his wife.
Sumber: https://www.dailywritingtips.com/how-to-write-book-outline/