The most exciting history book that I have ever read during my leisure time is The Titanic: The tragedy at sea, written by Deady, in the year 2003 and published by Capstone High-Interest Books. The concept of how to develop a robust historical writing has been applied extensively making the book to have a perfect flow of ideas, hypothesis, and themes. Specific class readings and lesson learned from the book, Writing History by Storey, (2016) are identifiable all through the book, The Titanic: The tragedy at sea. When going through my favorite book, I realized that the primary concepts that are in chapters 6, 7,8, and 9 of the class reading are all that book. The following paper will analyze the use of effective writing skills as taught in the class reading, Writing History by Storey (2016) in comparison to its application to my fascinating book The Titanic: The tragedy at sea.
The concepts of chapter 6 of the class reading applied on the book Titanic: An illustrated history includes, establishing a firm foundation for this topic and enforcing appropriate words aligned to the context of this topic. The author begins the paper by providing a "hook-sentence that will attract the reader to the book, and later introduces the key points hence familiarizing the reader with what the book is all about. Deady (2003) integrates the chronology with causation that supports his arguments all through the book. The author gave detailed and efficiently illustrated ideas that are easily understandable.
The sentence construction obeys the academic writing principles, whereby the sentences were in the active voice. Since we know that Titanic tragedy took place in 1912, the author applied past tense all through his work to show that the event took place a long time ago. The correct forms of verbs are used such as the ship, iceberg, sea, voyage, captain, waters, storm, sailors and soon, which are in the context of the story. The sentences in the book also use wordings such as iceberg, Titanic, and tragedy have been used as the emphasis at the end of the sentences to retain the core theme of the book. Application of such concepts is according to the class discussion of chapter 7 of the book.
Precise wording is the most crucial part of writing since it will either retain or lose the core meaning of the book as described in chapter 8 of the class readings. The author was concise with his idea to tell the story of the Titanic tragedy, the event before and after; this way, understandable and appropriate languages and vocabulary were necessary to emphasize the theme. The author shunned from applying euphemisms, colloquial language, and pretentious language since it will make his work less unprofessional. To bring the pictorial event to the audience mind, the author applied the figurative language, metaphase, and similes, which made the book refreshing since at least everything although was lively. For example, giving a detailed description of the ship construction, whereby he stated that it took two years and 3000 men to make the ship with the cost of nearly $7,500,000. The dimension of the vessel is also given for the audience to imagine the size and shape of the vessel. Also, when the tragic happened, the environment is described making the audience feel being part of the event.
Last but not least, revising and editing of the work as described in chapter 9 of the class discussion. We cannot tell the process the author used to revise and editing the work, but mainly, his work is flawless in grammar, structure, and objective. The technique of revising and editing begins with checking the quality of the transcript by an independent editor where ultimate corrections are made before final printing of the book.
Deady, K. W. (2003). The Titanic: The tragedy at sea. Mankato, Minn: Capstone High-Interest Books.
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