Archive for November, 2009

Do You Really Mean That?

Monday, November 30th, 2009

This is a great website: Tips For Formal Writing.  Dr. James A. Bednar has compiled this thorough list of things which will weaken your writing style, and possibly annoy your reader to the point where they are distracted.

Rather than re-invent the wheel, I’ll just quote my favourite part of the website:

Write what you mean, mean what you write

Speakers use many informal, colloquial phrases in casual conversation, usually intending to convey meanings other than what the words literally indicate. For instance, we often speak informally of “going the extra mile”, “at the end of the day”, “hard facts”, things being “crystal clear” or “pretty” convincing, someone “sticking to” a topic, readers being “turned off”, something “really” being the case, etc. Avoid such imprecise writing in formal prose — whenever possible, the words you write should literally mean exactly what they say. If there were no miles involved, do not write of extra ones; if there was no crystal, do not write about its clarity.

Among other benefits, avoiding such informal language will ensure that your meaning is obvious even to those who have not learned the currently popular idioms, such as those for whom English is a second language and those who might read your writing years from now or in another part of the world. Formal writing should be clear to as many people as possible, and its meaning should not depend on the whims of your local dialect of English. It is a permanent and public record of your ideas, and should mean precisely what you have written. - Dr. James A. Bednar

I truly appreciate the second paragraph of the quote. We’re still reading things which were written 3000 years ago.  Would Aristotle have had the audacity to write everything down if he had known we’d still be reading his texts in this day and age?  Perhaps you have no plans for your essay to ever see the light of day again, but you may not have such control. Take pity on the students who, 2000 years from now, may believe you to be an ancient expert on Edward Cullen. :)

Roget’s Thesaurus

Monday, November 23rd, 2009

rogetsthesaurus

I’ve gone on about this before, but I was writing something a couple of weeks ago and realised exactly how fiercely I cling to this book while writing.  I did a few little experiments with my students, and have come to an absolute: one simply cannot write without a copy of Roget’s Thesaurus by one’s side.

Roget’s Thesaurus is not difficult to use.  Look  up the desired word at the back of the book (the back is arranged in alphabetical order, like a dictionary), and choose the appropriate meaning of the word.  You will be directed to the front of the book - by numbers - to a list of synonyms.

Roget’s is the best thesaurus, perhaps because it is the oldest.  Perhaps it is also better because it categorises the words by meaning, not just by synonyms.  For instance, Roget’s classification for the word letter comes under Correspondence (#592).  In The Mirriam-Webster Thesaurus, the synonyms for letter do not include the word correspondence, and vice versa.  As well, Mirriam-Webster’s definition of correspondence only refers to similarity, not written communication.  I have found all other thesauri to have similar problems.  They are not thorough, and they are not well-organised.

Now, Roget’s Thesaurus should - as should any thesaurus - come with a bright red warning on the cover: USE YOUR BRAIN.  One word cannot be haphazardly replaced by another.  Each word in the English language has a different meaning, even though some meanings may be similar.  For instance, if I said my student was upset by his low grade, you might feel sympathetic and give him a comforting pat on the back.  If I said my student was devastated by his low grade, you might feel the need to call in some professional support.  If you’re in doubt, double check the meaning of the word in a good dictionary.

What Roget’s can help you do is find the appropriate word to precisely express your meaning.   It will also, through consistent use, increase your vocabulary.  If you have a copy, I recommend taking it from your shelf and dusting it off.  If you don’t have a copy, hie yourself over to the nearest second-hand store and buy one.  Keep it close to you, and consult it whenever possible.

George Orwell’s Politics and the English Language

Monday, November 16th, 2009

georgeorwell1

Politics and the English Language is an essay by George Orwell (well-known author of 1984); in it, he discusses the decline of the English language.

This essay provides a good read.  Orwell gives examples of the changes in English and puts the examples in context - by translating a verse of the Bible - to show how ludicrous the evolution of language can be.  He lists staleness of imagery and lack of precision as symptoms of the decline of English.  These two faults are further divided into dying metaphors, operators, pretentious diction and meaningless words.

Orwell gives the following solutions to the problem of corrupt language:

1. Never use a metaphor, simile, or other figure of speech which you are used to seeing in print.
2. Never use a long word where a short one will do.
3. If it is possible to cut a word out, always cut it out.
4. Never use the passive where you can use the active.
5. Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent.
6. Break any of these rules sooner than say anything outright barbarous.

I believe the 6th rule is the most important. :)  This essay should be read by students, academic writers and politicians alike.

Non-Formulaic Linking

Monday, November 9th, 2009

chain_links1

Linking is one of those impossible-to-explain-and-more-impossible-to-understand things.  I see a lot of papers with red scrawls beside the beginning of each paragraph saying “Link!”  My students often have no idea what the teacher or professor means.  Draw chains?

Linking is connecting one thought to another.  In formal writing, linking must be done smoothly, so the reader isn’t jarred by a sudden change in subject or perspective.

In elementary school, I was taught the “hamburger paragraph”, complete with “linking” words.

Intro: “In this essay I will be talking about…”

1st paragraph: “Firstly…”

2nd paragraph: “Secondly…”

3rd paragraph: “Thirdly…”

Conclusion: “In conclusion…”

Hm.  Might be able to pull this off in Grade 4 but I think any of my professors would have had me court martialled and shot if I’d written this in university.

So, how should one link?  There’s no formula but here are some ideas:

This page on Writing For Change has a list of good linking words.  If you start to think along these lines, you should achieve a reasonable voice for formal writing although I would avoid common transitions such as “firstly, secondly, thirdly, etc.”  because they sound a little too formulaic.

Waylink English discusses linking paragraphs and gives some fair examples.  (Just remember not to use the examples which include personal pronouns unless you are writing an opinion piece.)

The OWL at Purdue provides this page of transitional words.  They have an excellent list of words to use should you need to show sequence without using “firstly, secondly, thirdly”.  They also have some examples of good transitions here.

Regardless the subject matter,  it should read smoothly.  Find several examples of whatever you’re writing (literary analysis, history paper, scientific report) and see how the authors link their paragraphs.  It will be easy for you to identify the transitions which are well done, and those which carelessly follow a formula or have no linking at all.

Academic Writing Module

Monday, November 2nd, 2009

An Academic Writing Module: Paragraphs

A neat little website from New Zealand for those who have forgotten the nitty-gritties of writing a paragraph.   It’s a set of exercises which help you identify the parts of an essay based on the language.  You can identify topic sentences and paragraphs, arrange a group of sentences to form a proper paragraph, and learn to incorporate sources.

Instructions are found in the top left corner (sometimes you have to click on the “instructions” button), and the top right corner has optional readings about the subject.  At the end of the exercises is a sample essay, complete with analysis (click on the “analysis” button).

Even though you may be halfway through the semester by now, this is a good refresher course on how language works in formal writing.

Sentenceworks Blog is proudly powered by WordPress
Entries (RSS) and Comments (RSS).