Posts Tagged ‘style’

Reverse Psychology

Monday, July 12th, 2010

I occasionally teach creative writing; last week’s class involved an exercise where we took the “World’s Worst Poem” (according to Google) and fixed it.  One of the people noted that she was able to see many faux pas in the author’s style of which she, herself, was guilty.  We all had a look at the poem and, regretfully, each one of us could find at least one problem which was evident in our own writing.

This made me think: have you ever checked out some really bad academic writing?  If you do a quick search for “world’s worst essay”, you’ll get some prime examples.  (Caveat: the first link Google comes up with is an essay which has an extraordinary amount of inappropriate language, so don’t click on it if that sort of thing bothers you… no, I’m not giving you the link to it. )

This essay comes up in several places on the internet.  It looks like it was written by a 7-year-old who drank too much Red Bull.  It’s a good essay to read if you’re at all inclined to rambling, though; you’ll never want to ramble again.

Here is a college admission essay which is the epitome of pretentiousness and inappropriate vocabulary.  You’ll have to scroll down and click on “read more of this essay”.

It would be a good exercise to print out these two paragraphs and mark them up with a big red pen, as they break just about every rule of academic writing.

Have a look at some of these.  You may find some things which strike you as disturbingly familiar.

Abbreviations and Acronyms

Tuesday, June 29th, 2010

I assume you understand, by now, that the use of contractions in formal writing is frowned upon. There’s no particular reason for this, other than contractions are a sign of laziness.

Abbreviations should also be avoided specifically for this reason. Is it really so difficult to write “Professor” rather than “Prof.”? When writing was a matter of cutting your own quills and stirring up the ink, or of saving inordinately expensive paper, there may have been an argument in favour of abbreviations; now, with computers and cheap recycled paper, I don’t think the argument would hold any water.

That said, there are a few situations where you’re allowed to be lazy:

* Credentials after names (e.g. M.D., B.A.), because they’re often short forms of Latin words which might take you several sentences to complete
* For the same reason, common abbreviations or acronyms which have been written out in full the first time they’re used in the paper (could you imagine writing deoxyribonucleic acid – DNA – a thousand times in a book?)
* Dates (e.g. 1066 A.D.)

If you are quoting something which uses abbreviations or acronyms, you must write it the way the original author wrote it; if the reference is vague, you might want to put in an editor’s note explaining the abbreviation in full.

Here are a couple of websites to get you thinking about such things:

Capital Community College

Monash University

If you’re following a particular format, they each have their own rules. Here are the OWL at Purdue’s pages for APA and MLA.

When in doubt, just write the words out in full; no one will criticise you for that.

To Footnote or Not to Footnote…

Monday, June 14th, 2010

…that is the question.

There is no one answer.

Footnotes are those little blurbs at the bottom of the page, usually marked with superscript numbers (but sometimes with asterisks and other cool shapes).  If you randomly take any three academic books from the library shelf, you’ll find each one of them uses footnotes differently.  Some authors uses them solely for citing quotations, some use them to explain archaic words or ideas, and some use them to write a second book within the first.

I think citation is the only use of footnotes which is universally agreed upon.  Some people may want you to write the citations in parentheses or as endnotes, but the final result is the same thing.  Either way, the little foray to the bottom of the page or the back of the book isn’t going to throw your reader off that much; they can look at them after they’ve finished reading, too.

If you look at a Shakespeare play, you’ll see that half the page is footnotes.  This is necessary for modern readers as we don’t teach Elizabethan English classes before we make you read Romeo and Juliet.  If you’re ever going to understand what the heck Mercutio is going on about, you’ll need explanations in modern English.  We also don’t teach classical literature very much, anymore, so you’ll need the Greek and Roman allusions explained, too.  Footnotes are good for these explanations because you’d lose your train of thought entirely if we put all the explanations in parentheses, or if you had to flip to the back of the book.  Short footnotes can also be used to show additional sources of information or alternative translations of words.

Unless the goal is to teach you to write without footnotes, most people don’t object to short explanations decorating the bottom of the page.

Now, writing another book on the bottom half of the page… this drives readers right off the deep end.  When I see this in a book, I generally put the book back down and walk away.  When I see it in an essay, I hand it right back to the student.  It’s a sign of inept writing.

If you have a clear thesis and understand the points you’ll be using to support said thesis, there should be no need for extensive footnotes.  If every point you make has an additional interpretation or opinion, then you should work that into your essay.  If every paragraph has a classical allusion or an archaic word, you need to work these into your essay, too.  If the information absolutely cannot be written into the main part of the essay and is not desperately important to the understanding of the thesis, consider using an appendix instead of footnotes; this will be less distracting to the reader.

The term itself should identify the footnote’s position: if it’s taking up anything more than the foot of the page, it’s no longer a footnote.  (If in doubt, draw a person on the page; you have up to the ankle to write footnotes.)

Here’s the OWL at Purdue’s page on footnotes, etc.

If you must follow a specific format, MLA and APA formats both discourage the use of footnotes; Chicago recommends them for citation.   Make sure you know what’s expected from each format.

Passive Ain’t Bad

Monday, June 7th, 2010

As an English tutor, I spend a great deal of time with people who don’t like English; the irony of this is not lost on me, so don’t worry about it.  :)  What I learn from my students is, mostly, perspective.

When you can’t get the right verb tense, that’s a major problem.  When you can’t keep i-before-e-except-after-c-and-several-other-seemingly-random-circumstances straight, that’s a minor problem.  When you use the passive voice, that’s not a problem.

They’re right.  It’s a new-ish “rule” in the schools: using the passive voice in a formal essay will lose you marks.

For those of you who are furrowing your brows, the passive voice is where the subject of the sentence has something done to it, rather than doing something.  For example:

  • The cake was made by me.  (passive)
  • I made the cake.  (active)

It seems simple, yes?  The active voice would be used when someone feels strongly about something, when the speaker would be loud and excited.  We tend to use the active voice for things like Teenagers break rules! or Penicillin saves lives! Now, people who are less-than-enthusiastic about teenagers or penicillin might say Rules are broken by teenagers, or Lives are saved by penicillin; neither voice will encourage nor discourage teenagers from breaking rules, or penicillin from saving lives.  It’s just a matter of how the author feels about that subject.

Children learn to use the passive and active voices naturally.  Listen to the next three-year-old that comes by, and you’ll hear an entirely active voice (”No, I don’t want that!”).  Listen to a 6-year-old trying to blame something on her little brother, and you’ll hear a lot of the passive voice (”The window got broken.  I think he was playing with a baseball.”)

You’ll find you naturally use the active and passive voices, too.  If you’re really interested in your subject - passionate about it, even - you’ll write in the active voice.  You’re determined to convince your reader to think the way you do, and so you slip into persuasive mode.

I think what the anti-passive rule is trying to do is to make the writer appear animated.  They’re docking marks from people who aren’t thrilled about their subject.  In this case, I can see their point.

What?

Yep.  If you’re gonna do something, you should do it well.  Admittedly, if you asked me to write about something scientific or mathematical, I’d have a hard time mustering the enthusiasm… but I’d try.  I wouldn’t write a paper about a new medical technique that might, possibly, one day, save a life or two; I’d write about a new medical technique that would save a life.  If you asked me to write a paper comparing Austen and the Bronte sisters, the Austen section would be written entirely in the passive voice, and the Brontes would be in the active (’cause the Brontes are awesome!)

So, no, passive voice isn’t bad.  In fact, it’s great.  When one is trying to explain something gently, softly, the passive voice is invaluable.  The trick lies in knowing when your reader needs to be lulled, and when the active voice needs to whack them into action.

Writing Argumentative Essays

Monday, March 22nd, 2010

Writing Argumentative Essays

This is a really cool little website from Australia.  It focuses solely on how to write argumentative essays; it won’t help you much if you’re writing an opinion piece.

However, the thinking process is one which could be applied to any number of situations….

The website covers every step of the essay-writing process from planning the argument to word choice.  It gives outlines for paragraph structure (introduction, several choices for the body, conclusion), and a couple of models to choose from.  There is even a section about converting informal text to formal text.

I recommend this website for anyone who is learning English as another language, as well as for anyone who has to write argumentative essays.

Adios, Strunk and White

Monday, March 15th, 2010

Adios, Strunk and White, by Gary and Glynis Hoffman

There are three chapters in this marvellous book: Style, Form, and Critical Thought and Research. After the first column of the Table of Contents, it gets interesting. The sub-chapters for Style are Flow, Pause, Fusion, Opt and Scrub. Form contains Time Warping, Encircling, Layering and Bursting. Critical Thought and Research involves Peel, Filter and Press.

I suppose if the titles don’t amuse you, you’re not likely to be interested in the rest of the book. This book is about writing well, and it doesn’t deal with the basics. These are the things you might consider after you’ve finished writing your paper, when you’re ready to polish it into something beautiful and gleaming.

My favourite sub-chapter is Scrub. Within Scrub, you can choose Facial Pack, Metal Mask or War Paint. Scrub is about purging your writing of euphemism, offensive language, and weak or indirect writing; you can choose your preferred level of attack. (There are papers when a Facial Pack will be sufficient, but other occasions warrant full-on War Paint. Being of obsessive personality, I do like the idea of War Paint.)

Are you ready to give up on formulaic writing, ready to branch out into brilliant thought and communication? This book is likely to be on every library shelf, waiting for you to pick it up. You might even find it in a second-hand store. Personally, I believe it’s worth every penny, even if you have to buy it new.

Awesome Vocabulary

Monday, March 1st, 2010

When my children were small, I didn’t think I’d ever use a multi-syllabic word again.  All those years of education were a complete waste of time, effort and money, I thought.  When my infant son was given a toy tiger, I named it “Robespierre” because I figured it would be the only time I’d ever get to say such a big word, much less contemplate French politics.

I was visiting with my parents this past weekend, and my father and I were talking about writing.  He said he used to look forward to writing reports for lawyers and judges - rather than for his co-workers - because he was not limited to readers with a Grade 8 comprehension level.  I concur: while I absolutely enjoy all of my students, reading the work of certain students is always more pleasurable than reading the work of others.  It has something to do with subject matter, of course, and sentence structure, but mainly I like their vocabulary.  Not the vocabulary to required to discuss their particular topic, but the vocabulary which is used to explain it all to me.  I like to be kept thinking.

As a student who is making an effort to improve their writing (I know you are or you wouldn’t be reading this), it behooves you to constantly increase your vocabulary.  You will never know every word there is in the English language.  At some point, it may be a word like apologia or progenitor (used properly, of course) which makes or breaks your reader’s opinion of your writing.

So, how does one go about increasing one’s vocabulary?  A dictionary, obviously; choose one scintillating word per week and incorporate it into your writing whenever possible.  A thesaurus is also a good thing; stop using nice and use genial instead.  You can also waste hour after hour on addictive games like Free Rice.  SAT preparation quizzes like this or this are also good.

This doesn’t mean you have to start sounding like a walking reference book.  The point would be to have a wide vocabulary at your disposal so that you are able to communicate with your reader at their level, whatever that level may be.

Have fun on Free Rice. :)

Transitional Words and Phrases

Monday, February 22nd, 2010

For those of you who are not enthralled by the nuances of the English language, linking sentences must be a real drag.  Actually, I know you find it a real drag because I’ve been told so time after time.  Your teachers/professors must also know it because they hand you photocopied lists of transitional words.

Transitional words are good.  So are transitional phrases.  But each word and phrase has it’s particular use, and should not be thrown in haphazardly.

For those who are drawing a blank, here’s a reasonable list of transitional words and phrases for connecting sentences and paragraphs.  Try to learn when and where to use each word properly.

For those who have a basic grasp of the concept, the OWL at Purdue has some excellent suggestions for transition methods and devices.

There are some transitions which don’t belong in formal essays:

  • references to the essay or the paragraph (e.g.  “In this essay…” or “This paragraph will explain…”)
  • personal references (e.g. “I’m going to tell you about…”)
  • creative adverbs such as “firstly”, “secondly” and “thirdly”

There are also some transitions which are just… common (and I use the word in the derogatory sense).  For instance, next is boring; try to use something more exciting.

Most of the time, I read literary essays.  One thing that bothers me is the use of first, second and third, etc., in writing which has nothing to do with numbers or sequences.  If one is discussing the steps of a process then - by all means - use first, second and third.  However, if the subjects being discussed do not need to be in any particular order, there is no need to number them; words such as next, following this, and at the same time would be appropriate.

If you do a simple search for “transition words”, you’ll find numerous sites which offer ample suggestion.  Just remember that transitional words are as important as every other word in your writing, and should be treated with the same reverence.

Verbing

Monday, February 1st, 2010

cnhverbingweirdslanguage2

I have an adult student who has come to me for tutoring.  Although his spoken English is excellent, his written English requires some work.  He came to Canada recently, and just signed himself up for some courses at the local college.  He’s taking, amongst other courses, Business Communication and Introduction to English Literature.

We had a writing problem this week.  The problem involved verbing.

I love messing around with language, tweaking it so it works the way I want it to.  In general conversation, creative writing, letter writing, I appreciate it when people take liberties with English (it’s not really as sacred as we make it out to be).  I may throw things at you for saying “doable”, but the girl who told me Hamlet was “all angsty” got bonus points because I saw her struggle to find the appropriate word.

Verbing, however, is like a virus.  It’s being taught - and encouraged - extensively in business writing courses.  It has spread to common conversation.  It’s even oozing its way into academia.

Don’t verb when you’re writing academic papers.  Do not reference or access or calendarize or suggestionize.  (N.B.  Don’t even utilize… unless you actually mean utilize.)

So, my student asks, why is it good in one English but not in the other? Huh.  I can’t answer that.  I am insufficiently educated in the evolution of Business English; I don’t know why a memo is improved by the addition of newly-created words.  I do know that formal and academic writers disapprove of it because it forces the reader to pause and consider the new word rather than continuing to read the information.

Here’s a short article giving some tips on business writing.  If you’ve included any of these ideas in your academic writing, remove them.  Should you be in a position where you must write for both worlds, ensure you are… bilingual and can use the appropriate language for each.

Numbers

Monday, December 7th, 2009

number-coloring

Steaming mad and growling like a caged lion, the student slapped two papers on my desk.

“Last week,” he snarled, “the teacher took off a mark because I didn’t write the number out in words.  This week, he took off a mark because I did write the number out in words.”

Well, yes, because last week’s number was six, and this week’s number was 1914….  Small numbers should be written as a word, and years should be written in digits.

No, there’s no logic to it; however, there are some guidelines.  This nice little blog makes it easy to look up the particular guideline which may be driving you around the bend : 10 Rules for Writing Numbers and Numerals.

The most important rule is #3, which points out that there are no standard rules; your best bet is to get clarification from your teacher/professor/employer.  Failing that, this website does provide the commonly accepted standards.

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