Posts Tagged ‘write what you mean’

Bloopers

Monday, April 5th, 2010

Your mind should be starting to spin ’round about now; students are getting to the beginning of the end, and the reality of culminating activities and final exams is looming.

This weekend, my son was prattling on about Martin Luther nailing 95 theologians to the door - he really likes that one - while I was marking essays (fortunately, before the teachers and professors got to see them) and reading out some of the more amusing bloopers.  I appreciated the entertainment; some of the more, um, traditional readers might not have been quite so tickled….

Thought you could use a little light reading to keep you thinking about writing but not fry your brain too much:

English Bloopers and Blunders

Ode To The Spell-Checker (this is one of my favourites)

Rules For Writing Wicked Good Papers

50 Rules for Writing Good

Happy reading!

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.

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. :)

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