Right, tight, bite

Page 1

Right, Tight, Bite

Questions to improve your writing John Couper, Ph.D. Communication Impact http://communicationimpact.wordpress.com


a. Right 

Good writing has – Correct facts – Implications that improve understanding – Reasonable context – Useful connections – Ways to liven the reader’s pulse


 Be

accurate by recording and checking every important fact

“Which sources are most credible?”


 Make

realistic connections

“What is fact, what is speculation, and how can I show which is which?”


 Report

important context

“What would help readers make sense of the main story?”


 Be

ready to defend what you write

“How would I explain my reasons for reporting/ concluding that?”


 Be

balanced and fair

“Am I reporting this in a neutral way that covers all its main aspects?”


 Report

all key perspectives

“Who would have a different/contradictory view?” “Who could be involved and affected in this?”


 Include

realistic summaries and conclusions

“What would help readers make their own judgments?”


 Include

information that matters to readers

“What do readers know? What do they want to know?”


 Make

sure the story follows AP and English usage

“have I checked references for correct language?”


 Correctly

select, introduce and edit quotes

“would the speaker agree with what this quote conveys?”


 Start

writing with the close, “pivot sentence” or hook (catchy idea)

“what is my key idea, and what would lead to and follow it?”


b. Tight  Good

writing doesn’t waste –Words –The reader’s time –The chance to communicate


 Cut

any words, phrases or information/ideas that aren’t necessary

“what can I cut that won’t reduce reader understanding?”


 Find

and apply a strong focus

“what is my ‘take-home message’ and 1 to 3 support messages?”


 Connect

words for readers by keeping them close

“How can I pull closer together the subject/verb, noun/modifier, etc.?”


 Report

events and information chronologically when possible

“How can I show the order that events really happened?”


ď Ž Decide

the single point for each sentence and paragraph

“What is the single point here, before I start a new sentence or paragraph?�


 For

key points, use simple declarative sentences for maximum impact

“Should this have a simple, subject-verb-object shape?”


 Simplify

whenever possible

“How can I make this clean and uncluttered?”


c. Bite 

Good writing – connects with readers – connects them with aspects of their world – is Fresh (expressions that are new),  Dramatic (tells a strong story),  Lively (uses vivid words and ideas) 


 Start

with what interested you: first idea is often the best start

“what about this story first attracted or jumped out at me?”


 Boldly

imagine, link and express ideas

 “how

can I take chances that make this stronger?”


 Increase

impact, –Without losing accuracy or the style/type of story

“how can I vividly bring out this fact, description or idea?”


 Let

the story tell itself

“How can I ‘get out of the way’ by directly describing and explaining?”


 Use

verbs as much as you can, then nouns, and adjectives only when you must

“which verbs can I use that imply nouns, and which nouns that imply adjectives?”


 Use

active voice (passive uses

a helper conjugation of “is”; avoid “there was…that…”)

“who or what made something happen?”


 Think

of a story as a series of questions and answers

“what question does this raise for viewers, and how can I answer it?”


 Use

words that are as vivid and concrete as possible

“which word is easiest to visualize?”


 Give

readers transitions, implied if possible, based on a flow of ideas

“what idea leads to the next topic?”


 Use

specific terms and connections

“which word says that exactly?”


 Close

with a “kicker”

“which strong, clear sentence sums up the meaning and/or future of this?”


 Vary

the lengths of your sentences

“Which short sentence can follow this long, complicated one?”


 Replace

abstract words with concrete ones

 “What

word can I find that I could visualize?”


 Use

ideas that readers will find significant and intriguing

“what about this matters to readers (not to sources)?”


 Notice,

imagine and write cause/effect and other relationships

“what led to, or is connected to, something else?”


 Decide

on a clear shape: open, hook, body series, close

“If this story were for a 10-yearold reader, how would I tell it?”


 Improve

clarity by using as few perspectives as possible

“What is the ‘cast of characters’ driving this story?”


 Use

all levels: –details, categories/sets, major ideas

“how can I explain this with examples, concepts, grouping, etc.?”


 Make

your writing “musical” by reading out loud

“how can I say this to give it flow and a pleasing rhythm?”


 Use

language that sounds everyday (within conventions)

“which complicated wording can be more conversational?”


So…  Respect

reality and usefulness

 Respect

time and opportunity

 Respect

reader enjoyment


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