Writing clearly and concisely

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Writing Clearly and Concisely

Monica Fernandes, Academic Skills Adviser

SPRING WEEK 2014

ask@brunel.ac.uk


Objectives • Consider 4 key writing lessons to ensure our work is clear and concise • Review 5 key steps to make your writing more concise • Review a piece of writing that has been made more concise


How is this different from your writing process? Get rid of distractions when writing

E.B. White writing in his boathouse http://27.media.tumblr.com/tumblr_ll98eoGxlw1qhn55co1_500.jpg


#1

Writing is hard


Writing takes time and effort • Writing is an ever evolving skill – Work at it and you will see results

• Good writer’s READ • There is no such thing as one draft! – Good writers will go through 3, 4, 5 even 10 drafts before they are happy

• This is a skill that is constantly developing


#2 Write to express not to impress


Be careful of using overcomplicated words… • http://www.youtube.com/watch?v=B1tOqZU Nebs


How? The Five Steps. 1. 2. 3. 4. 5.

Circle the prepositions Bracket adverbs and adjectives Replace the passive with strong active verbs Eliminate redundancies Say what you mean (and say it once)


1. Prepositions Too many prepositions (of, in, about, for, onto, into) can drain all the action out of a sentence. Instead, use a strong active verb to make the sentence direct In this passage is an example of the use of the rule of justice in argumentation.

This passage exemplifies argumentation using the rule of justice.


2. Bracket Adverbs and Adjectives Adverbs (often ending in ‘-ly’) can almost always be removed from academic writing because they do not add real information Sometimes, instead of removing adverbs, it is better to replace them with actual data a) Keynes’ theories are (really) significant. b) Keynes’ theories are significant. c) Keynes’ theories continue to influence UK economic policy.


Adjectives • Adjectives are harder to ‘find’ than adverbs because they don’t have a common ending • They can be useful in clarifying or highlighting a point but use with care • • • • •

innovative strategy declining interest end result new innovations particular interest


3. Replace passive with active verbs • Who is doing what to whom? • In a sentence written in the active voice, the subject of sentence performs the action. • In a sentence written in the passive voice the subject receives the action. • Passive: The man was bitten by the dog. • Active: The dog bit the man.


Passive vs. Active The passive voice can make a sentence seem vague, wordy, or awkward. It is often stronger to write in the active voice. • Passive: Fatigue, shortness of breath, and heart palpitations are all symptoms of Anemia. • Active: Symptoms of Anemia include fatigue, shortness of breath, and heart palpitations. • Passive: The active voice is understood by me now! • Active: I now understand the active voice!


Use active sentences with strong verbs • The situation would not have got better if it wasn’t for the intervention. • The situation would not have improved if we had not intervened. • The two studies allow us to make a comparison between results. • The two studies allow us to compare results.


4. Eliminate wordiness and redundancies ‘at this moment in time’

now

‘take into consideration’

consider

‘until such time as’

until

‘last but not least’

lastly

‘in the event that’

if

‘due to the fact that’

because

‘the way in which’

how

‘in order to’

so


5. Say what you mean and say it once Repetition • Every time you make a point, ask the reader: have I already made this clear? • Compare each sentence to the one preceding and following – can they be combined? • Often you need to combine short sentences under the same subject and verb.


For Example The interactions between the children were observed. The children seemed to get along. The children were told to choose a toy from the box and did not fight for certain toys. The toys were somewhat similar, so this may have been a factor. The children also willingly shared toys when prompted.


#3 Clear thinking = Clear writing


Planning Strategies • Free-writing • Mind-maps Cues

• Linear plans • Cornell method

Main ideas Questions that connect points Diagrams Prompts to help you study

When: After class, during review

Summary

Notes

Record notes here, using concise sentences Shorthand symbols Abbreviations Lists Leave lots of space between points

When: During class

Top level main ideas For quick reference When: After class, during review


SEE Paragraph What are the three main elements of a paragraph?

S E E

Statement

= TOPIC SENTENCE

Evidence

= References or experiences

Explanation

= Significance

Think of paragraphs as containers for separate points of your argument


#4 Be ruthless


Editing

Proofreading

…is about actively improving your writing in terms of both form and content.  Ideas  Arguments  Logic  Style  Clarity  ‘Flow’

…is mostly about catching the small errors and inconsistencies.     

Spelling Grammar Repetition Typos Consistency (reference style, abbreviations, etc)


Editing and Proofing Tips • • • •

Read your work aloud Print off your work Read from the last sentence back Use the ‘find’ tool to check for common mistakes • Learn which mistakes you tend to make and prioritise from the feedback you receive • Repetition? • Unstructured?


Summary • Remember academic writing is an on going process • Write clearly by limiting redundancies, adverbs and the passive voice. • Know your strategy • Don’t ever submit your first draft in!


Know your resources! Check out the ASK website, Blackboard section and interactive resources, including Skills4Study Visit ASK during appointment times: • Monday- Friday 1-3 pm • Tuesday and Thursday evenings 5-6 pm • Book online at: http://libcalendar.brunel.ac.uk/booking/ask

Email: ask@brunel.ac.uk


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