Posts Tagged clear writing
I wanted to have the title of this post written like it is below, but I couldn’t get WordPress to do it. Anyway…
“Be simple” – Don’t over-explain yourself
Over the past few posts we’ve looked at ways to use examples and other forms of evidence to pack a persuasive punch in your essays. Disclaimer: you can take that too far. Remember the purpose of giving evidence: make your essays points clear. Use words to add more specific detail; not to waffle and smother the really useful words.
Since examples are so packed with meaning, each one is like a concentrated dose of explanation. This means they can be very provocative. With a little explanation wrapped around them to help with interpretation and guide the reader to your conclusion, they can be so powerful that they can almost stand alone. For example, when you have a large article or chapter to read for homework, what is your response? “Yay, lots of reading!” or “oh, man – why do we get monsters like this?”*. I’m guessing you prefer to maximise results, but minimise the work required. So don’t create unnecessary work for your marker.
Explanations are important, but word them well. Being parsimonious lets the strength of the examples shine through. Don’t dilute that. Every extra word should add value – or be left out. We’ll have to cover the topic of eliminating redundancy in a future post. It takes practice and persistence to master this, especially if you have a tendency to be slightly verbose at the best of times and allow your examples to self-propagate until there’s almost too much detail so that the underlying intent of the message is smothered…
Since this post is about parsimony and I’ve used an example of cutting down on reading, I’ll end this post here. 😛
*The term “monsters” here refers to the lengthy article you have to read for homework. Not the teacher/lecturer – teachers want you to do well at school (yes, really!). So it’s the length of the articles that can be annoying; not the teacher.
We’ve looked at how to improve your essays with examples. Examples can be entertaining, but make sure they have explanatory value too. Since examples explain the details, detailed examples work best – be specific about the main points. We’ve also looked at a few examples of examples in an English Literature essay.
Now, giving evidence in your essay is like presenting a case at court. Now, instead of being a ninja, you’ve got to think like a lawyer. You’ve got to convince the judge – they hand out the penalty (or blessing). You do want lots of marks, don’t you?
So now it comes down to how you present the argument: the explanation part. You’ll already have begun moving into this phase by including the details of your example. Now you want to clearly demonstrate to the judge that this example proves your overall argument. A good way to do this is to relate the example to a broad concept within your subject that supports your argument. This could be a political or philosophical framework in English Literature, or an overarching theory in another discipline.
For example, to more completely integrate the (facetious) example about selling sea shells in a previous post, you could say that “this represents a 150% increase in global sales compared to last year. This means we can afford to invest in the new wheelbarrow because we’ll be able to recoup the costs and we’ll be well positioned to sell sea shells at the Rugby World Cup 2011”. If it was a marketing-focused essay, then I’d talk about the branding benefits and sustainable competitive advantage that Rugby World Cup exposure might generate. If it were a finance-focused question, I’d mention the projected value this project would add to the firm. If the example has been quite long, it’s good to restate the main point of the example briefly too. Explain the bigger implications of examples to get more marks.
By relating your example and its implications to a bigger framework, you show how it’s relevant to your audience – so these sentences should answer the essay question too. If you answer the essay question at both the big theoretical level and the detailed example level, then the judge will have to award you more marks. Go get ‘em!
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Thesaurus: a dictionary of synonyms and antonyms (dictionary.com)
It sounds like it would be perfect for paraphrasing journal articles or making your essay sound sophisticated.
However, it’s not.
Well not exactly. In order to paraphrase you need to understand what you’re paraphrasing – just finding synonyms of the key words and changing the sentence structure isn’t good enough. The reason is because replacing words with their synonyms doesn’t necessarily make the sentence say what it originally said. If you understand what you’re paraphrasing you’ll be able to pick out the bad synonyms; if not, you’re screwed – the marker will have a bad impression of you.
The same goes for trying to make your essay sound sophisticated. While it doesn’t read particularly well if you use the same word over and over again throughout your essay, it’s much worse if you use words that don’t make sense because you’ve been using a thesaurus. A boring essay which makes sense will beat a fancy sounding essay that doesn’t make sense any time.
So I should never use a thesaurus?
Never is quite a strong word – but unless you have a word in mind that you’re looking for, don’t use a thesaurus. They’re much more likely to hinder rather than help.
Especially don’t use the thesaurus in Microsoft Word!
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Last week we looked at the benefit of using examples to elucidate your essay’s points. We know that examples should be interesting, but still relevant to your essay as a whole, and help you to answer the essay question. Now let’s look in more detail at how examples provide more relevant details to the reader.
Give examples as details
When writers don’t give the required details, they’re tantalising the reader. Some examples and details can even make things worse – like in murder stories; finding out more details can increase the suspense even further. An essay is not supposed to be suspenseful – give the reader (marker) the satisfaction of knowing what you’re talking about by giving them an example sooner rather than later. If your argument is itself interesting, then your reader should be interested anyway. For example, would you keep reading an essay that began arguing that crop circles don’t prove the existence of aliens because the symbols depict forms that humans expect to come from aliens, which assumes that all intelligent life is like human life? Okay, maybe it’s just me. Anyway…
Give detailed examples
If the point of examples is to explain your essay’s points in more detail, you should give examples with enough detail for the marker to understand your argument. This isn’t about being verbose. Don’t stuff your example full of unnecessary words. The detail that’s required are the links to make the links in your reasoning clear. It’s often about setting the example in context so markers know how to respond. After all, what use is a picture if you don’t know where to look or what you’re looking for in the picture? A little explanation of the significance of the picture and how it relates to you (or rather, in the case of essays, to your marker), is what is really useful.
Consider standing up in a business presentation and saying “sales are expected to be $1,000,000”. That doesn’t tell me much – is that good or bad? What time frame does it relate to? If the sales forecast is for one year then the million dollar figure might be alright – if it’s Sally selling sea shells from a wheelbarrow. Not so good if it’s for Shell Oil. The size of the company matters in this case. Be specific; set the example in context. Another aspect of including an example’s critical details: state the assumptions. For example, what are the geographic boundaries that were taken into account in your sales forecast? Were you talking about global sales – or sales just from one suburb? If you want to get better marks, set examples in context and state your assumptions. Communicate the details.
Give examples as details and give detailed examples. You’ll make your essays clearer and more compelling. And probably more interesting. So you’ll get more marks. And maybe even have a little bit more fun writing too!
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We’ve examined some of the main uses of connectives over the past few posts. They’re like glue that can be used in many situations. Connectives signal connections (funny that) between your essay’s various themes and techniques; and they can also signal when you’re going into more detail – so they’re very diverse and adaptable.
Speaking of going into more detail (that’s a conversational style connective), examples are a great way to do this. “A picture is worth a thousand words”. So use examples and explain them well. Together with explanations, examples make great pieces of evidence to back up your claims and arguments in your topic sentences.
Connecting to examples
Clearly signalling that a relevant example is coming up makes your essay seem more planned, and therefore more persuasive. You could do this by saying that “first this essay will examine historical implications of this practice, then second it will analyse the modern practices, and third it will discuss where the industry is heading in the future”. These sorts of sentences can work well in an introduction – just make sure you cover the topics you say you will! At the very least, use connectives just before you launch into the example. To introduce examples you can use connectives like “for example, …”; “for instance, …”; “like, …”; “consider…,”; “when this happened in the 1990s…,” – and so on. The right one for the occasion will sound right to you. Importantly, (note the connective!) sometimes other connectives help to link to an example – especially if the rest of the sentence mentions a specific example, or perhaps another one that is compared or contrasted with the coming one. The right ‘fit’ of connective word or phrase enhances the flow from argument, to example, to explanation; making the paragraph that much more compelling.
Another way to use connectives is to use adverbial phrases to link sentences together while packing in information about the emotional layers to the work. Think of words like “annoyingly, …”; “fortunately, …”; “ironically, …”. The use of time-based adverbs can also be useful. To start with, you can try using words like “temporarily, …”; “previously, …”; “persistently, …” “slowly, …”; “rapidly, …”; “immediately, …” “eventually, …”
Now it’s your turn to explore the uses of connectives further. The main thing to remember is that you’re aiming to make your essays clearer and more persuasive. If you think of another way of using connectives (or any other writing technique) to do that, then go for it! Also, there are many many words that can be used as connectives, besides the ones mentioned in these posts. How many more can you think of?
Note, here is a website I found useful because it contains a few examples. I’m sure you can come up with more on your own, though! http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teaching+%26+Learning+sequences/New+English+Online+units/English-Units-NCEA-Level-1/Yes-but/Connectives
Learning from examples
So now that you’ve read a few posts on connectives, take this new knowledge and see if you can apply it. First, go and do the detective work: look for connectives in this example essay – can you now see new types of connectives? Secondly, look over these past posts themselves – how were connectives used here? Which ones worked well in their contexts? Are there some you think could have been better? Lastly, apply what you’re learning. That’s when better marks will start to flow!
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In previous posts, we’ve covered how to structure your essay’s arguments by separating them into ‘mini argument’ paragraphs. We’ve also covered how to order essay paragraphs to best guide your marker through various pieces of evidence and interpretation, based on the thematic and technique-based framework. There is one simple trick that makes these two things a lot easier, though: use connectives.
Connectives do an important job: they, well, connect paragraphs. That’s one of the most powerful uses of them, anyway. Technically, connectives show a relationship between two sentences – or sometimes two parts of a sentence (in which case they’re usually conjunctions). But the main point is that they connect thoughts. Like the stitching between patches in a patchwork quilt, or maybe the chain that links the rods in a pair of nunchaku, connectives link two substantial components together.
Importantly, connectives are also useful because they improve the flow of your essay; guiding the reader to your conclusion. Consider how you are going to order your paragraphs. This will give you ideas on the type of connectives to use to link them. We’ve touched on using connectives to introduce contradictory evidence in the “Paragraphing – an example (and a coffin)” post.
Since arguments can be represented on a spectrum, the sequence and direction of the arrows can show the direction of the argument. If an arrow points in the same direction as a previous one, then it is backing up the evidence in the previous point or paragraph. Connecting words like “furthermore, similarly, also, in addition” etc. can be used to introduce the second point. If an arrow points in the opposite direction, then the evidence suggests a different interpretation than that of the previous point. Connectives like “contrastingly, on the other hand, alternatively, ironically” etc. can be used depending on the context.
When linking between mini-arguments, connectives that imply causal relationships, derivations, or proofs are particularly compelling. Examples of connectives you could try for this purpose: “Since that decision was made..”; “Following on from this…”; “Hence, …”; “Thus, …”; “Therefore, …”; “Predictably …”; “Moreover…”. The more proof you seem to be piling up, the more persuasive. (All other things, like the quality of that evidence, being equal).
Connectives link threads of comments and thoughts so they’re easy to follow – and as strong as a (nunchaku) chain. Use them if you want to increase your essay’s readability and persuasiveness.
References: here are some websites I found useful for the technical aspect of connectives. See what you think.
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Last week we looked at the two main types of topic sentence. They both have different functions, so in this post we’ll examine how and when to use each type of topic sentence to create a balanced essay.
Technique-based topic sentences summarise the evidence you will present (literary devices in English Literature essays; quotations, citations, statistics, theories and other types of evidence in essays for other disciplines). Thematic topic sentences are the distilled interpretations or implications of that evidence. Technique-based topic sentences are useful for linking paragraphs as they summarise the bulk of the essay and make smooth transitions for readers because they are generally easy to understand. Thematic-based topic sentences can also be used to link paragraphs. However, because they communicate deeper thoughts, they can take a little longer to absorb. This is often advantageous, because it further breaks up your essay, and it increases the likelihood of your sophisticated thoughts being understood.
It’s the thought that counts. The closing thematic topic sentence is there to sum up the argument and present the thematic implications in a compelling and thought-provoking manner. It could be as simple as “Time destroys.” I like that short sentence. (We’ll discuss sentence types and how to deploy them effectively in a future post). I’d already explained how the imagery in the poem “Ozymandias” conveyed this thematic message, so that sentence was fine on its own. Pauses can be powerful. Can you see how ending a paragraph with that punchy topic sentence will prompt the reader to reflect on the message?
Have another look at the post on how to order paragraphs, but this time read the examples with a different focus: to hone your understanding of topic sentences. Do you see how they hold each paragraph together, while linking the separate paragraphs in order; guiding the reader through both technical and thematic subtleties?
Notice that the thematic topic sentences often work well as closing topic sentences, because the final sentence will linger in the reader’s mind for a while, before they move on to the next paragraph. Thus, ending topic sentences are a great place to communicate important thematic ideas. They’re also a great place to answer the question explicitly, so the reader feels that reading the preceding evidence was relevant and worth their time.
However, engaging with thematic concepts is especially important if you want to get top marks, so thematic topic sentences can be used at the start of a paragraph too. Sometimes you might feel your thematic repetition won’t add value through new layers of meaning, though. In these situations – and also when it simply reads better if you relate evidence to previous paragraphs – technique-based topic sentences are great as the first topic sentence of a paragraph.
In general, technique-based topic sentences make your essay flow; while thematic topic sentences may cause the reader to pause while you go deeper (and also answer the essay question). Both effects can be useful; there’s a time and place for everything – balance the two types of topic sentence. Now you know which tool you can use to get the effect you want in each situation.
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