THREE LEVELS OF LEARNING WRITING SKILLS

THREE LEVELS OF LEARNING WRITING SKILLS

Learning how to write effective communication, can be described at three levels:

 Choosing the right words
 Constructing sentences
 Designing paragraphs

(1) Choosing the right words

A skilled writer should choose words such that the receiver gets the meaning in a precise manner, without different interpretations. Following guidelines are useful:
(i) Searching words that the receiver understands
Adaptation is a process of simplifying; it is not as easy as it sounds because:
 Many individuals write at a more difficult level
 Writers know the subject better than the receiver
Extensive experience supports simplification.

(ii) Using familiar words

Familiar words enhance communication because they are easy to understand and absorb. Human memory favours familiar words as it speeds up filing and storage! For example, use:
 „Show‟ in place of „demonstrate‟
 „Use‟ instead of „utilise‟
 „Try‟ for „endeavour‟

(iii) Choosing short words

Short words communicate better; use:
 „Quit‟ in place of „terminate‟
 „Agreed‟ in lieu of „accorded‟
 „Last year‟ instead of „previous year‟

(iv) Using technical words with caution

Every field of specialization has words that have specific meaning in that field and should be used when communicating with persons from the same area of specialization. They do not communicate well with others and hence should be used with caution, if at all.

(v) Adding vigour to words

Our senses and mind do not respond equally to all words – words with vitality attract better attention. Thus one must add zing to one‟s writings by using strong words. As a rule, a word is strongest when used as a verb, followed by when it is used as a noun. Adjectives and adverbs are comparatively weak and should be used sparingly. A few useful tips are:

(a) Selecting strong and vigorous words

The main purpose of any writing is to attract the attention and time of the reader. We know that strong and vigorous words attract attention from senses and mind. Use:
 „Tycoon‟ in place of „eminently successful businessman‟
 „Boom‟ instead of „period of business prosperity‟

(b) Using concrete words

Using concrete words makes writing more interesting instead of abstract words. Use of specific words adds exactness in ones‟ expressions.

(c) Preferring active to passive verbs

Active form of expression is better than the passive form - it is stronger and shorter. Passive form has a place only when „doer‟ is not important.

(d) Avoiding camouflaged verbs

Do not camouflage verbs in to nouns; they dilute expressions. For example, use:
 Cancel and not cancellation
 Acquire and not acquisition

(vi) Selecting words for precise communication

One should have good command over the vocabulary. It helps in searching for the correct words and phrases that convey precise meanings in a given situation. Writer must try to have a very good collection of idioms, maxims and proverbs. They are very powerful in conveying ones‟ thoughts in a precise manner.

(vii) Avoiding sexist words

These are words that show male dominance e.g., manly figure or manly habits.
(viii) Avoiding pronouns indicating sex
Do not use pronouns like he, she, him or her. This can be done by:
 Making them plural
 Rewording the sentence
 Going in for neutral expression like one, someone etc

(ix) Avoiding words derived from masculine words

Do not use words like manpower, chairman, postman, watchman etc

(x) Avoiding words that are demeaning to women

Words like womanizing, prostituting etc should be left out of writing as they offend some readers.

(2) Constructing sentences

Length of the sentence is the most important feature of constructing sentences. In general, sentences should be adapted to readers. Long sentences are hard to read and harder to absorb. Short sentences enhance readability. A sentence should have 16 to 18 words, on the average. Sometimes longer or shorter sentences may be justified. A few good suggestions are:

(i) Limiting content of a sentence

Limiting content of a sentence would reduce its length. However, it should not be overdone. Too many short sentences make the reading choppy!

(ii) Economizing on words

Always look for shorter ways of saying things. A few suggestions are:

(a) Avoiding cluttering phrases

Go in for shorter expressions like:
 „If‟ for „In the event that‟
 „Like‟ for „Along the lines of‟
 „To‟ for „With a view to‟

(b) Eliminating superfluous words

Some words do not add any meaning and a quick scrutiny can go a long way.

(c) Avoiding round about ways of saying things

Round about ways of saying add words and verbosity to the sentences. Being direct makes it simple, short and impressive.

(d) Avoiding repetition of words and phrases

Repeating words and phrases is very boring and should be excluded from ones‟ writing. Only exception is when the writers want to emphasize something.

(iii) Determining emphasis in the construction of sentence

Short sentences emphasize content and long sentences dilute it although determining emphasis in a sentence is largely a matter of judgement.

(iv) Imparting unity to a sentence

All parts of a sentence should relate to one „single thought‟. This unity is often violated in the following three ways:

(a) Including unrelated thoughts

Unrelated thoughts vitiate unity of a sentence and can be taken care of by:
 Using separate sentences for unrelated thought
 Making one thought subordinate to the other
 Adding words to show that the thoughts are related

(b) Giving excessive details

Giving too many details dilutes the unity of a sentence. Avoid details or put them in a separate sentence within parenthesis.

(c) Constructing illogical sentences

Constructing illogical sentences can spoil the unity of a sentence. It results from:
 Mixing active and passive forms of expressions
 Going in for mixed construction of sentences.

(v) Using correct rules of grammar for sentence clarity

Rules of grammar have emerged as a result of some customs but mostly because they help write logically and clearly. Students must know these rules of grammar to acquire effective writing skills.

(vi) Learning power of punctuation

This is a group of distinctive signs that are used in writing and every writer must learn them properly. Some of the uses change like fashion over time and writers must remain updated on them. They add power to ones‟ expressions.

(3) Designing paragraphs

Paragraphs form the third link that is critical to acquiring effective writing skills. Besides words and sentences, they play a major role. Paragraph designing requires a clear thinking and a systematic mind. Design of paragraphs has a direct impact on the layout and presentation of the writing and contributes significantly in attracting and retaining readers‟ attention. A few guidelines are:

(i) Paragraphs should exhibit unity of idea or topic

Contents of a paragraph should relate to one idea (group of thoughts) or topic. However, unity can vary and so can the size of a paragraph. Ideally, a good test for a paragraph is that it should be possible to reduce the contents of a paragraph to one sentence or one statement. If it is not possible, unity of the paragraph is likely to suffer.

(ii) Paragraphs should be kept short

A paragraph should consist of 8 to 9 lines only. Paragraphs larger than 10 lines should be critically examined and „fat‟ cut off
 Large paragraphs are heavy and make reading dull and difficult
 Short paragraphs appear well-organized and invite readers to read on with attention
Paragraph positioning enhances layout design. Suitable system of headings and subheadings can further improve the attractiveness of the prose. These days printers use colour schemes for titles etc to give „come hither‟ look to the readers.

(iii) Positioning topic sentence to advantage

Writers must become aware of the importance of positioning topic sentence in the design of a paragraph. It can help in designing good paragraphs. However, where it should be placed in a paragraph depends upon the writers‟ plan:

(a) Placing topic sentence first

It is the best option and many firms have adopted it as a policy guideline.

(b) Placing topic sentence last

Here the beginning sentence in the paragraph serves as an introduction. The paragraph ends with the topic statement that is the real content.

(c) Placing topic sentence in the middle

If topic sentence is placed in the middle of a paragraph, it dilutes the content. It is rarely used but, in specific situations, it can impart the requisite impact.

(iv) Leaving unnecessary details out of the paragraph

This requires good visualization of the receiver. One can make the paragraph smarter by omitting extraneous details. Much depends upon the writers‟ judgement.

(v) Paragraphs should move the text forward

Each new paragraph is the next additional step in moving towards the goal of the message. If each paragraph represents the orderly development of the ideas, it facilitates move forward. Smoothness in writing style and good proficiency in choice of words and sentences can move the idea forward through each paragraph. Once a while, short paragraph is incorporated to organize the transition from previous paragraph to the next.