There's them as say there ain't no right way nor wrong way to write. It's all in how you feel like writing and who cares. Thems what you call your descriptive grammarians. They don't tell you how it is people should write so much as describe how folks do write. One way's OK like another. Long's you get the idea across.
Then, there are those who believe that there are some consistent rules of standard, written English that are observed by the majority of educated people. They're called proscriptive grammarians. They'll cite rules of grammar, punctuation, and sentence construction that should be followed if what we write is to be clear and intelligible.
True, those on the proscriptive side don't always agree on the rules, even among themselves. They get very intense over things like whether you should write "in the early 80's" or "in the early '80s" or whether there should be a comma before the and in the series "glue, adhesive, and gum." But even when they don't agree, it usually comes down to two choices, and they do agree that if you don't use one, you should certainly use the other.
As individuals, we can agree with either side, but as technical writers, we're much better off when we write in a way that follows the dictates of Standard Written English (SWE). We can believe all we want that one person's way of writing is just as good as another. And, in private use, it is. But we know perfectly well that a person who writes the kind of material we do who doesn't have what's generally considered "good" language skills won't be considered a professional - and won't get work.
Clients may not know the rules, but they can sure spot it when they're not followed. Write "they was the ones who paid," and everyone in the review session will say it's wrong. Maybe no one will tell you that you made a pronoun/verb agreement error, but they'll all tell you you're wrong.
You don't learn SWE by being a tech writer. Being able to write well is what you bring with you to the job. It doesn't matter how you develop your language skills. Many writers get them from a good high school or college education. That's not the only way - or even the surest. Too many people get advanced degrees without ever learning that "They gave the prize to him and I" is bad grammar. You certainly don't have to be a college graduate to be a good writer, but you do have to be a good writer whether you've got a degree or not.
So, where do you learn to write SWE? There a number of good ways. Going to school is one. If you're getting your tech writing training at a college or university, writing skills are part of the curriculum. If you can't go that route, you can still take classes in writing. There are plenty of schools and training organizations that offer classes in both basic and advanced writing. Some communities colleges do, and there are a ton of resources online. It's worth checking out a number of them until you find the one that fits your personal needs.
Something you should do in addition to taking a class is read. Read the classics, read magazines and newspapers, read everything. The more you see good writing in use, the easier it will be for you to write well yourself. Then, write. Practice is as much a part of developing your writing skill as it is if you want to be a better musician, athlete, or artist. Writing well is a skill, but it's also a habit. The more you do it right, the better you get and the easier it is.
If you take a formal class, you'll be told to get a style guide. If you're not taking a class, get a style guide anyway. All successful writers have at least one good style guide. Some have half-a-dozen. Then get a good, up-to-date dictionary and a book of synonyms such as Roget's. These are a writer's basic tools. Use them to check what you write to be sure that you're following the same rules that the vast majority of writers do.
Is all this really necessary? Yes, it is, and I'll tell you why. Tech writing is a great career. If nothing else, it's just more interesting than a lot of jobs. But it's still a job, and every job has its own skill-set. For us, it's being able to write SWE. If we can't do that, we don't get work. Then, we don't get paid. And then we can't make a living. That's called bottom line. In this business, being able to write well is bottom line.
If you can write a simple sentence and organize your thoughts then technical writing may be a rewarding field. You can easily make it a second income stream in your spare time.
According to the U.S. Department of Labor, the average salary for technical writers is $60,380. Freelance technical writers can make from $30 to $70 per hour.
The field of technical writing is like a golden city. It's filled with wealth, rewards and opportunities. After learning technical writing you can branch out into business writing, marketing writing and communications writing. All of these can become additional income streams.
But to succeed you must learn how to market yourself to clients. You have to prove to them that you are an invaluable asset. That's where ProTech - Your Fast Track to Becoming a Successful Technical Writer can help. It's a technical writing course that does two equally important things:
1. It teaches you the skills to become a technical writer in the shortest time frame. You'll learn to create manuals, procedures, tutorials, processes, proposals, spec sheets and other documents that businesses need.
2. It shows you how to market yourself to clients so you can start your income stream as soon as possible.
In fact, you'll get a complete marketing toolkit which has templates and technical writing job sites to get started immediately!
You can download two sample lessons by clicking the link below.
This could be your chance to create a prosperous future.
Click the link below to download your two sample lessons.
[https://www.techwritingcourse.com]
Sunday, September 26, 2010
The Difference Between Formal and Informal Writing by Anis Siddiqi
When it comes to writing in English, there are two main styles of writing - formal and informal. Consider these two examples:
Example 1:
This is to inform you that your book has been rejected by our publishing company as it was not up to the required standard. In case you would like us to reconsider it, we would suggest that you go over it and make some necessary changes.
Example 2:
You know that book I wrote? Well, the publishing company rejected it. They thought it was awful. But hey, I did the best I could, and I think it was great. I'm not gonna redo it the way they said I should.
The difference between the two is obvious. The first one is formal, and the second is informal. But what is it that makes them formal and informal?
It is the style of writing, or the way we use words to say what we want to say. Different situations call for different ways of putting words together. The way we write in academic and scientific settings differs greatly from the way we write to a friend or close one. The tone, vocabulary, and syntax, all change as the occasion changes. This difference in the styles of writing is the difference between formality and informality, or the difference between formal and informal writing.
Following is a list of some of the main differences between informal and formal writing:
Informal: May use colloquial words/expressions (kids, guy, awesome, a lot, etc.)
Formal: Avoid using colloquial words/expressions (substitute with children, man/boy, wonderful, many, etc.)
Informal: May use contractions (can't, won't, shouldn't, etc.).
Formal: Avoid contractions (write out full words - cannot, will not, should not, etc.).
Informal: May use first, second, or third person.
Formal: Write in third person (except in business letters where first person may be used).
Informal: May use clichés (loads of, conspicuous by absence, etc.)
Formal: Avoid clichés (use many, was absent, etc.)
Informal: May address readers using second person pronouns (you, your, etc)
Formal: Avoid addressing readers using second person pronouns (use one, one's, the reader, the reader's, etc.)
Informal: May use abbreviated words (photo, TV, etc)
Formal: Avoid using abbreviated words (use full versions - like photograph, television, etc.)
Informal: May use imperative voice (e.g. Remember....)
Formal: Avoid imperative voice (use Please refer to.....)
Informal: May use active voice (e.g. We have notice that.....)
Formal: Use passive voice (e.g. It has been noticed that....)
Informal: May use short and simple sentences.
Formal: Longer and more complex sentences are preferred (short simple sentences reflects poorly on the writer)
Informal: Difficulty of subject may be acknowledged and empathy shown to the reader.
Formal: State your points confidently and offer your argument firm support.
These are just some of the differences between formal and informal writing. The main thing to remember is that both are correct, it is just a matter of tone and setting. Formal English is used mainly in academic writing and business communications, whereas Informal English is casual and is appropriate when communicating with friends and other close ones. Choose the style of writing keeping in mind what you are writing and to whom. But whichever style you write in - formal or informal - be sure to keep it consistent, do not mix the two.
Anis Siddiqi is an accomplished writer and has several published works to her credit. She is a regular writer for http://www.word-mart.com
Example 1:
This is to inform you that your book has been rejected by our publishing company as it was not up to the required standard. In case you would like us to reconsider it, we would suggest that you go over it and make some necessary changes.
Example 2:
You know that book I wrote? Well, the publishing company rejected it. They thought it was awful. But hey, I did the best I could, and I think it was great. I'm not gonna redo it the way they said I should.
The difference between the two is obvious. The first one is formal, and the second is informal. But what is it that makes them formal and informal?
It is the style of writing, or the way we use words to say what we want to say. Different situations call for different ways of putting words together. The way we write in academic and scientific settings differs greatly from the way we write to a friend or close one. The tone, vocabulary, and syntax, all change as the occasion changes. This difference in the styles of writing is the difference between formality and informality, or the difference between formal and informal writing.
Following is a list of some of the main differences between informal and formal writing:
Informal: May use colloquial words/expressions (kids, guy, awesome, a lot, etc.)
Formal: Avoid using colloquial words/expressions (substitute with children, man/boy, wonderful, many, etc.)
Informal: May use contractions (can't, won't, shouldn't, etc.).
Formal: Avoid contractions (write out full words - cannot, will not, should not, etc.).
Informal: May use first, second, or third person.
Formal: Write in third person (except in business letters where first person may be used).
Informal: May use clichés (loads of, conspicuous by absence, etc.)
Formal: Avoid clichés (use many, was absent, etc.)
Informal: May address readers using second person pronouns (you, your, etc)
Formal: Avoid addressing readers using second person pronouns (use one, one's, the reader, the reader's, etc.)
Informal: May use abbreviated words (photo, TV, etc)
Formal: Avoid using abbreviated words (use full versions - like photograph, television, etc.)
Informal: May use imperative voice (e.g. Remember....)
Formal: Avoid imperative voice (use Please refer to.....)
Informal: May use active voice (e.g. We have notice that.....)
Formal: Use passive voice (e.g. It has been noticed that....)
Informal: May use short and simple sentences.
Formal: Longer and more complex sentences are preferred (short simple sentences reflects poorly on the writer)
Informal: Difficulty of subject may be acknowledged and empathy shown to the reader.
Formal: State your points confidently and offer your argument firm support.
These are just some of the differences between formal and informal writing. The main thing to remember is that both are correct, it is just a matter of tone and setting. Formal English is used mainly in academic writing and business communications, whereas Informal English is casual and is appropriate when communicating with friends and other close ones. Choose the style of writing keeping in mind what you are writing and to whom. But whichever style you write in - formal or informal - be sure to keep it consistent, do not mix the two.
Anis Siddiqi is an accomplished writer and has several published works to her credit. She is a regular writer for http://www.word-mart.com
Ad & Brochure Writing - It's Okay For English Teachers To Hate Yours by Scott Flood
Grammar and syntax are critical elements of good writing, but copy to promote your organization shares little with those papers you wrote for Composition 101. In fact, if your ad, brochure or website's copy's grammar were to earn an A+ from your instructor, it probably wouldn't be as effective as it could be.
You see, grammar isn't a rigid set of rules. It's a framework, and different types of writing demand different types of grammar. For example, high schools and colleges teach a formal, cumbersome style of writing that's used only within academic settings.
Writing ads, brochures, and other materials isn't about impressing a professor. It's about selling. Telling. Convincing. Entertaining. Emphasizing. Even infuriating. Doing that effectively demands copy that's extraordinarily individual and personal. In fact, the more copy sounds like conversation, the more effective it tends to be.
That doesn't mean writers should ignore basic rules of syntax. The degree of grammatical correctness should reflect the situation and the audience. An ad for industrial purchasing managers doesn't need to be as formal as a white paper directed to English teachers.
Among the more common areas of confusion:
- Contractions. Contractions keep copy talky and friendly. Don't avoid them because your English teacher wouldn't let you use them. (How does "Do not avoid them because your English teacher would not let you use them" sound? Read both aloud. One sounds like you; the other like Queen Victoria.)
- Conjunctions. Beginning a sentence with a conjunction is perfectly acceptable. And sometimes, it adds impact. But not if you do it too often. Or place them inappropriately. Treat conjunctions like spices: a little bit adds flavor, too much is overwhelming.
- Fragments. It's acceptable to use fragments in copy for impact, but do so sparingly. Otherwise the reader. Will believe. You have developed. A neurological disorder. Of some sort.
- Second person. You learned not to use "you" in school writing. But copywriting should be a personal, informal conversation between you and your audience, so it's not only acceptable to use you, it's actually a good idea.
- Exclamation points. Using one exclamation point is a little like raising your voice. Using three is like yelling, waving your arms and jumping up and down. You'll draw attention, but for the wrong reasons.
- Quotation marks. Putting quotation marks around anything but a direct quote implies that you're trying to fool someone. If you say your widget is made out of "silver" or "real" silver, the reader will assume it's an imitation.
- Misused ellipses. Those three dots aren't a substitute for commas and dashes. The ellipsis (...) tells the reader that part or all of a sentence has been removed from a quote. Granted, many people use it incorrectly ... like this ... but that doesn't make it right.
- Prepositions. You were taught that you're not supposed end a sentence with a preposition. But styles change, and it's no longer considered a sin, especially if you do so only sparingly.
Don't let the grammar police determine whether copy is good or bad. Instead, measure writing by its effectiveness in achieving your objectives, not by whether it lives up to Mrs. McGillicuddy's dictates.
Scott Flood creates effective copy for companies and other organizations. To learn more, visit http://www.sfwriting.com/ ©2007 Scott Flood All rights reserved.
You see, grammar isn't a rigid set of rules. It's a framework, and different types of writing demand different types of grammar. For example, high schools and colleges teach a formal, cumbersome style of writing that's used only within academic settings.
Writing ads, brochures, and other materials isn't about impressing a professor. It's about selling. Telling. Convincing. Entertaining. Emphasizing. Even infuriating. Doing that effectively demands copy that's extraordinarily individual and personal. In fact, the more copy sounds like conversation, the more effective it tends to be.
That doesn't mean writers should ignore basic rules of syntax. The degree of grammatical correctness should reflect the situation and the audience. An ad for industrial purchasing managers doesn't need to be as formal as a white paper directed to English teachers.
Among the more common areas of confusion:
- Contractions. Contractions keep copy talky and friendly. Don't avoid them because your English teacher wouldn't let you use them. (How does "Do not avoid them because your English teacher would not let you use them" sound? Read both aloud. One sounds like you; the other like Queen Victoria.)
- Conjunctions. Beginning a sentence with a conjunction is perfectly acceptable. And sometimes, it adds impact. But not if you do it too often. Or place them inappropriately. Treat conjunctions like spices: a little bit adds flavor, too much is overwhelming.
- Fragments. It's acceptable to use fragments in copy for impact, but do so sparingly. Otherwise the reader. Will believe. You have developed. A neurological disorder. Of some sort.
- Second person. You learned not to use "you" in school writing. But copywriting should be a personal, informal conversation between you and your audience, so it's not only acceptable to use you, it's actually a good idea.
- Exclamation points. Using one exclamation point is a little like raising your voice. Using three is like yelling, waving your arms and jumping up and down. You'll draw attention, but for the wrong reasons.
- Quotation marks. Putting quotation marks around anything but a direct quote implies that you're trying to fool someone. If you say your widget is made out of "silver" or "real" silver, the reader will assume it's an imitation.
- Misused ellipses. Those three dots aren't a substitute for commas and dashes. The ellipsis (...) tells the reader that part or all of a sentence has been removed from a quote. Granted, many people use it incorrectly ... like this ... but that doesn't make it right.
- Prepositions. You were taught that you're not supposed end a sentence with a preposition. But styles change, and it's no longer considered a sin, especially if you do so only sparingly.
Don't let the grammar police determine whether copy is good or bad. Instead, measure writing by its effectiveness in achieving your objectives, not by whether it lives up to Mrs. McGillicuddy's dictates.
Scott Flood creates effective copy for companies and other organizations. To learn more, visit http://www.sfwriting.com/ ©2007 Scott Flood All rights reserved.
Tuesday, September 21, 2010
Basic English Writing - The Proper Use of the Article 'The' by Justin Arnold
In English there are two articles, the indefinite article, 'a/an', and the definite article, 'the'. In effect articles are adjectives because they serve the purpose of helping to define a noun.
The indefinite article (a/an) is generally used to refer to any non-specific noun (a horse, an orange) and the definite article (the) is used to refer to a specific noun (the dog, the banana).
For many people the correct use of the definite article seems natural, but even for those for whom English is not a foreign language, it can be a little confusing at times, and the word 'the' can be misused, or omitted.
For example, should you refer to Lake Eyre or the Lake Eyre? Should you refer to Humber Bridge or the Humber Bridge? If this raises any doubts at all, or even if you feel fairly confident you know which is correct, but aren't really sure why, then read on to learn the simplest way to identify the proper use of the article 'the'.
The simple rule is that the first mention of a noun requires the indefinite article, and all subsequent references to the noun require the definite article, except in the case of shared knowledge, unique objects, and superlative or unique adjectives. Let's break that down a little and see how it works. Firstly, the first time you mention a noun, use the indefinite article (a/an), after which you should then always use the definite article (the) whenever you mention the noun. You'll see this rule demonstrated in this sentence ('a noun', 'the noun'). Here's another example:
"When you write an article it needs to be written correctly. The article should contain excellent grammar and spelling."
But what about the exceptions? There are three exceptions to this rule, and they include shared knowledge, unique objects, and superlative or unique adjectives. Let's look at each exception in turn:
Shared knowledge. This includes any case where the specific noun in question is considered to be known already because of a general understanding or accepted knowledge. For example, in Christchurch there is only one hospital, and so you could say "the hospital", because as there's only one, through general knowledge people will already know which hospital you're referring to.
However, in Hull there are several hospitals, and so you couldn't say "the hospital" because no one would know which one you meant. You'd have to say "Hull Royal Infirmary", after which you could refer to it as "the hospital, since now people know which one you mean.
Unique objects. There is no need to introduce the first mention of a noun with the indefinite article if it is unique. In cases where the noun is unique, the definite article (the) should be used from the first mention. For example, "the sun", "the earth".
Superlative or unique adjectives. This is really a little like the previous rule, where a superlative effectively makes the noun unique. For example, there may be several hospitals in Hull, but only one of them can be the busiest. Therefore, when referring to this one, you can use the definite article (the) to refer to it from the very first time it is mentioned. For example, "the busiest hospital."
Finally there are a few rules relating to geographical nouns. Essentially it all boils down to remembering that you should always use the definite article (the) before places which are unique (as in the second of our exceptions explained above). Such unique examples include the Humber, the Middle East, the South Pole, the New Forest and so on.
However, you should not use the definite article (the) before the names of countries, cities, streets, lakes, mountains or continents. Examples where you would not use the definite article, even though the noun is unique include: England, York, Oxford Street, Lake Windermere, Ben Nevis, Europe.
So going back to the questions at the beginning, should you refer to Lake Eyre or the Lake Eyre? And should you refer to Humber Bridge or the Humber Bridge?
By referring to the rules and exceptions listed above we can see that lakes are one of the nouns where the definite article should not be used, and so we should always refer to Lake Eyre and not the Lake Eyre. Similarly because the Humber Bridge is a unique object the definite article should always be used.
The English language can sometimes feel a little as though it was designed by a committee of people who couldn't agree on anything and spent most of the time trying to trip each other up whilst catching them out and running round in ever decreasing circles whilst backing up against the wall. However, the use of the definite article is a fundamental part of its grammar and syntax, and for article writers, it is essential to tame the beast.
Well now, it looks as though you're reading this sentence, which is all thanks to Justin Arnold's SEO article service. Consistently ranked #1 on Google, it delivers real traffic to real businesses every day. Find out more about how his article service could help your business get more business, delivering results just like this has.
The indefinite article (a/an) is generally used to refer to any non-specific noun (a horse, an orange) and the definite article (the) is used to refer to a specific noun (the dog, the banana).
For many people the correct use of the definite article seems natural, but even for those for whom English is not a foreign language, it can be a little confusing at times, and the word 'the' can be misused, or omitted.
For example, should you refer to Lake Eyre or the Lake Eyre? Should you refer to Humber Bridge or the Humber Bridge? If this raises any doubts at all, or even if you feel fairly confident you know which is correct, but aren't really sure why, then read on to learn the simplest way to identify the proper use of the article 'the'.
The simple rule is that the first mention of a noun requires the indefinite article, and all subsequent references to the noun require the definite article, except in the case of shared knowledge, unique objects, and superlative or unique adjectives. Let's break that down a little and see how it works. Firstly, the first time you mention a noun, use the indefinite article (a/an), after which you should then always use the definite article (the) whenever you mention the noun. You'll see this rule demonstrated in this sentence ('a noun', 'the noun'). Here's another example:
"When you write an article it needs to be written correctly. The article should contain excellent grammar and spelling."
But what about the exceptions? There are three exceptions to this rule, and they include shared knowledge, unique objects, and superlative or unique adjectives. Let's look at each exception in turn:
Shared knowledge. This includes any case where the specific noun in question is considered to be known already because of a general understanding or accepted knowledge. For example, in Christchurch there is only one hospital, and so you could say "the hospital", because as there's only one, through general knowledge people will already know which hospital you're referring to.
However, in Hull there are several hospitals, and so you couldn't say "the hospital" because no one would know which one you meant. You'd have to say "Hull Royal Infirmary", after which you could refer to it as "the hospital, since now people know which one you mean.
Unique objects. There is no need to introduce the first mention of a noun with the indefinite article if it is unique. In cases where the noun is unique, the definite article (the) should be used from the first mention. For example, "the sun", "the earth".
Superlative or unique adjectives. This is really a little like the previous rule, where a superlative effectively makes the noun unique. For example, there may be several hospitals in Hull, but only one of them can be the busiest. Therefore, when referring to this one, you can use the definite article (the) to refer to it from the very first time it is mentioned. For example, "the busiest hospital."
Finally there are a few rules relating to geographical nouns. Essentially it all boils down to remembering that you should always use the definite article (the) before places which are unique (as in the second of our exceptions explained above). Such unique examples include the Humber, the Middle East, the South Pole, the New Forest and so on.
However, you should not use the definite article (the) before the names of countries, cities, streets, lakes, mountains or continents. Examples where you would not use the definite article, even though the noun is unique include: England, York, Oxford Street, Lake Windermere, Ben Nevis, Europe.
So going back to the questions at the beginning, should you refer to Lake Eyre or the Lake Eyre? And should you refer to Humber Bridge or the Humber Bridge?
By referring to the rules and exceptions listed above we can see that lakes are one of the nouns where the definite article should not be used, and so we should always refer to Lake Eyre and not the Lake Eyre. Similarly because the Humber Bridge is a unique object the definite article should always be used.
The English language can sometimes feel a little as though it was designed by a committee of people who couldn't agree on anything and spent most of the time trying to trip each other up whilst catching them out and running round in ever decreasing circles whilst backing up against the wall. However, the use of the definite article is a fundamental part of its grammar and syntax, and for article writers, it is essential to tame the beast.
Well now, it looks as though you're reading this sentence, which is all thanks to Justin Arnold's SEO article service. Consistently ranked #1 on Google, it delivers real traffic to real businesses every day. Find out more about how his article service could help your business get more business, delivering results just like this has.
English Writing Tips For Beginner Article Marketers by Justin Arnold
For those writers and marketers just beginning to explore the possibilities of article marketing, writing articles in good English can be more of a challenge than might at first be expected. It's all very well writing letters to your family, a report for work or even a CV, but article marketing is different, and for two good reasons.
Firstly, you have a much wider audience. Whereas your personal letters and notes might only be read by one or two people, and your reports for work by perhaps a handful, your article could reach hundreds or thousands of people, and once published may well remain live for many years. It can be a daunting prospect, and one which can easily put off many people at first.
The second reason is that you are attempting to sell yourself, or your business, through the medium of your articles. You need to catch the attention of your target audience, hold their interest and then encourage them to find out more by visiting your site. It's a tall order, and many people find that they don't really know how to approach article writing in English. Here are a few tips to help those who are just starting out, and need a little advice on how to tame the beast that is the English language, saddle up and begin to enjoy the ride, hopefully to your eventual success.
1. Vary your sentence length. One of the things that makes the English language unique is its sheer variety, both in terms of vocabulary and structure. Even when people talk in English the voice tends to inflect in such a way that the tone varies dramatically. I recall a French student once commenting to me on how the English don't talk, they sing.
This variety is also apparent in sentence length. If all your sentences are really long it can be hard to follow. Similarly, if all your sentences are very short and abrupt your article will lack flow. The best approach is to ensure plenty of variety, including some longer sentences and some shorter ones, to give the phrases a texture.
2. Use the active voice rather than the passive voice. This helps to bring your article alive and make it more engaging. If you're not sure about the difference between the active voice and the passive voice, consider the following two sentences:
· When your resource link has been clicked the number of leads may increase.
· When visitors click your resource link the number of leads may increase.
Do you see how in the first example the meaning is a little less clear? Who exactly is clicking the resource link? You? The active voice makes it much clearer who or what is carrying out the action, and this not only makes the meaning much more clear, but helps the sentence flow better and the article become more engaging and interesting.
3. Don't obfuscate your intentions through excogitated epistolary publications. In other words, speak in plain English. If you use flowery language, complex metaphors or unnecessarily complex vocabulary you will lose the interest of your readers. The same is true with definitions. Never talk about your E.B.T.T.M.V. without explaining what it is, otherwise you will again lose your visitors. (Of course, it stands for your Excellent Business That They Must Visit.)
Well now, it looks as though you're reading this sentence, which is all thanks to Justin Arnold's SEO article service. Consistently ranked #1 on Google, it delivers real traffic to real businesses every day. Find out more about how his article service could help your business get more business, delivering results just like this has.
Firstly, you have a much wider audience. Whereas your personal letters and notes might only be read by one or two people, and your reports for work by perhaps a handful, your article could reach hundreds or thousands of people, and once published may well remain live for many years. It can be a daunting prospect, and one which can easily put off many people at first.
The second reason is that you are attempting to sell yourself, or your business, through the medium of your articles. You need to catch the attention of your target audience, hold their interest and then encourage them to find out more by visiting your site. It's a tall order, and many people find that they don't really know how to approach article writing in English. Here are a few tips to help those who are just starting out, and need a little advice on how to tame the beast that is the English language, saddle up and begin to enjoy the ride, hopefully to your eventual success.
1. Vary your sentence length. One of the things that makes the English language unique is its sheer variety, both in terms of vocabulary and structure. Even when people talk in English the voice tends to inflect in such a way that the tone varies dramatically. I recall a French student once commenting to me on how the English don't talk, they sing.
This variety is also apparent in sentence length. If all your sentences are really long it can be hard to follow. Similarly, if all your sentences are very short and abrupt your article will lack flow. The best approach is to ensure plenty of variety, including some longer sentences and some shorter ones, to give the phrases a texture.
2. Use the active voice rather than the passive voice. This helps to bring your article alive and make it more engaging. If you're not sure about the difference between the active voice and the passive voice, consider the following two sentences:
· When your resource link has been clicked the number of leads may increase.
· When visitors click your resource link the number of leads may increase.
Do you see how in the first example the meaning is a little less clear? Who exactly is clicking the resource link? You? The active voice makes it much clearer who or what is carrying out the action, and this not only makes the meaning much more clear, but helps the sentence flow better and the article become more engaging and interesting.
3. Don't obfuscate your intentions through excogitated epistolary publications. In other words, speak in plain English. If you use flowery language, complex metaphors or unnecessarily complex vocabulary you will lose the interest of your readers. The same is true with definitions. Never talk about your E.B.T.T.M.V. without explaining what it is, otherwise you will again lose your visitors. (Of course, it stands for your Excellent Business That They Must Visit.)
Well now, it looks as though you're reading this sentence, which is all thanks to Justin Arnold's SEO article service. Consistently ranked #1 on Google, it delivers real traffic to real businesses every day. Find out more about how his article service could help your business get more business, delivering results just like this has.
Sunday, September 12, 2010
Good Writing Style in English - Using "Especially" and "Specially" Correctly by Jose M. Blanco
The Problem
The words "especially" and "specially" can give native speakers of English trouble. Yet the careful use of these words marks us as educated and knowledgeable speakers and writers of English who pay attention to the nuances of grammar and style. Both "especially" and "specially" are adverbs; they describe a noun, adjective, or another adverb. However, we use "specially" in the following manner: "The artist used a specially-designed frame to deliver the painting." Many times "specially" is hyphenated and connects to the verb that follows. The word "especially" means "in particular"; it specifies a unique, special instance of whatever we are discussing. It is also used as an intensifier to increase the strength (intensify) of the adjective that follows, as in "especially good" or "especially bad." For example, "Daddy did an especially good job in building my desk and chair."
The Solution
In the case of these two words, solutions are tricky because both words are sometimes used in place of one another. However, a careful speaker and writer makes the following distinctions.
Use "Especially" As an Intensifier, Meaning Very Much
An intensifier is a word that makes an idea stronger. For example, "very" is an intensifier. In the expression "very good," the word "very" makes the "good" just a little better than it is without the "very."
In the same manner, the word "especially" can intensify the adjective or adverb it comes before, as in "an especially good book." If you can substitute the words "particularly" or "very" in the expression, then use "especially." To use a common American expression, "especially" amps up the term following it. We use "especially" when "very" seems just a bit too dull, too prosaic. Here are some examples.
Jill is an especially gifted dancer.
Raymond wrote an especially poor book report.
Use "Especially" to Single Out, Meaning "Particularly" or Unique
We use "especially" to single out or show the uniqueness of one thing over another. Here are examples.
Dad took me to Fenway Park especially to see Joe Mauer play the Red Sox.
Vivian baked the cake especially for me.
Use "Specially" Infrequently and When Hyphenation Makes Sense
The word "specially" should not be used too often. It makes idiomatic sense to use it as an adverb, just before a verb. Many times, we can hyphenate the resulting expression.
specially-designed house
specially-made gown
specially-cut flowers
specially-grown mangoes
specially-bought materials
Just remember the following sentence:
Karen bought a specially-made gown especially for her sister's wedding.
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
The words "especially" and "specially" can give native speakers of English trouble. Yet the careful use of these words marks us as educated and knowledgeable speakers and writers of English who pay attention to the nuances of grammar and style. Both "especially" and "specially" are adverbs; they describe a noun, adjective, or another adverb. However, we use "specially" in the following manner: "The artist used a specially-designed frame to deliver the painting." Many times "specially" is hyphenated and connects to the verb that follows. The word "especially" means "in particular"; it specifies a unique, special instance of whatever we are discussing. It is also used as an intensifier to increase the strength (intensify) of the adjective that follows, as in "especially good" or "especially bad." For example, "Daddy did an especially good job in building my desk and chair."
The Solution
In the case of these two words, solutions are tricky because both words are sometimes used in place of one another. However, a careful speaker and writer makes the following distinctions.
Use "Especially" As an Intensifier, Meaning Very Much
An intensifier is a word that makes an idea stronger. For example, "very" is an intensifier. In the expression "very good," the word "very" makes the "good" just a little better than it is without the "very."
In the same manner, the word "especially" can intensify the adjective or adverb it comes before, as in "an especially good book." If you can substitute the words "particularly" or "very" in the expression, then use "especially." To use a common American expression, "especially" amps up the term following it. We use "especially" when "very" seems just a bit too dull, too prosaic. Here are some examples.
Jill is an especially gifted dancer.
Raymond wrote an especially poor book report.
Use "Especially" to Single Out, Meaning "Particularly" or Unique
We use "especially" to single out or show the uniqueness of one thing over another. Here are examples.
Dad took me to Fenway Park especially to see Joe Mauer play the Red Sox.
Vivian baked the cake especially for me.
Use "Specially" Infrequently and When Hyphenation Makes Sense
The word "specially" should not be used too often. It makes idiomatic sense to use it as an adverb, just before a verb. Many times, we can hyphenate the resulting expression.
specially-designed house
specially-made gown
specially-cut flowers
specially-grown mangoes
specially-bought materials
Just remember the following sentence:
Karen bought a specially-made gown especially for her sister's wedding.
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
English Writing Practice - A Useful Exercise by Darren K Chow
Want to improve your command of the English language? There are tons of ways you can do that. For example, you can attend paid lessons. Or you can buy software to help you out. Here is an easy exercise that can help you improve your language.
Step 1: Pick an interesting event that happened today.
Just one event will do. It can be anything interesting. For example, it can be some gossip that you heard over the radio.
Step 2: Write an email to one of your friends.
Open up your email client and draft an email for one of your friends. Do you miss someone? Perhaps you haven't been writing to a close friend of yours for as often as you like. Now is the time to do it. It's best to choose a friend who has a strong command in English.
Step 3: Writing practice.
Improving on a language requires constant practice. The more you use a language, the better you become. As you write, focus on what you want to say. Don't worry too much about tenses, grammar, sentence structure, etc. Just let the words flow. Your goal is to make sure that whoever is reading your email at the other end understands your message.
This is a simple and practical writing exercise that you can go through everyday. As your social circle widens, try to write to more friends. Then learn from their replies. You may have a few good laughs due to wrong usage of the language. But that's okay. It's all part of the learning process.
Want to learn how to get to the top of Google using Article Marketing?
Join the article marketing newsletter by Darren Chow.
Step 1: Pick an interesting event that happened today.
Just one event will do. It can be anything interesting. For example, it can be some gossip that you heard over the radio.
Step 2: Write an email to one of your friends.
Open up your email client and draft an email for one of your friends. Do you miss someone? Perhaps you haven't been writing to a close friend of yours for as often as you like. Now is the time to do it. It's best to choose a friend who has a strong command in English.
Step 3: Writing practice.
Improving on a language requires constant practice. The more you use a language, the better you become. As you write, focus on what you want to say. Don't worry too much about tenses, grammar, sentence structure, etc. Just let the words flow. Your goal is to make sure that whoever is reading your email at the other end understands your message.
This is a simple and practical writing exercise that you can go through everyday. As your social circle widens, try to write to more friends. Then learn from their replies. You may have a few good laughs due to wrong usage of the language. But that's okay. It's all part of the learning process.
Want to learn how to get to the top of Google using Article Marketing?
Join the article marketing newsletter by Darren Chow.
New Ezine from KJ Language Services Aims to Improve English Language Skills
KJ Language Services announced that subscribers to its newly launched, free Ezine will receive a no-cost 560-page classic thesaurus which can be instantly downloaded in a PDF format.
KJ Language Services offers professional and experienced proofreading, editing and writing services to businesses, charities, individuals and students. The company’s British-born owner, Kay Hutchings is currently based in Sweden and is passionate about improving the quality of English language documents whether they are reports, business letters, essays, articles or dissertations.
The new Ezine is distributed once a month and is full of information and tips on how to make English language documents the best they can be. Kay Hutchings also sends free reports and ebooks to her subscribers on a regular basis – all of which are related to writing and the English language, including grammar, punctuation and business writing skills. The free thesaurus is an invaluable help to writing and is an excellent reference book for students, business people and writers alike.
Kay Hutchings says, “It is more important than ever in this competitive world for documents to be well-written and error-free. Just one error can lose you money and your reputation. We are writing more documents in English than ever before so it’s essential to create the best impression.”
Kay Hutchings is a trained English teacher and a published fiction writer. She is also interested in helping writers who are not native English speakers: “Writing is a skill we can all improve on every day, whether or not English is our first language. There are, of course, extra challenges if English is a second language, but that’s where KJ Language Services and the Ezine can help.”
To subscribe to the KJ Language Services Ezine, visit: http://www.kjlanguageservices.com/
KJ Language Services offers professional and experienced proofreading, editing and writing services to businesses, charities, individuals and students. The company’s British-born owner, Kay Hutchings is currently based in Sweden and is passionate about improving the quality of English language documents whether they are reports, business letters, essays, articles or dissertations.
The new Ezine is distributed once a month and is full of information and tips on how to make English language documents the best they can be. Kay Hutchings also sends free reports and ebooks to her subscribers on a regular basis – all of which are related to writing and the English language, including grammar, punctuation and business writing skills. The free thesaurus is an invaluable help to writing and is an excellent reference book for students, business people and writers alike.
Kay Hutchings says, “It is more important than ever in this competitive world for documents to be well-written and error-free. Just one error can lose you money and your reputation. We are writing more documents in English than ever before so it’s essential to create the best impression.”
Kay Hutchings is a trained English teacher and a published fiction writer. She is also interested in helping writers who are not native English speakers: “Writing is a skill we can all improve on every day, whether or not English is our first language. There are, of course, extra challenges if English is a second language, but that’s where KJ Language Services and the Ezine can help.”
To subscribe to the KJ Language Services Ezine, visit: http://www.kjlanguageservices.com/
Teaching communication and information literacy skills
Undergrads often take communication courses unrelated to their major or discipline. The Iowa State University Department of Horticulture teamed up with the Library and English Departments to develop a course section to teach students to research and understand literature searchers and incorporate them into papers and posters.
Andrea L. Dinkelman, Jeanine E. Aune, and Gail R. Nonnecke, Iowa State University faculty from the library and the Departments of English and Horticulture, developed the section in an required undergraduate foundation English communication course. A description of the collaboration was published in the 2010 Journal of Natural Resources and Life Sciences Education, published by the American Society of Agronomy, the Crop Science Society of America, and the Soil Science Society of America.
The course section was designed for horticulture majors. Undergraduates often do not see the relevance of required English to their major. Communication and information literacy skills were taught in the context of Horticulture. The faculty collaboration has been ongoing since spring 2006.
First, the librarian instructs students about how to find and evaluate information sources. During the course of the semester, students complete an annotated bibliography and a research paper. At the end of the semester, the students redesign their research paper into a poster. The horticulture faculty review and provide feedback on the research papers, and they also attend and evaluate the posters at the poster session.
Additionally, the horticulture faculty serves as guest lecturers in the English course. They reinforce the importance of knowing how to search for and critically evaluate information.
Based on feedback, both students and horticulture faculty value and appreciate this teaching approach. With regards to the library instruction component of the course, the majority of students reported that the quality of the annotated bibliography and research paper were better because of the librarian's input and involvement. The majority of students also said that they were confident they knew how to find and evaluate information.
Comments from a student focus group indicate that students valued the input they received from horticulture faculty on assignments, and they enjoyed interacting with the faculty at the poster session.
"Horticulture faculty appreciated the chance to encourage students throughout their writing and presentation and to imitate the professional review process," said Gail Nonnecke.
In order for students to continue to develop their communication and information literacy skills, discipline faculty is encouraged to incorporate assignments throughout the curriculum that expand on the development of these skills. Faculty is urged to continue to collaborate with the English department and a librarian to design assignments that incorporate these skills.
"It is my perception that students are more engaged and invested in this class than in regular communication classes because the content is in their area of interest and their subject professors are personally involved," remarked Jeanine Aune.
Because of the success of this model, other academic disciplines at Iowa State University, such as agricultural and biosystems engineering, agronomy, genetics, and microbiology, have established similar partnerships with the English department and the library.
Andrea L. Dinkelman, Jeanine E. Aune, and Gail R. Nonnecke, Iowa State University faculty from the library and the Departments of English and Horticulture, developed the section in an required undergraduate foundation English communication course. A description of the collaboration was published in the 2010 Journal of Natural Resources and Life Sciences Education, published by the American Society of Agronomy, the Crop Science Society of America, and the Soil Science Society of America.
The course section was designed for horticulture majors. Undergraduates often do not see the relevance of required English to their major. Communication and information literacy skills were taught in the context of Horticulture. The faculty collaboration has been ongoing since spring 2006.
First, the librarian instructs students about how to find and evaluate information sources. During the course of the semester, students complete an annotated bibliography and a research paper. At the end of the semester, the students redesign their research paper into a poster. The horticulture faculty review and provide feedback on the research papers, and they also attend and evaluate the posters at the poster session.
Additionally, the horticulture faculty serves as guest lecturers in the English course. They reinforce the importance of knowing how to search for and critically evaluate information.
Based on feedback, both students and horticulture faculty value and appreciate this teaching approach. With regards to the library instruction component of the course, the majority of students reported that the quality of the annotated bibliography and research paper were better because of the librarian's input and involvement. The majority of students also said that they were confident they knew how to find and evaluate information.
Comments from a student focus group indicate that students valued the input they received from horticulture faculty on assignments, and they enjoyed interacting with the faculty at the poster session.
"Horticulture faculty appreciated the chance to encourage students throughout their writing and presentation and to imitate the professional review process," said Gail Nonnecke.
In order for students to continue to develop their communication and information literacy skills, discipline faculty is encouraged to incorporate assignments throughout the curriculum that expand on the development of these skills. Faculty is urged to continue to collaborate with the English department and a librarian to design assignments that incorporate these skills.
"It is my perception that students are more engaged and invested in this class than in regular communication classes because the content is in their area of interest and their subject professors are personally involved," remarked Jeanine Aune.
Because of the success of this model, other academic disciplines at Iowa State University, such as agricultural and biosystems engineering, agronomy, genetics, and microbiology, have established similar partnerships with the English department and the library.
Tuesday, September 7, 2010
3 Rules of Good English in Technical Writing by Ugur Akinci
Here are three rules that will help you write technical documents that are much easier to read, understand and remember.
1) Follow the subject of the sentence immediately with the verb.
For example: "The operator [SUBJECT], after consulting with her supervisor, normalized [VERB] the database."
BETTER: "The operator normalized the database after consulting with her supervisor."
2) Chain-link multiple sentences in a paragraph by ending and starting consecutive sentences with the same topic.
For example: "The new Xenon encrypted servers were installed yesterday after a two month delay. The wrong encryption key was the reason why the installation did not go smoothly. The Project Management, in order to prevent the same issue in the future, decided to implement a new encryption key management system."
TOPIC 1: Servers installed. Should be at the END of Sentence 1.
TOPIC 2: Installation not going smoothly. Sentence 2 should START with that.
TOPIC 3: Wrong encryption key. Should be at the END of Sentence 2.
TOPIC 4: A new encryption key management system. Sentence 3 should START with that.
TOPIC 5: Preventing the same issue in the future. Should be at the END of Sentence 3.
BETTER: "After a two month delay, the new Xenon encrypted servers were installed yesterday. The installation did not go smoothly due to wrong encryption key. A new encryption key management system will be implemented by the Project Management to prevent the same issue in the future."
3) Consolidate the group of short sentences written about the same topic.
For example: "When there is too much load, network should be shut down. Only an Admin can shut down the network. 10,000 logins per minute is the upper limit of what the network can carry."
BETTER: "The network, which can carry a maximum load of 10,000 logins a minute, should be shut down by an authorized Admin when that limit is superseded."
If you are interested to read more about technical writing as a career and how it can help you earn a steady living, visit http://www.learntechnicalwriting.com. You might be pleasantly surprised with what you'll find out. Join the thousands who are already helped and inspired by this information provided by a Fortune 500 Senior Technical Writer. Visit today and claim your free report "How Much Do Technical Writers Make?"
Dr. Ugur Akinci is a Fortune 500 Sr. Technical Communicator http://www.technicalcommunicationcenter.com/
1) Follow the subject of the sentence immediately with the verb.
For example: "The operator [SUBJECT], after consulting with her supervisor, normalized [VERB] the database."
BETTER: "The operator normalized the database after consulting with her supervisor."
2) Chain-link multiple sentences in a paragraph by ending and starting consecutive sentences with the same topic.
For example: "The new Xenon encrypted servers were installed yesterday after a two month delay. The wrong encryption key was the reason why the installation did not go smoothly. The Project Management, in order to prevent the same issue in the future, decided to implement a new encryption key management system."
TOPIC 1: Servers installed. Should be at the END of Sentence 1.
TOPIC 2: Installation not going smoothly. Sentence 2 should START with that.
TOPIC 3: Wrong encryption key. Should be at the END of Sentence 2.
TOPIC 4: A new encryption key management system. Sentence 3 should START with that.
TOPIC 5: Preventing the same issue in the future. Should be at the END of Sentence 3.
BETTER: "After a two month delay, the new Xenon encrypted servers were installed yesterday. The installation did not go smoothly due to wrong encryption key. A new encryption key management system will be implemented by the Project Management to prevent the same issue in the future."
3) Consolidate the group of short sentences written about the same topic.
For example: "When there is too much load, network should be shut down. Only an Admin can shut down the network. 10,000 logins per minute is the upper limit of what the network can carry."
BETTER: "The network, which can carry a maximum load of 10,000 logins a minute, should be shut down by an authorized Admin when that limit is superseded."
If you are interested to read more about technical writing as a career and how it can help you earn a steady living, visit http://www.learntechnicalwriting.com. You might be pleasantly surprised with what you'll find out. Join the thousands who are already helped and inspired by this information provided by a Fortune 500 Senior Technical Writer. Visit today and claim your free report "How Much Do Technical Writers Make?"
Dr. Ugur Akinci is a Fortune 500 Sr. Technical Communicator http://www.technicalcommunicationcenter.com/
Free Ezine: Improve English Language Skills
KJ Language Services announces that subscribers to its newly launched, free Ezine will receive a no-cost 560-page classic thesaurus which can be instantly downloaded in a PDF format.
KJ Language Services offers professional and experienced proofreading, editing and writing services to businesses, charities, individuals and students. The company's British-born owner, Kay Hutchings is currently based in Sweden and is passionate about improving the quality of English language documents whether they are reports, business letters, essays, articles or dissertations.
The new Ezine is distributed once a month and is full of information and tips on how to make English language documents the best they can be. Kay Hutchings also sends free reports and ebooks to her subscribers on a regular basis - all of which are related to writing and the English language, including grammar, punctuation and business writing skills. The free thesaurus is an invaluable help to writing and is an excellent reference book for students, business people and writers alike.
Kay Hutchings says, "It is more important than ever in this competitive world for documents to be well-written and error-free. Just one error can lose you money and your reputation. We are writing more documents in English than ever before so it's essential to create the best impression."
Kay Hutchings is a trained English teacher and a published fiction writer. She is also interested in helping writers who are not native English speakers: "Writing is a skill we can all improve on every day, whether or not English is our first language. There are, of course, extra challenges if English is a second language, but that's where KJ Language Services and the Ezine can help."
To subscribe to the KJ Language Services Ezine, visit: http://www.kjlanguageservices.com/
KJ Language Services offers professional and experienced proofreading, editing and writing services to businesses, charities, individuals and students. The company's British-born owner, Kay Hutchings is currently based in Sweden and is passionate about improving the quality of English language documents whether they are reports, business letters, essays, articles or dissertations.
The new Ezine is distributed once a month and is full of information and tips on how to make English language documents the best they can be. Kay Hutchings also sends free reports and ebooks to her subscribers on a regular basis - all of which are related to writing and the English language, including grammar, punctuation and business writing skills. The free thesaurus is an invaluable help to writing and is an excellent reference book for students, business people and writers alike.
Kay Hutchings says, "It is more important than ever in this competitive world for documents to be well-written and error-free. Just one error can lose you money and your reputation. We are writing more documents in English than ever before so it's essential to create the best impression."
Kay Hutchings is a trained English teacher and a published fiction writer. She is also interested in helping writers who are not native English speakers: "Writing is a skill we can all improve on every day, whether or not English is our first language. There are, of course, extra challenges if English is a second language, but that's where KJ Language Services and the Ezine can help."
To subscribe to the KJ Language Services Ezine, visit: http://www.kjlanguageservices.com/
The Teaching Professor Conference Issues Call for Proposals
Magna Publications, the leading provider of professional development resources for the higher education community, today issued a Call for Proposals for the 2011 Teaching Professor Conference to be held May 20-22 in Atlanta.
Now in its eighth year, The Teaching Professor Conference provides a thought-provoking and stimulating forum for educators of all disciplines and experience levels to share best practices that advance college teaching and learning.
This year's Call for Proposals seeks submissions for presentations, panel discussions, and poster sessions focusing on the theme of "Educate. Engage. Inspire." Submissions should relate to one of the following tracks, however compelling ideas that fall outside of these topical areas are welcome:
Learning
Activities that engage students
Teaching specific types of courses
Instructional vitality: Ways to keep teaching fresh and invigorated
Teaching and learning with technology
Grading and feedback
To submit a proposal, please visit The Teaching Professor Conference website and fill out the online proposal form: http://www.teachingprofessor.com/conference/proposals. Information on the proposal process, including what the review panel looks for in a quality submission, is also available at the above link. The deadline for submissions is Oct. 22, 2010.
"Each year The Teaching Professor Conference delivers a full slate of programs and presenters guaranteed to restore your enthusiasm and renew your personal commitment to teaching," said MaryAnn Mlekush, conference manager. "We welcome proposals from new and returning presenters who will engage attendees with practical strategies they can implement in their own classrooms."
Now in its eighth year, The Teaching Professor Conference provides a thought-provoking and stimulating forum for educators of all disciplines and experience levels to share best practices that advance college teaching and learning.
This year's Call for Proposals seeks submissions for presentations, panel discussions, and poster sessions focusing on the theme of "Educate. Engage. Inspire." Submissions should relate to one of the following tracks, however compelling ideas that fall outside of these topical areas are welcome:
Learning
Activities that engage students
Teaching specific types of courses
Instructional vitality: Ways to keep teaching fresh and invigorated
Teaching and learning with technology
Grading and feedback
To submit a proposal, please visit The Teaching Professor Conference website and fill out the online proposal form: http://www.teachingprofessor.com/conference/proposals. Information on the proposal process, including what the review panel looks for in a quality submission, is also available at the above link. The deadline for submissions is Oct. 22, 2010.
"Each year The Teaching Professor Conference delivers a full slate of programs and presenters guaranteed to restore your enthusiasm and renew your personal commitment to teaching," said MaryAnn Mlekush, conference manager. "We welcome proposals from new and returning presenters who will engage attendees with practical strategies they can implement in their own classrooms."
Subscribe to:
Posts (Atom)