by Eva Hussain -
Plain English is a writing style that readers can understand in one reading. It combines clear expression, effective structure and good document design. Sounds simple but why is it so hard to achieve, even for native speakers of the English language?
Our lives are littered with examples of bad writing, jargon and meaningless words in official documents, forms, emails, websites, contracts and instructions. Yet, we should be able to understand them at first reading-without a dictionary or a lawyer. When people understand information, they gain a sense of control and ability to make informed choices, and it is easier for them to communicate with you.
To stand out from the crowd, you should write to your readers as if you were talking to them, not at them. Try it! For the next thing you write, try putting things down the way you would actually say them. For example, do you use words like commence, instead of begin, prior instead of before, or assist instead of help when you speak?
When writing, ask yourself:
1. How much does the reader know about the subject?
2. What information do I actually need to give them?
3. What tone and style should I use?
Here are some basic principles of plain English writing:
1. Write the way you speak: keep your writing simple and use the first person instead of passive voice.
2. Use friendly, engaging and sincere language.
3. Respect your readers, adapting your style to their needs.
4. Use simple language when explaining technical terms.
5. Avoid jargon, cliches, trendy phrases and redundant words.
6. Keep your average sentence length to 15-20 words, with one idea per sentence.
7. Check your text carefully for errors, including spelling, grammar and punctuation.
8. Pay attention to fonts, design and layout of your text as much as to the language.
Remember, professionals use ordinary words. Amateurs use impressive words.
Avoid Use
Additional more, extra
Assistance help
Commence begin, start
Endeavour try
Forward send
Obtain get
Prior to before
And just to summarise: Think before you write - Write with the reader in mind. - Check before you send.
Yours sincerely,
Eva Hussain
With over 15 years experience in the language sector, Eva is a sought-after linguist, researcher, consultant and trainer. In addition to her native Polish, Eva speaks French, Russian, Turkish and Hindi. She's the owner of Polaron Language Services, http://www.polaron.com.au
Monday, May 30, 2011
English Grammar Rules - How We Got Lost on the Way to Grammar's House
by Brad Nugent -
There was a time, way back in the murky past, when understanding English Grammar was considered to be one of the fundamentals taught at schools in the English speaking world. For some reason, this has changed over the past few decades and a more holistic approach to literacy instruction has been advocated. However, even highly intelligent students now seem to struggle when it comes to the conventions of writing in English. Clearly, there are some things that just don't automatically happen via exposure to language and texts. There are still some basic elements of language learning, including those pesky Grammar rules, which must be actively taught.
In fact, it is somewhat misleading to refer to English Grammar rules as 'rules'. They are not rules in the same way that we have rules of cricket, for instance. If we wanted to know about the rules of cricket, we would simply consult the official Cricket Rule Book. However, we cannot do something similar if we want to know about English Grammar rules. There is no official English Grammar Guide that contains all the laws of the language. These rules are not so much 'rules' as they are 'conventions', agreed upon quite informally over time by the majority of those who use the language.
So if they are not really rules at all, then why do we need to follow them? It is not mandatory to follow conventions. People are allowed to differ from the norm. The supposed English Grammar rules are not laws! I will not go to jail if I tell the police, 'I seen the man what robbed the place!' I will not have to face an officious magistrate if I am overheard telling a friend, 'There ain't nothing I can do about it.' And, assuming I was not supposed to be at work all weekend, I will not be fired if I tell a co-worker, 'Me and Billy was just down at the pub on the weekend, wasn't we Billy?'
The police officer, my friend and my co-worker would all understand me. They would get the message I intended to convey. Does this mean that understanding English Grammar is unnecessary? This would be the case if it were only the meaning of our communications that were important. However, this is clearly not the case. Successful communication between two people involves not only the sender of the message, but also the receiver of the message. And the perception formed by the receiver of the message can be vitally important. This perception will be influenced by the manner in which the message is sent. If the conventions of Grammar are followed, the message may well be received more favourably since both the sender and receiver of the message are using the same system for communicating.
Consider the case when the communication is not made verbally, but in writing. Writing is a far more formal medium. The expectation that goes along with this is that English Grammar rules will be followed more closely in writing than in speaking. There is no doubt that if my written statement, 'I seen the man what robbed the place!' was distributed to a jury, then my credibility would be somewhat reduced.
The way language is used does matter. English Grammar rules may not be rules per se, but we are still bound by them. The effective communication of our intended meaning and the perception of our message by those that receive it depend upon communicators 'playing' by the rules. There are times that our communications need to appear professional and credible. This is why understanding English Grammar should be reinstated as a fundamental focus of our study of language at school.
Brad Nugent is a school psychologist from Western Australia. He enjoys helping others to improve their learning outcomes, particular with regards to written expression.
You can visit Brad for more information at his Understanding English Grammar blog.
There was a time, way back in the murky past, when understanding English Grammar was considered to be one of the fundamentals taught at schools in the English speaking world. For some reason, this has changed over the past few decades and a more holistic approach to literacy instruction has been advocated. However, even highly intelligent students now seem to struggle when it comes to the conventions of writing in English. Clearly, there are some things that just don't automatically happen via exposure to language and texts. There are still some basic elements of language learning, including those pesky Grammar rules, which must be actively taught.
In fact, it is somewhat misleading to refer to English Grammar rules as 'rules'. They are not rules in the same way that we have rules of cricket, for instance. If we wanted to know about the rules of cricket, we would simply consult the official Cricket Rule Book. However, we cannot do something similar if we want to know about English Grammar rules. There is no official English Grammar Guide that contains all the laws of the language. These rules are not so much 'rules' as they are 'conventions', agreed upon quite informally over time by the majority of those who use the language.
So if they are not really rules at all, then why do we need to follow them? It is not mandatory to follow conventions. People are allowed to differ from the norm. The supposed English Grammar rules are not laws! I will not go to jail if I tell the police, 'I seen the man what robbed the place!' I will not have to face an officious magistrate if I am overheard telling a friend, 'There ain't nothing I can do about it.' And, assuming I was not supposed to be at work all weekend, I will not be fired if I tell a co-worker, 'Me and Billy was just down at the pub on the weekend, wasn't we Billy?'
The police officer, my friend and my co-worker would all understand me. They would get the message I intended to convey. Does this mean that understanding English Grammar is unnecessary? This would be the case if it were only the meaning of our communications that were important. However, this is clearly not the case. Successful communication between two people involves not only the sender of the message, but also the receiver of the message. And the perception formed by the receiver of the message can be vitally important. This perception will be influenced by the manner in which the message is sent. If the conventions of Grammar are followed, the message may well be received more favourably since both the sender and receiver of the message are using the same system for communicating.
Consider the case when the communication is not made verbally, but in writing. Writing is a far more formal medium. The expectation that goes along with this is that English Grammar rules will be followed more closely in writing than in speaking. There is no doubt that if my written statement, 'I seen the man what robbed the place!' was distributed to a jury, then my credibility would be somewhat reduced.
The way language is used does matter. English Grammar rules may not be rules per se, but we are still bound by them. The effective communication of our intended meaning and the perception of our message by those that receive it depend upon communicators 'playing' by the rules. There are times that our communications need to appear professional and credible. This is why understanding English Grammar should be reinstated as a fundamental focus of our study of language at school.
Brad Nugent is a school psychologist from Western Australia. He enjoys helping others to improve their learning outcomes, particular with regards to written expression.
You can visit Brad for more information at his Understanding English Grammar blog.
Sunday, May 8, 2011
Proprioceptive Writing - Explore Your Mind Through Writing
by Nancy Nicolazzo -
When I was a young girl I wrote in a diary - it had a pink plastic cover and a lock and key to keep my thoughts private. I never edited my thoughts. My diaries were written in a stream of consciousness. I wrote about my inner thoughts as a way of exploring them.
Through the years, as an adult, I have written in journals - sometimes without editing my thoughts, and many times watching what I wrote without really exploring my thoughts and feelings.
So I have been writing since the time I was quite young and I have been meditating for over seventeen years. Both practices of meditating and writing are good ways to understand ourselves, our thoughts, our actions and our feelings.
In Writing The Mind Alive, Linda Trichter Metcalf and Tobin Simon define the process of meditative writing as proprioceptive, which means to understand the awareness of your body.
When we practice proprioceptive writing, we write what we hear; listen to our thoughts without censoring, discriminating, or judging the meaning, origin, or purpose; and ask why those thoughts are presently in our minds.
Our brains take in and assimilate thoughts so fast, so autonomously, that we "tune out" our internal thoughts and concentrate on external communication. Once we become cognizant of the multitude of thoughts, we can follow proprioceptive writing guidelines:
1. Do not try to manipulate your thoughts, just record, writing the thoughts as they come and go. Our thoughts travel at such a fast rate it seems impossible to write them all down.
2. We often tune in to what we want to hear, and not necessarily listen to what we are really thinking. Imagine a line running directly from your brain to your pen, and write without inhibition, what you hear.
3. Become aware of what you are writing without editing, censoring, correcting, modifying, or embellishing your thoughts. Metcalf and Simon call this the "listening presence," where you focus your energies on what you hear: good or bad, outrageous or boring. Begin to explore those thoughts more deeply, by asking the "proprioceptive question".
This third guideline is pivotal step that separates proprioceptive writing from free writing, journaling, and other forms of open-ended writing.
When we think we often use generic words. For example, we might write "She thinks I do not have enough experience to be on the team". In proprioceptive writing, we become aware of what we are thinking and pursue questions to make our communication clearer. In proprioceptive writing we might write, "What do I mean by 'they'?" Then we are mindful of possible answers, trusting the process to take us to deeper understanding.
According to Metcalf and Simon, When we begin asking the proprioceptive question, "What do I mean by______," we are aware of the psychological or emotional context of the words, thus promoting stillness and calm. This state of stillness and calm is the same state one experiences in meditation.
When we finish writing, Metcalf and Simon recommend pondering four questions to extend our awareness and provide continuity to the next writing.
1. What thoughts were heard but not written?
2. How or what do I feel now?
3. What larger story is the writing part of?
4. What ideas came up for future writing?
Proprioceptive writing takes no more time than practicing meditation - the difference is that we are more aware of our thoughts because we are writing them down.
About the author:
Nancy is a twenty-year veteran of teaching, consulting and coaching. Assisting individuals and corporate professionals to find new skills to improve their professional and personal lives with skillfulness, compassion and mindfulness is the focus of Nancy's coaching.
Nancy leverages what she has learned as a mother, teacher and Buddhist practitioner to offer a unique, relevant and valuable perspective to the people she works with.
To learn more about meditation and mindfulness coaching, click here http://mindfulworkshops.com
When I was a young girl I wrote in a diary - it had a pink plastic cover and a lock and key to keep my thoughts private. I never edited my thoughts. My diaries were written in a stream of consciousness. I wrote about my inner thoughts as a way of exploring them.
Through the years, as an adult, I have written in journals - sometimes without editing my thoughts, and many times watching what I wrote without really exploring my thoughts and feelings.
So I have been writing since the time I was quite young and I have been meditating for over seventeen years. Both practices of meditating and writing are good ways to understand ourselves, our thoughts, our actions and our feelings.
In Writing The Mind Alive, Linda Trichter Metcalf and Tobin Simon define the process of meditative writing as proprioceptive, which means to understand the awareness of your body.
When we practice proprioceptive writing, we write what we hear; listen to our thoughts without censoring, discriminating, or judging the meaning, origin, or purpose; and ask why those thoughts are presently in our minds.
Our brains take in and assimilate thoughts so fast, so autonomously, that we "tune out" our internal thoughts and concentrate on external communication. Once we become cognizant of the multitude of thoughts, we can follow proprioceptive writing guidelines:
1. Do not try to manipulate your thoughts, just record, writing the thoughts as they come and go. Our thoughts travel at such a fast rate it seems impossible to write them all down.
2. We often tune in to what we want to hear, and not necessarily listen to what we are really thinking. Imagine a line running directly from your brain to your pen, and write without inhibition, what you hear.
3. Become aware of what you are writing without editing, censoring, correcting, modifying, or embellishing your thoughts. Metcalf and Simon call this the "listening presence," where you focus your energies on what you hear: good or bad, outrageous or boring. Begin to explore those thoughts more deeply, by asking the "proprioceptive question".
This third guideline is pivotal step that separates proprioceptive writing from free writing, journaling, and other forms of open-ended writing.
When we think we often use generic words. For example, we might write "She thinks I do not have enough experience to be on the team". In proprioceptive writing, we become aware of what we are thinking and pursue questions to make our communication clearer. In proprioceptive writing we might write, "What do I mean by 'they'?" Then we are mindful of possible answers, trusting the process to take us to deeper understanding.
According to Metcalf and Simon, When we begin asking the proprioceptive question, "What do I mean by______," we are aware of the psychological or emotional context of the words, thus promoting stillness and calm. This state of stillness and calm is the same state one experiences in meditation.
When we finish writing, Metcalf and Simon recommend pondering four questions to extend our awareness and provide continuity to the next writing.
1. What thoughts were heard but not written?
2. How or what do I feel now?
3. What larger story is the writing part of?
4. What ideas came up for future writing?
Proprioceptive writing takes no more time than practicing meditation - the difference is that we are more aware of our thoughts because we are writing them down.
About the author:
Nancy is a twenty-year veteran of teaching, consulting and coaching. Assisting individuals and corporate professionals to find new skills to improve their professional and personal lives with skillfulness, compassion and mindfulness is the focus of Nancy's coaching.
Nancy leverages what she has learned as a mother, teacher and Buddhist practitioner to offer a unique, relevant and valuable perspective to the people she works with.
To learn more about meditation and mindfulness coaching, click here http://mindfulworkshops.com
Online Reading and Research App Allows Internet users to Annotate Web Pages
scrible, Inc. has launched a new web application into public beta to advance a new way of working with online information. The cloud-based service allows Internet users to richly annotate web pages in any browser and manage and collaborate on them online. http://www.scrible.com/
scrible aims to bring Web-based research into the Internet Era. Instead of printing web pages to annotate by hand, or copying and pasting passages into documents and emails, users can mark and manage vital Web-based information online. The service combines a bookmarklet and web site for an online solution that works across browsers and operating systems.
While working online, users can use the bookmarklet to save web pages in case they disappear; richly annotate articles with intuitive tools including highlighters and sticky notes; and share annotated online research with others. Users' saved and shared information is stored in personal accounts at scrible's web site, where the information is indexed so it can be easily searched with keywords. Users can organize and manage their online research with power, speed and ease using tags and filters.
scrible aims to bring Web-based research into the Internet Era. Instead of printing web pages to annotate by hand, or copying and pasting passages into documents and emails, users can mark and manage vital Web-based information online. The service combines a bookmarklet and web site for an online solution that works across browsers and operating systems.
While working online, users can use the bookmarklet to save web pages in case they disappear; richly annotate articles with intuitive tools including highlighters and sticky notes; and share annotated online research with others. Users' saved and shared information is stored in personal accounts at scrible's web site, where the information is indexed so it can be easily searched with keywords. Users can organize and manage their online research with power, speed and ease using tags and filters.
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