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Dr. Terry Conkle’s Writing Tips

(NOT Comprehensive but should be helpful)

May 2020

 

ELEMENTS OF EFFECTIVE FORMAL WRITING

 

1. CENTRAL IDEA

Good writing involves focusing on a clear, manageable idea, argument, or thesis upon which to organize your material.

It includes choosing secondary ideas that support and reinforce your central idea.

 

Guidelines:

· The purpose or central idea is sufficiently limited for meaningful discussion.

· The central idea is clearly stated, normally in the opening.

· All subordinate ideas relate clearly to the central idea.

 

2. ORGANIZATION

Coherent arrangement of material is vital. It involves keeping readers oriented to the central and subordinate ideas.

Good organization is logical and sequential. It shows readers key divisions of the material being read.

 

Guidelines:

· The “Introduction” orients readers to the central idea and line of reasoning.

· Material is logically and coherently sequenced; subordinate ideas are effectively identified.

· Transitions are clear and helpful.

· The conclusion or closing summarizes the argument(s), emphasizes the central idea, and leaves readers with “completion.”

 

3. SUPPORTING MATERIAL

Explanations, examples, statistics, and (sparing use of) quotations make ideas and information presented meaningful and

memorable for readers. In expository writing, supporting material clarifies; in argumentative writing, it persuades.

 

Guidelines:

· Examples are relevant, specific, detailed, sufficient, and persuasive.

· Quotations support arguments; but summarizing material and citing authoritative sources is effective too.

 

4. EXPRESSION, WORD CHOICE, AND POINT OF VIEW

Language is clear, specific, accurate, and appropriate to the audience, purpose, and material. Variety in sentence

structure and length (number of words per sentence) creates emphasis.

 

Guidelines:

· Word choice is clear, specific, accurate, unassuming, and free of clichés and mis-used jargon.

· Sentences are free of wordiness (brief and concise) and ambiguity(the points are clear).

 

5. SPELLING, GRAMMAR, AND PUNCTUATION

This element of good writing counts only when it’s wrong (good writing is an understood expectation). Fair or not,

readers will notice spelling, grammar, and punctuation only when there are mistakes.

 

Guidelines:

· Spelling, including key technical terms and proper names, is correct.

· Correct words are used to convey the intended meaning (See Mark Twain’s thoughts elsewhere!).

· Generally accepted rules of grammar and syntax are followed, including pronoun/noun agreement, subject/verb agreement, appropriate verb tense, pronoun case, possessive forms, parallelism, etc.

· Punctuation, particularly comma placement, reflects standard usage.

· Mechanical errors and mistakes have been resolved via proofreading and revision.

Defining Writing Conventions

Writing conventions are defined as a set of generally accepted standards for written English. Conventions are used to make writing more readable. In other words, things are done a certain way so readers can easily determine what an author is trying to say.

Conventions include spelling, punctuation, capitalization, grammar, and sentence structure. Students should:

· Apply spelling rules correctly.

· Use correct punctuation to smoothly guide the reader through the paper.

· Use verb tenses correctly.

· Write sentences that express complete thoughts.

· Demonstrate paragraph organization and use smooth transitions.

In addition, each kind of writing has its own conventions. For instance:

· Narrative writing must have characters, setting, and plot.

· Descriptive writing must appeal to the senses through use of vivid, colorful, precise vocabulary.

· Expository writing must inform, clarify, explain, define, or instruct.

· Argumentative/Persuasive writing must present an argument based on facts and logic and attempt to sway a reader’s opinion.

A Philosophy for Teaching Conventions

As a rule, Dr. Conkle probably will not teach a lesson on “conventions.” Anyone reading this is likely in an undergraduate or graduate-level higher education course taught by Dr. Conkle; and, there are too many lessons involved for that, so issues will be handled individually. Besides, individual concepts stick better when students can apply them practically.

Similarly, rather than teaching grammar in isolation, students in Dr. Conkle’s course are generally applying their grammar lessons from P-12 schooling to an “advanced” writing assignment. It is a matter of diligently reinforcing concepts by ensuring students follow conventions of good writing. At this point, there should be no excuse for errors like comma splices, incomplete sentences, homophone confusion, and using the “almost right word.”

Other Hints

How to Avoid Colloquial (Informal) Writing

Although it may be acceptable in e-mails or chat rooms, a major pitfall that has ruined the quality of formal, writing is using excessive colloquialism. Understand that “Formal Writing is an Un-Natural Act.” Here are some steps/tips to help improve writing.

 

1]Know the meaning of colloquialism. This can best be described as “writing in the way that one would speak.” It is

an informal, slang style of English that should be reserved primarily for speech, as it can seem unprofessional

and sloppy in written text. A casual tone can be interpreted positively in person with face-to-face contact; but,

it can be perceived negatively in writing.

 

2] Understand basic English punctuation. This might seem obvious, but when people speak, they usually disregard

certain rules that are mandatory in writing. For example, one usually omits pauses when speaking that are

required in formal writing, which are usually denoted by commas (or set apart within parentheses).

 

3] Avoid using common colloquial words/expressions, as listed below. Again, these are words that, although

acceptable in speech, should not be used in formal writing.

 

 

4] Avoid using “filler” or “waste” words. These words are not necessary and should be removed

(some examples shown below).

 

· Basically – At best, it can be used to begin a sentence, but there are better choices available to replace the word, if it is not omitted entirely. (e.g., “A microphone is basically a device that is used to record sound.”)

· Even – Often, this word is found as an “additive” to a series, as in the following example, but is generally not needed. (e.g., “The basket contained eggs, sandwiches, and even utensils.”)

· Just – When used in the same context as BASICALLY, this is another overused filler word that one should omit. (e.g., “When pouring the solution, just be certain not to spill its contents.”)

· Well – Generally used to begin a sentence following a question. (e.g., “Why is global warming a problem? Well, one major issue is the…”)

 

5] Avoid contractions. When writing formal papers, write-out contractions. In all collegiate writing it should be

presumed that assignments must be written formally and that contractions (that are not part of some “landmark” or

“imperative” quote) should not be used unless the professor specifies that contractions are okay.

 

6] Limit using subjective pronouns. If writing formally and/or objectively, avoid using the words “I,” “me,” “you,”

“us,” and “we.” To avoid this, try writing from the third-person (generic) perspective. Naturally, formal

business letters are an exception.

 

7] Avoid splitting infinitives. An infinitive is a verb preceded by the word “to,” such as “to go” or “to want.

When writing, keep infinitives together, rather than separating them with other words. For example, substitute

“He tried to not sneeze in the library, but failed” with “He tried not to sneeze in the library, but failed.”

 

8] Avoid ending your sentences with a preposition. In most cases, it is inappropriate to end a sentence with a

preposition [i.e., down, during, in, into, of, since]. For example, replace “What is the bag filled with?” with

“What is inside the bag?”

 

An exception is when the preposition fills the role of an adverb (which may answer the question “where?”

 

9] Avoid clichés. Clichés are phrases that have been exhausted to the point where they have completely lost originality.

o Hercules was as strong as an ox.

o I give an arm and a leg to find a parking spot when I shop during the holiday season.

o There are loads of websites on the Internet.

 

10] William Shakespeare, in Hamlet, has misled the masses by stating “to be, or not to be, that is the question.”

There is almost no situation where “to be” is correct, or other “to be verbs,” and cannot be stated in some

better way with “strong(er) verbs.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Other Random Writing Tips from Dr. Conkle

(used with dry humor, and some sarcasm, added)

 

01] From Mark Twain (in a letter 10-15-1888): “The difference between the right word and the almost right word

is the difference between lightning and the lightning bug.”

 

Did “Bunky” throw a pebble, rock, or boulder at the side of his dad’s barn? The point is, use a good Dictionary, not a Thesaurus. Broaden your vocabulary, so Twain can be supine in the grave and not prone.

 

Which option below is most precise (it does depend on the situation as it occurred)? They do have different dictionary definitions!

 

Did John ride a ___ at the carnival? {horse / mule / donkey / burro / mare / stallion / bronco / zebra}

 

02] From Day, R. A. (1994). How to write & publish a scientific paper (4th ed.) Phoenix, AZ: Oryx Press

· Each pronoun should agree with their antecedent.

· Just between you and I, case is important.

· A preposition is a poor word to end a sentence with.

· Verbs has to agree with their subject.

· Don’t use no double negatives.

· Remember to never split an infinitive.

· Avoid clichés like the plague.

· Join clauses good, like a conjunction should.

· Do not use hyperbole, not one writer in a million can use it effectively.

· About sentence fragments.

 

03] Use Standard English.

04] Be brief and concise when doing “professional writing,” while using as much detail as possible.

Be flowery with papers for an English class, not a professional course. Grammar check will typically discourage using many adverbs that are not necessarily necessary (erroneous humor intended).

05] Do not use contractions in formal papers, unless they are part of quoted material – unless otherwise specified every

assignment/paper for Dr. Conkle is a formal paper. YES, this has already been stated!

06] Spell (fully) single-digit numbers, use numerals for multiple-digit numbers (except when beginning sentences – APA)

With standard units of measure, it is okay to use a single-digit number.

07] Do not use gender-biased wording, when writing generally, do not be tempted to write in the masculine perspective.

And, know that “gender” is the preferred word, as opposed to “sex,” when discussing males, females. Be general

or generic when possible (e.g., they, their).

08] Already stated, but there is almost no situation where “to be…” is appropriate or could not be said better with other

wording, for example:

“Faculty members are scheduled to be at a meeting on the first Monday of each month.”

“Faculty members meet the first Monday of each month.”

“Everyone wanted Carol to be captain of the team.”

“Everyone wanted Carol as team captain.”

09] Use “that,” “which,” “who,” and “whom” appropriately.

10] e.g., = for example; and, i.e., = that is

11] Use a passive 3rd-person voice when reporting facts, state things matter-of-factly; use an active

(1st- and/or 2nd-person) voice when communicating how the facts relate to you, and/or, your past, present,

or future. For consistency, use plural writing when speaking globally or universally and not of a single or

specific entity.

12] Avoid “Widows” and “Orphans” in your documents. “Widows” are single lines of type left at the top of a page, and

“Orphans” are single lines of type left at the bottom of a page. Adjust your paragraphs accordingly.

13] Use “spell check” and “grammar check” on your computer – proof-read everything multiple times, and have

another trusted person proof-read your work for clarity and understanding (you will eventually get tunnel-vision).

14] Space twice after each end-punctuation, making papers more reader-friendly.

15] Avoid using “in order to”…..the initial two words are waste-words in practically all cases, adding nothing to clarity.

For example: “In order to prevent confusion, I have drafted this help-sheet.”

“To prevent confusion, I have drafted this help-sheet.”

16] Use “rather than,” and avoid “instead of.”

17] “Include,” “including” or “includes” is usually a better word choice than “comprised of” or “consists of.”

For example: “This help-sheet includes several suggestions.”

“This help-sheet consists of several suggestions.”

“This help-sheet is comprised of several suggestions.”

18] Know the appropriate places to use commas, semi-colons, hyphens, and parentheses.

19] Know that “a,” “an,” and “the” imply number(s) and can be interpreted quite literally.

20] Determine the most accurate and concise wording and use it. For example:

“Young women and men wishing to attend college should learn about various institutions before

applying to them.”

“Prospective college students should research each institution before applying.”

21] Avoid infinitive phrases (to + a verb, although correct) when possible, they often waste character spaces.

Gerunds are preferred over infinitives (e.g., swimming, to swim; dreaming, to dream; telling, to tell; etc.)

Example: “Phil agreed to give me a ride to the store.”

“Phil gave me a ride to the store.”

22] Know when to use “although,” “whereas,” and “while.” When a time relationship exists, use “while;” otherwise,

“although” or “whereas” convey the thought. Also, use “although” as opposed to “even though.”

23] Use present tense to communicate facts already published (key points from an article),

indicating existent knowledge.

24] Limit the use of prepositions, for clarity; but, when they are used, use them in correct context, avoid redundancy.

Example:

“The enrollment of students in universities in America is growing to the point that professors have to explore

new methods to teach and to grade papers.”

“Student enrollment in American universities has grown so much that professors must explore new teaching and

paper-grading methods.”

25] Although technically both are correct, use “toward” rather than “towards” – do not waste the character space.

26] Rather than using “about,” use “concerning” or “regarding” – they are so much cleaner. Or, consider re-wording in

the most concise way. Example:

“Students were engaged in a discussion about college football commercialism at the party.”

“Students had a discussion concerning college football commercialism at the party.”

“Students had a discussion regarding college football commercialism at the party.”

“Students discussed college football commercialism at the party.”

27] Consult a “Writing Lab” or get a “Tutor” if you have persistent problems on papers.

28] Do not use “and/or” in papers, one or the other is most correct given the context in which it is used.

29] Consult an APA Publication Manual for guidance in your writing!!!!!

30] By definition “whether” compares 2 or more concepts, do not use “whether” with “not” afterward – “not” is implied

if there are no comparatives in a sentence.

Example: Incorrect – Bunky was not sure whether or not he would attend the game.

Correct – Bunky was not sure whether he would attend the game.

Correct – Bunky was not sure whether he would attend the game, stay home, or see a movie.

31] Avoid saying “based off of.” Primarily it makes no sense; but, even if it did, it wastes words. It is correct to say,

“based” “founded,” “established,” “initiated,” “originated,” etc. by/on/for – depending on context.

32] “Prove” / “Proof” – be aware that research deals with statistical probabilities; thus, findings or results do NOT prove things.

33]Avoid “Colloquial Writing.”

 

 

 

 

 

Other Examples of Colloquial Words & Expressions

· Lots – a lot is a small parcel of land. It is not a word that indicates “many,” “numerous,” or “several.”

· A lot – This phrase should be replaced with a stronger something less informal, such as “several,” or “many.” Be mindful that “alot” is not a word (nor is “lots” in similar contexts).

“He has a lot of reasons for justifying his actions.”

“He has several reasons for justifying his actions.”

· Ain’t – The word “ain’t” has been incorrectly used as a contraction for “am not,” “is not,” “are not,” “has not,” and “have not.” “Ain’t” should never appear within formal writing.

“This ain’t working.”

“This is not working.”

· Anyways – The word “anyways” is also always nonstandard and should usually not be used in formal writing. Always use “anyway.”

“Anyways, thank you for your time.”

“Anyway, thank you for your time.”

· Could of, would of, should of – These are incorrect phrases, usually the result of trying to write what one hears

(or thinks one hears). The phrases “could have,” “would have,” and “should have” are correct.

· Get – From time to time, this word replaces “understand”.

“Do you get the homework?”

“Do you understand the homework?”

· Gonna, Wanna – These are the condensed versions of “going to” and “want to,” respectively, which should be revised in formal writing accordingly.

“I am gonna go to the supermarket.”

“I am going to go to the supermarket.”

“I am going to the supermarket.”

· Be careful when using “just” or “even” – they can be colloquial, unless they add clarity to a sentence do not include them.

· Kinda, kind of – The use of these words to mean “somewhat” or “rather” is informal, and should be avoided.

KIND OF, when meant as “type of”, is acceptable, but is somewhat overused. Consider replacing with “type of.”

“It is kind of cold outside.”

“It is rather cold outside.”

“A parakeet is a kind of bird.”

“A parakeet is a type of bird.”

· Like – Consider replacing with “as if”, “similar to”, or “such as”, depending on the context.

“It is like he never existed.”

“It is as if he never existed.”

· Okay – This word is a derivative of “O.K.”, which appeared as an abbreviation for “oll korrect” (a conscious misspelling of “all correct”) in 1839. It is similar to “alright.”

“Is everyone okay?”

“Is everyone all right?”

· Pretty – Using this word tends to weaken one’s argument, when used in place of “very,” and should be either replaced or eliminated entirely.

“I think this is a pretty good investment that your company should consider.”

“I think this is a very worthwhile investment that your company should consider.”

· Real, really – Replace the word “real”, as used in this context.

“The coffee is real hot!”

“The coffee is very hot!”

But, what is wrong with stating, “The coffee is hot.” Or “The coffee is scalding.”

· Sorta, sort of – Similar to KINDA and KIND OF, these should be replaced when used to mean “rather” or “somewhat.”

“The project is sorta long.”

“The project is somewhat long.”

 

 

· Use to – The proper form of this phrase, in writing, should be “used to.” In speech, the d is sometimes silent, which makes for the confusion in writing.

“As a child, I use to go to nursery school.”

“As a child, I used to go to nursery school.”

“As a child, I attended nursery school.”

 

2 Examples

 

John,

I’m looking for a job and I’ve heard through the grapevine that you’re looking for a workhorse to basically run the shop with. Well, I’m the man of the hour, ‘cause I’ve got a lot to offer. I’m pretty hard-working, and I’m really good about being on time. I’m use to working by myself. Anyways, let me know if you want to get together for an interview, okay? (68 words)

-Unprofessional Joe

 

 

Dear John:

I understand you are looking for a strong worker to assist in your shop. I would appreciate consideration because I am diligent, punctual, and accustomed to working with minimal supervision. Please contact me if you are interested, to arrange an interview. I appreciate your time. (45 words)

Respectfully,

Professional Joe

 

 

Redundancy

 

Incorrectly = “hundreds and hundreds,” “thousands and thousands;” “more and more,” “over and over”

More Correctly = say a word once, and point made;

“increasingly,” “repeatedly,” “often,” “generally,” “typically,” “usually,” etc.

 

Incorrectly = “I’m going to go ahead and tell you…”

More Correctly = “I will tell you…” “I can tell you…” “I should tell you…” “I must tell you…”

 

Incorrectly = “You need to go ahead and go to the store.”

More Correctly = “You should leave now for the store.” “You must leave now for the store.”

 

 

Wordiness and Redundancy

 

“I will be driving to the store to buy the milk my mother wants to be using for the brownie recipe she will use to bake for the picnic that will be held at the church we attend each Sunday of the month, every month.”

 

 

 

 

 

 

 

 

 

 

 

 

 

Accuracy in Terminology

 

Kids are goats! In the allied professions of HPERD, and the sub-disciplines of Kinesiology/Physical Education,

we work with:

children, youngsters, young people, infants, toddlers, students, athletes, student-athletes, adolescents,

pre-pubescents, teenagers, performers, participants, clients, patients, customers, subjects (in research)

 

“Sport Arena” is a general, or generic usage, term that encompasses any and all of the following, where people compete

and spectators typically gather to view, observe or enjoy sporting events: Coliseum, Gym, Stadium,

Field, Court (basketball, tennis, volleyball, badminton, etc.), Floor, Alley (bowling),

Range (indoor or outdoor shooting, archery, firearm, marksmanship, etc.), Rodeo Corral, Swimming Pool,

Water/Lake/River/Sea (crew, kayak, yacht races, fishing, etc.), Course (golf, cross-country skiing, etc.), Track (running events, Grand Prix, NASCAR, etc.); and, there are other venues or surfaces in and on which people compete or perform in the sport-world. If you are reading this, you surely understand the point. Globally, universally, or generally, not every athlete or player performs on a court or floor, or on a field – do they?

 

Other Tips

· Remember, less is more. Having a long, verbose paragraph does not necessarily mean that it is meaningful.

· Vary sentence lengths, some shorter and some longer. Write with a flow of wording, not a monotonous rhythm.

· Do not use slang. Try chatting with your friends online by using proper writing styles! Practice by using only proper writing styles in e-mail and on Face Book, or with IMs.

· Writing sounds stronger if you remove adverbial phrases and replace them with more meaningful words. For

example, “very good” can be replaced with “excellent,” “very nice” becomes “delightful,” “very bad,” becomes

“terrible,” “definitely true,” becomes “obvious,” and so on. As a general guideline, try to avoid “-y” words.

· Similarly, limit your use of “absolute” terms, such as “everyone”, “always”, “never.” Unless you are relaying an

indisputable fact, these highly opinionated words will weaken your writing. For example, “He always buys the

most expensive shoes” could be revised to “He often buys the more expensive shoes.”

· Try not to think of proper writing as strictly “academic.” It makes you appear more intelligent. More importantly,

it eliminates the risk of “slipping out” bad habits in situations where it is critical to convey professionalism.

 

• Expand your vocabulary!

 

• Read! Reading will help improve your vocabulary, and help you distinguish between formal and informal writing.

 

• Use a thesaurus. If you are using a word too often, you might replace it with another term.

 

BUT…..check the dictionary definition to ensure you are using the “right word”

rather than the “almost right word!” Remember Mr. Twain’s guidance!

Remember, this help-sheet is not all-inclusive or comprehensive. As college students you should know, mostly, what is proper, and practice excellent writing skills.