How to have a good Writing StyleGetting a good writing style
The Writing Centre
It helps you to identify and fix possible writing style issues. So what do we mean by style? Do you ever wonder what your teachers mean when they say "wordy" or "awk" on the sidelines? When you sometimes get a teacher's response that you need to "sharpen up" your pronunciation or "look at your wording ", you may need to work on your writing style - the way you compose a phrase or group of phrases.
One part of the style issue is that it is a matter of subjectivity. There are different people with different perceptions of what makes for a good writing style, as well as different lecturers and different academics. As an example, the secondhand vote is generally more accepted in the arts and Humanities. Perhaps you have an trainer who repeatedly mentions the terms "choice of words" or "clumsy" in your presentation and another who only commented on the conten.
Even worst, some of what the reader identifies as writing issues may be technologically accurate. One phrase can be verbose and still meet all the requirements of a grammatical manual. We wrote this brochure in a talkative, kind style, in the hope that you will be reading it and thinking: "This is not such a hurtful way to know about style.
" Our style may not be right for university work. These cautions do not mean that you should type all your phrases in a truncated, apparent "see Jane run" style. It is used to address a few style issues where more words are used than you have to say.
Particularly when we speak, we use many small "filler words", which actually have nothing to say to the meanings of our propositions. The preceding phrase has several instances - see if you can take five words out of it without loosing its meanings. These fillers and expressions become more apparent in writing and serve as a delay to get the readers to the point.
When you have enough delay in your sentences, your reader may be disappointed. Reread some of your old paper and see if you can isolate any of these trends or consider whether they have become a custom for you in your writing: As one corrects it: Eviscerate some of these qualifications and you have a strong, more straightforward point.
Issue: Two words that mean the same thing. As one corrects it: To localize and fix this problem: Localize this issue by encircling all pre-positional words in your document. Some are okay, but some in a pack (as shown here) let the readers fight to find and succeed your topic and your point.
Fix this issue by read the phrase, look away from it and write or speak out aloud what you intended when you used it. "Substitute the first phrase with your new phrase. Issue: Standard words that you can substitute with one or two words. Finding and fixing this problem: Find this issue, how to do clichés.
Fix this by searching for a unique term that reflects your meanings. Here is a searchable listing of general or standard words that you can find in your work and substitute with a unique phrase (see Joseph M. Williams, Style: Ten Lessons in Clarity and Grace): may, might, Nouns (person, place, thing or concept) and verb (words that describe an act or a state of being) are the heart and soul of all propositions.
They become the basic element - what your master of philology may have described as the "subject" and the "predicate" or the "actor" and "plot" of each movement. Readers should be able to clearly localize the key topic and verse of your phrases, and preferably the topic and verse in the phrase should be tight.
A number of style "crimes" are multiple symptom of a problem: the themes and verb or the actors and the plot of your phrase hide from the readers. Teachers can post commentaries such as "passive voice" or "weak verbs" in the margin of their work. The use of either the passe or faint verb is terminologically accurate, but it can lead to the user working too much to decode its meanings.
Strategic use of passe and faint verses once you get the knack. When you are still fighting to find out what they are, you must target "active voice" and "strong verbs" to enhance your writing. Issue: Faithfulness. If you are hiding the performer by placing him somewhere after the plot (not in the normal part of the sentence) and adding a "to be" verse, use the second part.
Further information can be found in our handouts on the bass part. Here is a lukewarm phrase with the actors at the end of the phrase (not at the beginning, where you would normally have expected the theme): A few actors completely leave out a few lukewarm sentences: Finding the ªpassive voiceº in your documents by encircling each ªbeingº verbs (am, is, are, are, are, was, were, be, been, being) in your work.
While not all of these verses indicate a passiv construct or one that you want to modify, if the word "being" sits next to another verse, especially one that ends with "ed" ("was lost", "was destroyed"), you may use the passivity part. When you have problems to find "to be" links, try to find the topic, the verse and the item in each phrase.
Is it possible to tell who or what the story is doing in your sentences? Proof your constructs by reinserting this performer into the theme of the phrase and getting away from the word "being". Notice that you may need to include information in the phrase; you need to specify who in your phrase and thus prevent the readers from guess - that's good.
To localize and fix the problem: Localize the nomination in your paper by orbiting all the substantives. You got more than one in one set? They could hide the plot (the verb) of your phrase within a substantive. It requires a practical emphasis on simplifying the phrase in the form (actor and plot):
Occasionally you need these words to relate to an immediately previous phrase without repetition, but they can hide nominations. To find and fix this issue, circle these words in your document and try to omit them from the phrase. Issue: Poor verses. When you have found and rectified liability and nomination issues in your article, but your phrase still lacks meanings or immediacy, look for "weak" verses.
Vestibulars such as "his" and " have" vestibules can often be substituted by "strong" one. Focus on what the theme of your phrase does and make it the verse in the phrase. Extraterrestrials have a beneficial effect on our ecosystems. To find and fix this problem: Find faint verses by circulating all "being" and "having" verses in your document.
Fix faint verses by leaving them out and substituting them with a more descriptive one. Note that you must enter information when specifying the type of activity. They are probably not to blame for every style of "crime" in this handout. What do you mean? They may also find that you use different style for different tasks, with different answers from speakers.
Work with our "locate and correct" proposals for this one edition. While this may seem a time-consuming approach, if you isolate your style issues, you will find it easy to resolve them. If you are more knowledgeable, you will see fewer and fewer style issues in your first design, so your design will require less work.
If you still have difficulty understanding style issues after having read this manual and looking at your own writing, please take some of your old paperwork to the writing centre for an interview. The use of ready-made paper helps your instructor to show you where your chronical style issues arise, why they arise and how you can fix them.
Incidentally, many writing center attendees find their own problems almost immediately when they hear them loud. These works were used in the preparation of the source text of this manual. Do not use this listing as a template for the style of your own references, as it may not correspond to the style of quotation you use.
Strunk, William Jr. The Elements of Style, 4. Auflage, Boston : Williams, Joseph M. Style: