Over-generalizations are often used by writers to sway a reader's opinion and are not specific in a sentence.
For example:
Most students indicate that math is their most difficult subject.
Based on a study at Lincoln High school, 60% of students identify math is their most difficult subject.
Using words like most, is unclear as to how many students may think math is a difficult subject and therefore, is a "vague" misrepresentation of data ("W6D1", slide 7). In the second example, the phrase 60% of students is clear and the audience will not question how many "most" consists of in terms of people.
Over-generalization words to avoid: All, everyone, many, most, never, none, nobody, etc.
A cliché is an overused phrase that lacks creativity. Including clichés in formal writing can harm the author's credibility.
For example:
the grass is always greener on the other side
you can't have your cake and eat it too
don't judge a book by its cover
when pigs fly
These phrases have been overused and now lack meaning, resulting in "lazy" or "vague" writing (Clichés). Avoid clichés and elaborate on the topic instead. Begin by asking questions to narrow down what is being argued and reword the cliché to fit the narrative.
Avoiding empty speech makes writing more concise, allowing for the narrative to be more directly conveyed to the reader.
For Example:
Original: In the event of a building fire, it is best to crawl rather than walk because of the fact that smoke rises to the top of rooms.
Revised: In a building fire, crawling is better than walking because smoke fills rooms from the ceiling down.
The revised sentence is succinct without losing detail. Removing wordy phrases altogether allows for a more comprehensible read.
Table 1
Wordy Phrases
Adapted from "Strategies"
Repetition is using a word multiple times in a text. In some instances, this repetitious mistake can be fixed using a thesaurus. However, sometimes restructuring of a sentence is needed to fix this mistake.
For example:
In trauma victims, breathing is restored by artificial respiration. Techniques of artificial respiration include mouth to mouth, respiration, and mouth-to-nose respiration.
In trauma victims, breathing is restored by artificial respiration, either mouth-to-mouth or mouth-to-nose (Eliminating Wordiness).
Commonly repeated words include: help, important, good, new, many, first, pretty, and probably.
Pronouns referring to the reader
Pronouns substitute nouns for sentences to be less repetitive as it allows the writer to reference the subject fewer times. However, issues arise in formal writing as pronouns such as you, I, or we are considered unprofessional.
The purpose of an essay is to read the opinions of the writer, by utilizing the pronoun you, the writer is imposing their opinion onto the reader, regardless of whether or not the reader may disagree. Similarly, with the pronoun I, the writer is restating obvious points as the reader is aware that the writer is speaking their own opinion.
Pronouns referring to the author(s)
As a writer references to the reader, utilizing we to include the audience to bring forth a change is inappropriate and vague. As an alternative, the writer needs to specify this population.
Original: We need to be more environmentally friendly to reverse climate change.
Revised: Americans must be more environmentally friendly to reverse climate change.
Exceptions for the usage of I and we are only acceptable when compiling what they may have done during the research process (Finding).
Filler phrases like it is, there is, and there are because it "delay(s) the sentence's true subject and verb" ("Strategies"). Removing vague pronouns can place "key words at the end of the sentence where they are best emphasized" (Eliminating Wordiness). See also: IT
Phrasal verbs are constructed with a "single, usually simple verb and one or more prepositions" ("W6D1") "that acts like a real verb, but is purely figurative" ("Phrasal Verb Chart").
Table 2
Phrasal Verbs
Adapted from "Phrasal Verb Chart"
For more information on phrasal verbs click here
Contractions are used for shorthand writing and note-taking, so formal writing should not employ contractions.
"Don't use contractions." — Dr. Hamilton ("W6D1")
Similar to clichés, some words are used figuratively in casual language so frequently that the literal meaning is often forgotten.
Formally written documents should not include these terms unless the literal meaning is intended. ENGL 147 authors should use the Find in Text... tool (shortcut: Control-F) and critically evaluate if the word or phrase is applicable.
Table 3
Forbidden Words
Adapted from "W6D1", slide 7
Discourse markers are transitional phrases that organize writing into logical sections (Discourse Markers).
Table 4
Discourse Markers
Adapted from: "W8D1", slide 8
Works Cited
Clichés. U of North Carolina at Chapel Hill, 1 Dec. 2022, https://writingcenter.unc.edu/tips-and-tools/cliches.
Discourse Markers. Centre for Applied Linguistics, 15 July 2020,
https://warwick.ac.uk/fac/soc/al/globalpad-rip/openhouse/academicenglishskills/grammar/discourse/.
Eliminating Wordiness. Queen's U, 1 Dec. 2022, https://sass.queensu.ca/resources/online/eliminating-wordiness.
Finding the Proper Pronoun. Indiana U Southeast. Pamphlet. https://www.ius.edu/writing-center/files/finding-proper-pronouns.pdf
"Phrasal Verb Chart." Writing Arguments About STEM, taught by Scott Hamilton. Canvas, California State Polytechnic U, 22 Sep. 2022, https://canvas.calpoly.edu/files/8121257.
"Strategies for Eliminating Wordiness." Writing Arguments About STEM, taught by Scott Hamilton. Canvas, California State Polytechnic U, 22 Sep. 2022, https://canvas.calpoly.edu/files/8121253.
"W3D2." Writing Arguments About STEM, taught by Scott Hamilton. Canvas, California State Polytechnic U, 6 Oct. 2022, https://canvas.calpoly.edu/files/8274460.
"W5D1." Writing Arguments About STEM, taught by Scott Hamilton. Canvas, California State Polytechnic U, 18 Oct. 2022, https://canvas.calpoly.edu/files/8400356.
"W6D1." Writing Arguments About STEM, taught by Scott Hamilton. Canvas, California State Polytechnic U, 26 Oct. 2022, https://canvas.calpoly.edu/files/8474207.
"W8D1." Writing Arguments About STEM, taught by Scott Hamilton. Canvas, California State Polytechnic U, 8 Nov. 2022, https://canvas.calpoly.edu/files/8621847.