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Clear and Precise Writing
Clear and Precise Writing
Clear and precise writing is properly articulated language that accurately communicates sentence meaning to a specific audience. To be scholarly, writing must clearly and concisely portray ideas to the reader in the most efficient way possible. Often, the writing resources dedicated to language precision and clarity are not written in the style they aim to teach, consequently reducing their effectiveness and credibility. With these non-academically proficient writing resources, university students cannot properly improve the precision and clarity of their writing to the standard required by their assignments. Therefore, this webpage will serve as a guide, teaching ENGL 147 students the proper techniques of clear, precise, and formal writing through an example of clarity, as well as charts on eliminating wordiness and proper word choice.
PRECISE AND CLEAR WRITING IN COVID-19
PRECISE AND CLEAR WRITING IN COVID-19
COVID-19 related information must be relayed to the general public in an accurate and precise manner with explanations written clearly and precisely in order to avoid the presentation of falsified data. When writing, word choice and phrasing are critical as “subtle differences in the word choice or correct use of punctuation can significantly” affect the meaning (“Why Does Your Scientific Writing Need to be Clear and Precise” np). With COVID-19 being a newer virus, new studies being released must strive to accurately interpret data to the general public as poor sentence structure, language, and word choice can induce panic. While all misrepresented STEM related statistics can cause harm to the general public’s way of life, the potential consequences to communities, cities, and states associated with the presentation of COVID-19 data proves the significant relationship COVID-19 has with writing precise and clear and vice versa.
ELIMINATING WORDINESS
ELIMINATING WORDINESS
The examples from the table above were taken from “Writing For Science” by Robert Goldbort.
The italicized modifiers in the examples redundantly restate information already present in the modified word. Redundancy is evident when identical information is presented in various sections of a sentence using different expressions. The subsequent sentence reiterates the same idea both positively and negatively.
“Central nervous system sensitivity to propylene differed significantly between the hamsters and rabbits tested in our sample; the two species’ sensitivity cannot be said to be anywhere close to identical” (Goldbort 39).
Example from “The Virus Can Be Stopped, but Only With Harsh Steps, Experts Say” by Donald G. McNeil Jr.
“If it were possible to wave a magic wand and make all Americans freeze in place for 14 days while sitting six feet apart, epidemologists say, the whole epidemic would sputter to a halt.” (np)
Revised: Epidemiologists claim that if Americas stayed at home, and practiced social distancing for 14 days, the epidemic would end: One cannot literally “wave a magic wand” and when talking about something as serious as an epidemic, the phrasing should appropriately match the severity of the situation at hand.
WORD CHOICE
WORD CHOICE
Phrasal verbs are combinations of a main verb and one or more particles (prepositions or adverbs) that together function as a single semantic unit. These particles can change the meaning of the main verb, creating a new, often idiomatic expression.
The chart above illustrates commonly employed phrasal verbs alongside academically appropriate counterparts. Directly comparing phrasal verbs with formal equivalents help to recognize the informal nature of phrasal verbs and, consequently, enhances a student's capacity to identify and avoid in writing.
One cannot literally break down a topic. Using concrete and literal words like examine helps to avoid confusion and convey a straight point.
Example below taken from “Writing For Science” from Robert Goldbort.
“1. We affected their diurnal pattern and produced sleep-deprivation effects on their short-term memory.
2. We affected a significant reduction in their sleep time, thereby affecting their short-term memory.”
Often, there is confusion between the words 'affect' and 'effect.' 'Affect' would be utilized when talking about influence, whereas 'effect' would be for the cause.
Another example:
The most significant issue associated with facial recognition technology involves the invasion upon individual privacy.
The most significant issue associated with facial recognition technology involves the violation upon individual privacy.
The term 'violation' might be more fitting in this context than 'invasion.' The connotations of 'violation' seem to better capture the nature of the situation, while 'invasion' seems to allude to aliens.
Three aspects to Avoid:
Avoid using big words to appear more intelligent because utilizing more concise words is more straightforward and beneficial to the audience.
Avoid “it” due to lack of clarification as to what is being addressed.
Avoid personal emotions in scientific writing because it is about the facts.
WORKS CITED
WORKS CITED
Esquibel, Reyna. Examining the Effect of Opus Dei on Foreign Policy, Intervention, and the Red Scare in Guatemala, Chile, and Cuba. 2023. Colorado College, Bachelor’s thesis.
McNeil, Donald G. “The Virus Can Be Stopped, but Only with Harsh Steps, Experts Say.” The New York Times, 22 Mar. 2020, np. https://www.nytimes.com/2020/03/22/health/coronavirus-restrictions-us.html.
Goldbort, Robert. Writing For Science. Yale UP, 2006.
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