IT. Directed by Andy Muschietti, New Line Cinema, 2017.
Introduction to avoiding "IT"
The importance of not using "it” in professional writing will prevent the overuse of abbreviations or informal language within writing and improve clarity for the readers. With the use of “It” the readers may assume incorrectly for what “It” is supposed to mean. If they assume incorrectly, what they meant to say can be completely misunderstood and change the message or idea of the sentence. Seeing “it” within r writing should scare you to see and should do your best to try and change the word “it” into what you are saying “it” is. "It" can be easy to repetitively use "it" in your witting as “it” is such an easy filler word to put in. However just because writing “it” is easy, "it" lowers the quality of the writing. When avoiding the overuse of “It” you are able to better engage the reader and strengthen the connection between the writers and readers. By using more descriptive language readers can better understand and use more imagery to enjoy or understand the writing more effectively. Limiting the use of the word “it” allows for more descriptive and diversifying your writing. Use descriptive and intriguing words to engage the readers of writing. Reducing the use of "it" within writing can improve your writing just by changing the word “It”. By proofreading writing and looking for each time “It” is used and trying to change the word to a more descriptive word or what “It’ really is, can help the writing of your work. As you prof read and check for the word “It” more and more you will gradually stop using "it" within writings and help improve your writing.
To quickly remove the word “it” from a sentence, there are many quick methods that will work effectively. First, a synonym can get placed in the spot of “it” within a phrase. Generally, the word “it” compensates for a pronoun or more descriptive subjective phrase in a sentence. To overcome this issue, a pronoun such as he, she, or they can get used rather than the filler word of “it.” However, the technical lack of pronouns in professional writing must remain accounted for when practicing avoiding “it.” When writing in a professional or academic setting, a descriptive phase or direct noun can often be the best way to replace “it” in a sentence without having to reconstruct the entire string of words. Using a direct noun can maintain the professional tone of a piece as well. In some sentence scenarios, the dependent clause comes before the independent clause, resulting in an unavoidable need to use “it” to prevent the sentence from sounding repetitive. However, simply switching order of the clauses patches up the waning clarity of the subject and makes the words flow smoothly without needing “it.” Finally, avoiding the use of common phrases that start with or include “it is” can immensely improve the flow of a piece. Little, unnecessary sentence starters may seem simple (and beneficial) to use by aesthetically transitioning between ideas. But, these phrases can make a sentence more confusing—an unideal factor when trying to make a point as a writer. These three methods just begin the numerous ways that can assist in easily removing “it” from writing. All sentences can refrain from deigning to use “it” when writers think about (and hopefully use) the four Rs: reword, rephrase, replace, refer. The examples below depict specific scenarios where each method is applicable to directly examine the benefits in clarity, flow, and professionality simply brought about by removing “it” from a sentence.
IT. Directed by Andy Muschietti, New Line Cinema, 2017.
Curious ENGL145 students, ones that think that writing with "it" is a fun way to write high-quality essays, will soon come to realize the danger of using the word while writing. Like Georgie from the Muschietti's film adaption of IT, they may or may not get dragged into a gutter due to an astounding amount of ambiguity in their writing. Don't be that student. Do NOT get lured into the trap...
IT. Directed by Andy Muschietti, New Line Cinema, 2017.
Original: “To start, it is necessary to examine the impact of neoliberalism on the housing market and the perception of tiny houses” (Student A).
Revised: To start, examining the effects of neoliberalism on the housing market and the perception of tiny houses provides necessary context.
“It is” phrases such as “it is important to note” are massively overused by students, especially in academic writing—so much that they have lost all meaning, becoming “empty” phrases. Stating that “it is necessary to examine” a subject leaves the subject unidentified and does not explain why doing so is necessary. What does analyzing the topic contribute to the argument? In the example above, rephrasing “it is necessary” to include a clear, explicit subject and proper reasoning removes the “emptiness” of the phrase. Examining the impact of neoliberalism on the housing market places the argument within historical and societal contexts that aid readers in comprehending the argument.
Original: “The recent COVID-19 pandemic differed from other major world events in that it was highly publicized on social media, leaving the facts of the outbreak largely up to public interpretation” (Student B).
Revised: The recent COVID-19 pandemic, as opposed to other major world events, was highly publicized on social media, leaving the facts of the outbreak largely up to public interpretation.
Although the subject of this example sentence is slightly more identifiable, the phrase “in that it” is extremely informal and can be replaced by a more explanatory, academic phrase. The sentence contrasts two facts, so “as opposed to” is a proper replacement that does not change the meaning of the sentence but contains more formal language and removes the need for “it.” The sentence structure remains the same as well; the main subject is named at the beginning and no indefinite pronouns are present to add unnecessary confusion.
Original: “The use of pronouns should be avoided while writing a formal piece of work as it can become unclear what the subject is” (“Language Register (Formal vs. Informal)”).
Revised: Pronouns should be avoided in formal writing because the subject may not be identifiable.
The original sentence is an exemplary (and ironic) instance of how “it” can completely remove clarity from a sentence. “It can become unclear” is an inherently unclear phrase: what can become unclear? The reader cannot distinguish between which subject is being referred to because the indefinite pronoun “it” stands for a subject that does not exist! To avoid such confusion, particularly in an argumentative piece where the goal is persuasion, referring directly to the subject eliminates any further need for clarity. In this case, the subject is “the subject” and the reasoning correlates to the subject that is identified.
Original: “Inductive reasoning is extremely beneficial to arguments that incorporate logical appeals, or logos, because it allows people to identify important patterns across a variety of observable phenomena and draw conclusions based on those observations” (“Inductive Reasoning”).
Revised: Inductive reasoning allows people to identify important patterns across a variety of observable phenomena and draw conclusions based on those observations, which is extremely beneficial to arguments that incorporate logical appeals.
The subject of the sentence, inductive reasoning, is explicitly referred to in the first half of the sentence. Unfortunately, inclusion of the word “because” generates a need for the subject to be recalled in the second half, which is where many students fall into the habit of utilizing “it.” A simple rearrangement of the sentence structure completely eliminates the necessity to redefine the subject, since the effect of the subject is explained immediately afterward. Whenever a sentence is unable to make sense without including “it,” a useful method to consider is rephrasing the sentence; can the point be made without using “because” or restating the subject? Often, identifying the subject and effect first and elaborating on the effect second can vastly improve the formality and clarity of an argumentative approach.
Original: “While the perfect solution may not be a tiny house, it offers an attainable stepping stone and an achievable pathway to help people experiencing homelessness” (Student A).
Revised: Despite not being the perfect solution, tiny homes are an attainable stepping stone and an achievable pathway to help people experiencing homelessness.
Similarly to the previous example, relocating the subject from the dependent clause to the independent clause directly identifies the subject instead of relying on “it.” The “while…, it…” structure of phrasing is extremely common in student writing. Contrasting two ideas generally requires an independent and dependent clause, since one idea refutes the information provided by the other. A simple solution to the necessity of “it” in a contrasting sentence is moving the subject into the independent clause, which is usually able to stand on its own as a complete and structured thought. In this specific example, the subject “tiny homes” was referenced in the dependent clause—the half of the sentence that cannot be read alone. The independent clause must also contain a subject, so “it” is employed as a quick pronoun to avoid repetition. If “tiny homes” are instead identified in the independent clause, there is no need to depend upon “it” to be a placeholder for the subject.
Pennywise wants you to use "it..."
IT. Directed by Andy Muschietti, New Line Cinema, 2017.
Indefinite phrases such as the ones listed above are chronically overused, regardless of the writing style that incorporates them. This list is far from complete; a multitude of phrases containing the indefinite “it” exist. However, for the purpose of this Writing Arguments course, the most common “ready-made” phrases are included in this guide. Starting a sentence or argument with an indefinite subject such as “it” immediately reduces the formality and professionalism of the sentence. Many students in ENGL 145 are tempted to begin their arguments with “it is important to note.” Avoid this empty phrase! If a point or fact is important to note, that is implied—no point in an argumentative piece should be discussed if not important to do so. Eliminating “zombie phrases” from argumentative writing boosts not only the credibility of the author, but also the comprehension of the reader.
"IT" is Pennywise ('It'):
The overuse of the word “It” within writing can cause unclear and misunderstandings of the writer’s expression. When unconsciously used excessively, "It" creates ambiguity and leaves readers guessing and assuming for what “It” is. Much like Pennywise the clown from Stephan King’s IT whose name is purposely vague and ominous, the overuse of the word “it” in writing can cause uncertainty over the narrative. Pennywise is mysterious and unsettling, and most people don’t really know what he is. This works great for a scary movie or a charters name in a book, "It" shouldn’t be used in writing. Every time the word “It” is used within writing, the writer should try and replace the word for what they want “It” to be. With the use of “it” can create a similar mysterious and unsettling atmosphere in writing, just like how pennywise an ambiguity to him has that adds unease or horror to “IT”.
With a newfound knowledge about writing without “it” along with a plethora of methods to keep "it" out of essays, no student should find the word popping up like a freaky clown anywhere in their writing. Using “it” hinders the clarity, professionalism, and flow of an essay, despite the ease that the word brings to the writing process. The easiest and most practical way to keep “it” out of sentences is to remember Pennywise—the movie IT elicits fear, and so should writing with “it.” Keeping Pennywise at the forefront of your brain while writing will make quite an evoking reminder to use clear direct nouns and professional wording rather than simple pronouns and overused “it” phrases. And, remembering the four Rs—reword, rephrase, replace, refer—when editing will help get rid of any occurrences of "it" that may spontaneously arise. By avoiding the wrath of Pennywise and keeping essays clear, properly professional, and well-written, no ENGL145 student should ever find themselves relying on “it,” no matter what, when, or where "it" may be.
After learning about how to avoid "it" in writing, all ENGL145 students should look at a sentence with "it" like this: not scary, but just a silly, fixable mistake.
Isaksen, Tom. Pennywise. 4 August 2018, https://www.tomisaksen.com/projects/oar5q.