Eliminate Clutter and Improve your Writing

Eliminate Clutter and Improve your Writing

by | 16 Jun 2019 | Grammar, Writing Skills

Clear, strong and concise sentences are the most effective way to conveying messages to your audience, whether your work appears in print or online. Writers often fill sentences with weak or unnecessary words. Words and phrases should be deliberately selected to be fit for purpose, and any that do not enhance the meaning or context of a written piece should be culled or replaced. Retaining only the most effective words will make your writing more concise and readable. Clutter-free writing is clear writing. When editing a written piece for clarity and ‘wordiness’ (i.e., reducing the word count), the material is checked for the use of ‘Clutter’ words or phrases that contribute little or nothing to its meaning. Clutter words are either deleted or the sentences in which they appear are restructured to eliminate them. The aim is to draft more powerful sentences to better engage the reader. Clutter words include Pause or Fillers words and Weak words.

Pause or Filler Words

Pause or Filler words add no meaning to a sentence and merely ‘fill the space’. They are words we use while speaking and often occur when we are trying to think of the next thing we are going to say. While useful when we’re talking, they are not needed in your writing. Pause or Filler words are empty and simply pad the text, preventing your message from getting across clearly and effectively. Examples: so, like, really, you know, just, well. Using words such as ‘really’ and ‘very’, for example, indicate that you require a stronger adjective in your sentence. To avoid these words, research the range of alternatives that would be perfect descriptors. For instance: ‘very angry’ could be replaced with enraged, furious, livid and so forth. The replacement words are more precise, and they add nuance to the meaning of the sentence.

Weak Words

Weak words and can make your writing boring and clumsy and may distract the reader. They have no real meaning and only clog up your sentences. Often, they are inserted into your writing unconsciously because you use these words when you’re talking — but they add no value to your written material. Examples: basically, in fact, in order to, essentially, get. Filler words and Weak words may in some cases have a legitimate place in your writing, and one often see them used in colloquial dialogue, but they become a problem when they are overused to the point of distraction and annoyance. The occasional use is acceptable but when too frequent, the word loses its meaning and signals to the reader that the writer is unskilled and careless about their language.

They Detract from the Quality of your Writing

Filler words and Weak words detract from the quality of one’s writing and the problem arises, as mentioned earlier, because more often than we realise, we write how we speak. They’re easy to eliminate. All you need do is go through your writing and delete or rephrase anything that doesn’t add meaning, or which doesn’t qualify your message.  Here are a few examples:  1. There is a bird perched on top of your fence. (10 words)

There is a bird on your fence. (7 words)

 2. This is actually a very difficult situation. (7 words)

This is a difficult situation. (5 words) OR The situation is difficult. (4 words)

 3. There have been many arguments in the nursing profession about the merits of early discharge after major surgery. (18 words)

The nursing profession has frequently argued about the merits of early discharge after major surgery. (15 words and the sentence has been restructured to deliver a stronger active subject/verb.)

 

Cutting the Clutter from your Writing

 There are additional measures you can take to cut the clutter from your writing. A few are mentioned here:

  • Be modest with the modifiers you use (a modifier is a word, phrase, or clause that functions as an adjective or  adverb to provide additional information about another word or word group. It is is also known as an adjunct.)
  • Replace vague nouns and verbs with more powerful and specific words. E.g. It was an experience that really helped me learn a lot. Corrected: It was an educational experience.
  • Reduce long, convoluted clauses to shorter phrases.
  • Interrogate every word in a sentence. Check every word to make sure that it is providing something important and unique to a sentence.
  • Reduce phrases to single words.
  • Avoid redundancies (repetitious expressions or words), deleting words or phrases that unnecessarily reinforce what’s already been said. E.g. actual fact, blend together, advance forward.
  • Use active rather than passive verbs.
  • Cut empty phrases or meaningless descriptions.
  • Avoid using noun forms of verbs (a.k.a. nominalisations.)
  • Avoid the use of complicated ‘noun strings’ or ‘noun clusters’ ‒ several nouns or adjectives all in a row. E.g. draft native flora protection regulations.
  • Combine sentences. Some information does not require a full sentence and can easily be inserted into another sentence without losing any of its value.

 

 Examples of Clutter Words and Phrases

To help you strengthen your writing skills, below is a list of common fillers and other unnecessary words and phrases which can either be rephrased or deleted. 

Absolutely, Certainly, Completely, Definitely That Basically, Essentially Each and every In order At all times Commonly In the course of Has the ability to There/Here/It is… There has/have been For all intents and purposes All of the The fact that With regard/reference to Being that In the event that Point in time Currently I/we believe In my/our opinion It is important to note It is possible that It is important to note Just, Really, Very, Even As to whether Needless to say Pretty (as in pretty much) Period of time For the most part In terms of In spite of the fact that Make a … or give a …

 

 Final Thoughts

The goal of clear, concise writing is to use the most effective words. Concise writing does not always have the fewest words, but it always uses the strongest ones. Avoid fillers and other unnecessary words and phrases which can boost your word count, create clumsy sentences and make your written work appear amateurish. As a rule, more specific, well-selected words lead to more concise and powerful writing.

Contact me if you require a review of your writing. Avoid embarrassing and costly errors with Proof Perfect NZ. Email renellj@proofperfect.co.nz or call 029 1230 158.

Know your Brackets & How to Use Them

Know your Brackets & How to Use Them

by | 28 May 2019 | Punctuation

What are Brackets?

There are a few symbols that can technically be considered brackets, which are used as punctuation marks. Written English has four types of brackets and each pair of marks has its own usage rules. Here are a few to consider.

Round Brackets ( )

Round brackets ( ), also known as parentheses, especially in American English, are the most commonly used in written English.  A pair of round brackets is used when a writer wants to add information to a sentence that will give greater detail to the information presented, but which is not essential to the meaning of the sentence.

  • The round brackets separate off the information that isn’t essential; if you remove the bracketed words the sentence still makes sense.

Example: Angela agreed (after a quick call) that she would attend the party.

  • Round brackets can also be used to add a comment by the person writing.

Example: They were hoping to depart (even though the train was delayed).

In this case, the bracketed information is not part of the main subject of the sentence. 

Example: The mother (and her children) arrived for the appointment.

  • Short translations in unquoted text can be placed in round brackets.

Example: Her knowledge of French is limited to merci (thank you) and au revoir (goodbye).

  • In some works, a person’s year of birth and year of death are provided in round brackets when the person is first mentioned.

Example: Galileo Galilei (1564-642) was an Italian polymath.

Note: Words placed in round brackets can often be set off with commas instead, and in some cases, by em-dashes.

Square Brackets [ ]

Square brackets [ ] are known simply as brackets in American English, and in some instances as box brackets. They are extremely useful to writers and editors, serving a range of purposes. The most popular of which is to enclose explanatory matter that one adds in editing the work of another writer. The square brackets indicate that an alteration has been made in the original text.

  • Square brackets enclose words added by someone other than the original writer or speaker. This is usually done to clarify a point or meaning. The words that are being added to an original quote are always placed within square brackets, and not round brackets (parentheses). This tells your readers exactly how you have altered the original.

Example:

Original: He said, “I removed their equipment from the farm.”

Amended: He said, “I removed their [obsolete] equipment from the farm.”

Example: Dr Gordon [the cardiologist] was not in attendance.

  • In quoting a passage in a written piece, it is often necessary to insert information that was provided elsewhere in the original text.

Example: I have a good idea what she [J Austen] had in mind, but societal values were not as accommodating then.

  •  If it’s necessary to change the original capitalisation of a word or provide a word in order to make a quotation fit grammatically into the new text, square brackets are used.

Example:

Original: Mary was outrageous, the belle of every ball.

Quoted form: According to the society columnist, “[She] was outrageous, the belle of every ball.”

  • Use square brackets as brackets within brackets. This is often seen with bibliographic references. Example: (For more on the topic, see Longmans Companion to English Literature [2012].)
  • If the word in a quotation is archaic, colloquial or used in a sense that may not be familiar to readers, the editor may provide an explanation in square brackets.

Example: John prefers to wear undergruts [underpants] depicting cartoon characters.

  • Square brackets are also used for translations in quoted text.
  • Square brackets are used to enclose ‘sic’ and italicise it. The Latin term ‘sic’ is used to indicate that something written is intentionally left in the original form, which may be incorrect factually or in terms of spelling.

Example: The journalist wrote, “Their [sic] were seven hostages.”

  • Square brackets can be used to show the pronunciation of a word.

 Example: She mispronounced ‘ambience’ [ahm-b’enz].

Curly Brackets { }

 Curly brackets { }, or (curly) braces in American English, have limited usage in written English, mostly being used for poetry or music. They are used extensively in mathematics, physics and coding.

  • They are used when a writer wanted to create a list of items that are all equal choices.

Example: The gardening instructor said, “Gather your equipment {spade, fork, shovel, knife, shears} and follow me.”

  • They are also used in writing or printing for the purpose of uniting together two or more lines, words, staves of music, etc.

This punctation mark is not used much in ‘everyday’ writing or ‘normal’ text but does appear in technical and scientific papers and textbooks, requiring specialised writing, editing and proofreading skills.

Angle[d] Brackets < >

Angle(d) brackets < >, also known as (left and right) chevrons or carets, have very limited use in writing but are used in copy editing and in other technical applications (such as mathematics and coding).

The most common use for angled brackets is for placing URLs, email addresses and images into text. In copy editing they are used to set off highlighted material, as place markers, and to indicate certain instruction to the book designer. 

Final Thoughts

  • If brackets (round or square) are used at the end of a sentence, the full stop should be placed outside, as the final punctuation.

Example: John and his wife decided to retire to the West Coast (where their children live).

  •  When content within brackets (round or square) occurs in the middle of a larger sentence, the surrounding punctuation should be placed outside the brackets, exactly as it would be if the bracketed content were not there.

Example: We confirmed his graduation (Harvard, class of 2010), but his CV needs scrutiny.

  •  Note that all bracket types serve different purposes in mathematics, physics and computer coding.

If you require assistance in polishing your manuscript or refining your documents, please contact Renell at Proof Perfect NZ. Email renellj@proofperfect.co.nz or call 029 1230 158.

Colons: How to Use Them Correctly

Colons: How to Use Them Correctly

by | 26 May 2019 | Grammar, Punctuation

If you want your written English to be more effective and elegant, you should use the colon and semicolon correctly. While they may appear to be similar, they have very different uses. In brief, the colon is used to provide a pause before introducing related information, while the semicolon is merely a break in a sentence that is stronger than a comma but not as final as a full stop

  • Do not use a colon in a complete sentence after phrases such as ‘including’, ‘such as’, and ‘for example’. Phrases like these already indicate to the reader that a list of examples will follow, there is no need to introduce them with a colon; it would be redundant.

Incorrect: New Zealand has many types of fruit, such as: apples, nashi pears and grapes. Correct: Many birds are found in New Zealand including kiwi, tui, weka and kea.

  • Do not use a colon after a preposition (such as ‘in’), or a verb, that introduces a list.

Incorrect: The medical student excelled in: surgery, diagnostics and trauma. Correct: The new law student excelled in surgery, diagnostics and trauma.

  • Do use a colon to introduce an item or a series of items, or provide an explanation, but only if its use is not contrary to rules 1 and 2 above.

Do not capitalise the first item after the colon in a list (unless it’s a proper noun). Correct Use to Introduce a List: The store carried all the items the new teacher needed: pens, paper, printer toner and folders. Correct Use as an Explanatory Tool: The cafeteria served the type of food most preferred by students: noodles.

  • A colon instead of a semicolon may be used between independent clauses when the second sentence explains, illustrates, paraphrases, or expands on the first sentence.

Correct: He got what he worked for: he really earned his retirement.

  • If the material following the colon is a dependent clause or phrase, do not capitalise the first word (unless it’s a proper noun).

Correct: He got what he worked for: a happy retirement.

  • Do use a colon when restating an idea. If the material following the colon constitutes a full sentence, you can choose to capitalise the first word or not. Some writers and editors feel that capitalising a complete sentence after a colon is always advisable. Others advise against it.

Correct: Remember the old adage: Pretty is as pretty does.

  • When two or more complete sentences follow a colon, capitalise the first word following the colon.
  • Also, capitalise the first word of a complete or full-­sentence quotation that follows a colon.

Correct: Mother announced to all present: “Mary is getting married.” Correct: The teacher gave us three rules to follow: Be on time. Work hard. Share your knowledge.

  • The colon can be used to emphasise a phrase or single word at the end of a sentence. An em-dash can be used for the same purpose.

Correct: After three weeks of deliberation, the jury finally reached a verdict: guilty.

Voice, Perspective & Tone in your Writing

Voice, Perspective & Tone in your Writing

by | 26 May 2019 | Writing Skills

Your Voice

A writer’s voice includes their style of writing, their perspective and their tone in writing. Voice is your personality expressed in writing, while tone reflects your attitude in a piece of writing. It’s what makes your writing ‘sound’ authentic to your reader. Your voice affects how you tell the story or cover the subject matter of your literary work, and how you make a reader feel about it. Consequently, it impacts the way they experience your story or the impression they form about the topic of your written piece.

Your Style

Your style is how you choose to tell a story. It’s about the mechanics of your writing ‒ the individual word choices, the structure of sentences, use of punctuation, choice of formatting, and whether your writing is formal or informal, concise or detailed, objective (factual) or subjective (opinionated) ‒ to mention but a few.

Your Perspective

Every writer has a perspective. Perspective is not to be confused with the story’s point of view or method of narration (i.e. first person, third person). While point of view focuses on ‘who’ is telling the story ‒ who is speaking (the narrator), perspective is how you choose to view and relay what’s happening in the story ‒ how the narrator perceives the events or circumstances.

Perspective is unique to you. Each character in your story can be involved in the same event, but each will come away with a unique set of experiences or observations. Perspective is an essential component of your voice because it determines what you bring forward in the story.

Your Tone

Your tone is your attitude or feeling about the story you’re writing or the subject matter you are covering as well as your attitude or feeling towards the reader. The tone relates to the mood in a piece of writing and it may remain constant or fluctuate throughout the work. It may vary in degree of intensity or shift entirely at some point.

Your tone can be serious, dark, funny, sardonic, ironic, wistful, formal, cheerful, melancholy ‒ the whole range of human emotions. Tone serves to convey a story the way that you want it to be experienced; it gives the reader cues on how to feel about the subject matter or what’s happening in the story.

Your word choice, sentence structure, imagery, writing mechanics (such as punctuation and word styling), and how you feel about what’s happening meld to create a tone throughout your work.

Final Thoughts

Over time, your natural style will develop, as will your writer’s voice. As you read the literary works of other writers, you’ll be influenced by their styles as well. But, of course, for your style and voice to develop and fully emerge, you have to write and write and keep on writing.

Contact me should you require a review of your writing. Avoid embarrassing and costly errors and communicate more effectively with Proof Perfect NZ. Email renellj@proofperfect.co.nz or call 029 1230 158.