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Woe is I (10): Writing clearly
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Based on P.T. O’Conner’s Woe is I
Note: If you see I am copying a sentence word-by-word from the book, don’t take me to court!
Chapter 10: Saying is believing
How to write what you mean
A good writer is one you can read without breaking a sweat.
Remember this: The reader is always right. Chances are, if something you are reading does not make sense, it is not your fault—it’s the writer’s. And if something you write does not get your point across, it’s probably not the reader’s fault—it’s yours.
To be clear in your writing, you have to be clear in your thinking.
1) Say what you have to say.
That’s right. Get to the point.
Here is one example of throat-clearing phrase you should ditch:
Perhaps it would be valuable as we arrive at this point in time to recall …
2) Stop when you have said it.
You need to use a period. That’s right. When it is time to start another sentence, start another sentence.
But, how do you know when it is time? Well, try breathing along with your sentences. As you silently read along, do not breath unless you see a period. If you start to turn blue (out of breath) before getting to the end, that sentence is too long.
3) Don’t belabor the obvious.
This is to eliminate redundancies. Such as few in number, blue in color, plan in advance, final conclusion, refer back … You get the picture.
4) Don’t tie yourself in knots to avoid repeating a word.
Editors sometimes call this attempt at elegant variation the Slender Yellow Fruit Syndrome. As in this case: George was offered an apple and a banana, and he close the slender yellow fruit.
5) Be direct.
In geometry, the shortest distance between two points is a straight line. The same applies to scientific writing.
Example? We conclude that George W. is an idiot.
Not: Our conclusion is that George W. is an idiot.
Not: Our conclusion is that George W. is an idiot.
6) Don’t make yourself the center of the universe.
E-mailers are often guilty of this. I have certainly noticed this problem with my e-mail, for a long time. Don’t make every other word with I or me or my.
7) Put descriptions close to what they describe.
The reader shouldn’t need a map to follow a sentence.
Example: The pasture contained several cows seen by reporters that were dead, diseased, or dying.
Do you see what’s wrong? Who were dead, diseased, or dying? The cows, not the reporters.
Try: Reporters saw a pasture containing several cows that were dead, diseased, or dying.
8) Put the doer closer to what’s being done.
If you need a compass to navigate a sentence, take another whack at the writing.
Example: The twins, after stubbornly going to the same high school despite the advice of their parents and teachers, chose different colleges.
Try: The twins chose different colleges, after stubbornly going to the same high school despite the advice of their parents and teachers.
9) Watch out for pronounitis.
John told Sam he took his hat because it’s too sunny outside. Whose hat?
10) Make sure there is a time and, place for everything.
Where was the field experiment conducted? Which year and month? There are the questions readers shouldn’t have to ask.
11) Imagine what you are writing.
One image (one thing) at a time, please.
(This reminds a joke. Don’t read further if you are very over-weight. A heavy woman steps on a talking scale, and the scale says: “One at a time, please.” This is what I picture myself, when I feel the urge for another sugary American cookie.)
12) Put your idea in order.
Don’t make the reader rearrange your messy sentences to figure out what is going on. The parts should follow logically.
13) Get the big picture.
Forget the details for a minute. Now, step back and take a look at what you have written.
Have you said what you wanted to say?
Assuming you have made your point, ask yourself whether you could make it more smoothly.
Somebody once said that in good writing, the sentences hold hands. See if you can give yours a helping hand.
If may be that by adding or subtracting a word here or there, you could be even clearer. Or you could switch two sentences around, or begin one of them differently.
By the way, I do so when drafting my e-mail. Do you?
14) Read with a felonious mind.
If you see a letter or memo or report or a research paper that you admire, read it again. Why do you like it? What makes it so effective?
When you find a technique that works, steal it. (As I am stealing from this book, right now.) Someday, others may be stealing from you.
See you soon!
See you soon!
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