“ Don’t try just do it”
CHAPTER 4:
WRITING
CLEARLY AND
CONCISELY
Instructor:
Dr. NGUYỄN THỊ THANH THÚY
Chapter 3: Writing clearly and concisely
Objectives
- Understand basic principles for writing with clarity and
precision and for avoiding bias in language
- How to use appropriate language in manuscript and
essay
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Chapter 3: Writing clearly and concisely
Organization
1
Writing style
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4 Reducing bias in language
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Grammar and usage
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1. Organization
1.1 Manuscript organization
Length: Around 6,000 ~ 10,000 words. Rule: “less is
more”
Organizing a manuscript with levels of headings
Seriation helps the readers understand the organization
of key points within sections, paragraphs, and sentences.
The use of “number list” or symbol
Within a paragraph or sentence, use lower case letter
Within a sentence, use commas or semicolons
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1. Organization
1.2 Essay organization
The beginning of essay must start with a relatively general
comment.
It is better to start from your ideas with the time frame, the
situation and the certainty.
Essays can be organized in a variety of ways. Some
examples of organizational patterns are:
comparing/contrasting, problem/solution, chronological,
description, exemplifying, classifying, themes, definition,
process, cause/effect, advantages/ disadvantages, SWOT.
1. Organization
1.2 Essay organization
You always need to introduce the visual in your text
before showing it.
The visuals could be either tables or figures. You will
need to indicate the source of the table or figure.
Use the correct tenses in conclusions to sum up what
the essay discussed and comment on its importance.
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2. Writing style
2.1 Formality
If you talk about the formality of a person’s language
or writing style, you mean that they are using
extremely formal academic language.
Idioms are very rare in academic writing, and it is
better if you don’t use them.
Notice how one-word verbs sound more formal than
phrasal verbs
‘A lot’ is so common in speech that it is best avoided
in academic writing. It can simply be replaced with
‘much’ or ‘many’
2. Writing style
2.1 Formality
Where ‘not ... much/many’ is used in an essay, it can
be replaced with ‘little/ few’.
Using abbreviated forms of verbs {can’t, shouldn’t,
won’t, etc., instead of cannot, should not and will not)
is fine in informal writing such as emails, but
contractions are not acceptable in academic writing.
Formality is not about writing difficult words and
constructions.
When you are explaining something in your text, start
off simply, then rephrase parts to make the writing
more formal.
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2. Writing style
2.2 Efficiency
Efficiency is the quality of being able to do a task
successfully, without repetition or wasting time or energy.
You should use the minimum amount of language that is
required, and not repeat yourself.
Ex1: To compare these two theories, several examples of similar
content can be pointed out between these two theories.
If you look carefully at academic writing, you will notice
that many noun phrases are used.
Ex2: ‘In a study, the effect of weight loss without salt restriction
on the reduction of blood pressure in overweight patients was
examined.’
2. Writing style
2.3 Modesty
If you write with modesty, you use impersonal and
cautious language in your writing.
In academic writing you need to be respectful of the ideas
of others.
Ex1: These researchers were completely wrong.
A way to ensure academic modesty is to use cautious
language.
Ex2: ‘ In order to encourage consumers to try their goods for the
first time, a number of promotional methods should be applied
as follows: (...).’
A common mistake that students make is to use cautious
language where it is not necessary.
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2. Writing style
2.4 Clarity
The clarity of something such as a book or argument is its
quality of being well explained and easy to understand.
Your choice of words needs to be specific and precise.
Ex1: We now need to consider how enterprises perform
successfully. In my opinion, good corporate governance is the
main reason.
The abbreviation ‘etc.’ is not very common in academic
text, because it forces the reader to come up with more
examples themselves.
Ex2: The steam engine was a reliable power source at that time
and used in mining, cotton, railways, etc.
The word ‘thing’ is very imprecise, and there is never a
need to use it. Simply say what it stands for.
3. Reducing bias in language
3.1 Describe at the appropriate level of specificity
Precision is essential in scientific writing; when you
refer to a person or persons, choose words that are
accurate, clear, and free from bias.
Ex1: “man” vs. “women and men”; “gender” vs. “sex”
Part of writing without bias is recognizing that
differences should be mentioned only when relevant.
Ex2: Marital status, sexual orientation, racial and ethnic
identity, or the fact that a person has a disability should not
be mentioned gratuitously.
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3. Reducing bias in language
3.2 Be sensitive to labels
Respect people’s preferences; call people what they
prefer to call.
Avoiding labeling people when possible.
Ex1: “gay men”; “older aldults”
Put the person first, followed by a descriptive phase
Ex2: ‘people diagnosed with…”; “ person with…”.
When you need to mention several groups in a
sentence or paragraph, such as when reporting results,
do your best to balance sensitivity, clarity, and
parsimony.
4. Grammar and usage
4.1 Verbs
Use the active rather than the passive voice, and
select tense carefully.
The passive voice is acceptable in expository writing
and when you want to focus on the object or recipient of
the action rather than on the actor.
Ex1: The speakers were attached to either side of the chair
Use the past tense to discuss another researcher’s
work and to report your results
Ex2: Sanchez (2000) presented similar results.
A verb must agree in number (i.e., plural or singular)
with its subjects
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4. Grammar and usage
4.2 Pronouns
Each pronoun should refer clearly to its antecedent
and should agree with the antecedent in number and
gender.
Ex1: Neither the highest scorer nor the lower scorer in the
group had any doubt about (his or her/ their) competence.
Use who for human beings, use that or which for
nonhuman animals and for things.
Ex2: The students (who/that/which) completed the task successfully
were rewarded.
Use who as the subject of a verb and whom as the
object of a verb or a preposition
Ex3: Name the participant (who/whom) you found achieved
scores above the median.
4. Grammar and usage
4.3 Parallel construction
To enhance the readers understanding, present
parallel ideas in parallel or coordinate form.
With coordinating conjunctions used in pairs, place
the first conjunction immediately before the first part of
the parallelism.
Between…and
Both…and
Neither…nor; either…or
Not only…but also
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“ Don’t try just do it”