CLEAR AND EFFECTIVE WRITING

Think first then write•Brainstorm•Gather materials•Research for references•Decide and finalize the TOPIC

Get to the Point• Identify the main idea and focus with it.•Support with details that has connection with the main idea.•Tell what you need to say.

Get to the Point•Persian, Siamese, Bengal, Maine Coon, Japanese Bobtail•Cat is...playful, intelligent, independent, required attention, very healthy....

Use Familiar Words•Remember: unless they understand, you have accomplished nothing.•Use words your audience have in their mind/head.

Use Familiar Words• That is a

supercalifragilidocious idea!• The idea is _____.•We are the workers; we are

the mobs.•We are the ____.

Use Familiar Words• I cannot follow the

gobbledygook lecture.• The lecture is ____.• Is the lecture not going to

end? I am peckish!• I am ____.

Omit Verbal Deadwoods•Drop unnecessary words from phrases or sentences.

Omit Verbal Deadwoods•Every word should tell. There is no reason to call a spade “a long-handled instrument for turning earth in a garden.”

Omit Verbal Deadwoods•Chop out the verbal deadwood. •For the reason that – b___________

Omit Verbal Deadwoods•tendered his resignation – r________•told his listeners – s____ •in the immediate vicinity – n_____

Omit Verbal Deadwoods•at the present time – n___•affixed his signature – s______•held a conference – m__

Keep your sentences short

•She comes.•She is coming.•She is returning from a long journey.

Keep your sentences short

•make the reader absorbs the idea faster.•The longer the sentence, the more words.

Keep your sentences short

•Very Easy - 8 or less•Easy - 11 words•Fairly Easy - 14 or less words

Keep your sentences short

•Standard - 17 words•Fairly Difficult - 21 words•Difficult - 25 words•Very difficult - 29 or more

words

Shorten your paragraphs•Short paragraphs act as a brake on the writer.• . Once you lose a reader, you rarely get him back.• It signals the reader that a new step.

Shorten your paragraphs•Begin each paragraph with a sentence that suggests the topic or transition sentence. •Each paragraph should complete a single thought.

Shorten your paragraphs•After the paragraph has been written, see whether you can break it into two.

Use specific concrete language

•Using your senses describe a:•Datu Puti vinegar•mint 20 pesos

Use specific concrete language

•Use lots of concrete, specific words that stand for things you and your reader can see, hear, taste, touch, and smell.

Use specific concrete language

•Concrete nouns help focus your reader’s attention.•A “word” that you can imagine.

Use specific concrete language

•Always prefer the specific to the general, the definite to the vague, the concrete to the abstract.

Use specific concrete language

•Vague Words•Tragedy (fire, explosion, drowning?)•Accident (collision, slip, fall from bldg?)

Use specific concrete language

•Vague Words•Organization (Jaycees, Lions, Rotary?)•Ceremony (wedding, Mass, award?)

Use specific concrete language

•Vague Words•Legal Action (damage suits, criminal cases?)•Document (deed of sale, certificate?)

Use specific concrete language

•Vague Words•Monetary Consideration (salary, bribe?)•Community (town, barrio, city?)•

Use specific concrete language

•Vague Words•Monetary Consideration (salary, bribe?)•Community (town, barrio, city?)•

Prefer the Simple to the Complex

•atrocious or t_rr_bl_?• brickbat or _ns_lt?•benevolent or g_ _d?•camaraderie or fr _ _nd?

Prefer the Simple to the Complex

•Prefer the simple word to the complicated word, simple sentence to the complex sentence, and simple paragraph to the involved one.

Be positive

•Make definite assertions. Often this is best done by following the natural order of thought: subject, verb, object.

Be positive

•Avoid being late in English 7 class.•Always be punctual.

Use the Active Voice

•The cat scratched my feet.•My feet was scratched by the cat.

Use the Active Voice

•I will buy a F______ l watch . (pre-historic)•The teacher prepares a long a_______t. (homework)

Use the Active Voice

•You need a new e_____s.•(I see you.)• They helped the b____r.•(poor people)

Use the Active Voice

•My mom cooks hotC ____e.(rice with water)• I mentioned it in my a_____a. (list of plan)

Write as you talk.• pretentious words: • “subsequent to” instead of

“after” • “utilization” instead of “use” •optimum” instead of “best”

Use adjectives sparingly

•Don’t use any - if possible. •He is a good dancer.•The dancer impressed us.

Revise and sharpen

•Edit your own work.•My uncle were a wonderful woman. She were kind and acomodating.

Revise and sharpen

•In spite of everything, i still belief that people is really good at heart.

Revise and sharpen

•You has to work in order to survives and to gets what you desires – this things will not came to you on they’re own.

Write to express and not to impress

•It’s not my fault if I am the smartest, brightest, superior, most brilliant student in this class.

Write to express and not to impress

•Do you like to go out with me?•It is my utmost pleasure if you will grant me of your presence.

Use restraint•Euphemism•To conceal the offending nature of the word or phrase, but still gets the meaning across.

Use restraint•Euphemism•Adult entertainment – P•Armed intervention – W•Between jobs – U•Call of Nature – U

Use restraint•Euphemism•Categorical inaccuracy - L•Character line - W•Collateral damage – C C•Correctional facility - P

Use restraint•Euphemism•Expecting – P•Freedom fighters – R•Full bodied – O•Indisposed - S

Use restraint•JARGON•These are technical terms only used in a specific profession or certain organization.

Use restraint•JARGON•Lesson plan / LP for teachers•Debit/Credit for bankersWer na U? for Jejemon

Use restraint•JARGON – Chat words•LOL•ASL•;-)•: - |

Use restraint•CLICHÉ •trite expressions; something obvious; unoriginal terms; boring phrases

Use restraint•CLICHÉ •It made my blood boil.• It made me _____.•I roll my eyes.•I did it because ____.•

Use restraint•CLICHÉ •She was on the spot. • The teacher calls her to _____.

Use restraint•CLICHÉ That was easy as pie.The exam is ________.That was pretty hard to swallow. The lecture is _.

Use restraint•CLICHÉ There was a glimmer of hope in his eye.

If you are courting a girl, she will say ____.

Use restraint•CLICHÉ •They couldn’t see eye to eye. •The father and his daughter cannot ____.

Use restraint•CLICHÉ •There was a give and take.• If you love him, you should ___.

Use restraint•SLANG•Colorful, lively language that is in and out of fashion.• Informal language

Use restraint•SLANG•Coulda, woulda, shoulda think it through!•Whaddaya mean?•Wanna come? Gotcha!

Use restraint•SLANG•Can you catch up in our lesson?•I am asking if ______.

Use restraint•SLANG•Let’s check out the new mall!•I am asking you to ____.

Use restraint•SLANG•You should cut out biting your nails.•I’m asking you to ____.

Use restraint•SLANG•Did the president pass away?•The president ____.

Use restraint•SLANG•I guess we should go over with our lecture one more time.•We should ______.

Use restraint•SLANG•I cannot put up with her!•Maybe she is _______.•Too flashy outfit! Am I wearing appropriately?