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Academic Insights for the Thinking World
Writing instructors and books often inveigh against the passive voice. My thrift-store copy of Strunk and White’s 1957 Element of Style says “Use the Active Voice,” explaining that it is “more direct and vigorous than the passive.” And George Orwell, in his 1946 essay on “Politics and the English Language,” scolds us to “Never use the passive where you can use the active.”
A few years ago, two colleagues of mine traveled around the country documenting what was going on in the newspaper industry, talking to editors, reporters, and publishers in all 50 states. Reading their book, Practicing Journalism: The Power and Purpose of the Fourth Estate, I was struck by the great passion of journalists and their commitment to public service.
Recently a friend gave me a copy of It’s Been Said Before: A Guide to the Use and Abuse of Clichés by lexicographer Orin Hargraves. I was intrigued to read it because I had been wondering about clichés for some time.
According to editors and grammarians, there is no comma after the word but at the beginning of a sentence. But it is something I see a lot in sentences like “But, there were too many of them to count” or “But, we were afraid the situation would get worse.”
The students in my class were arguing a question of semantics: is a hamburger a sandwich? One student noted that the menu designer at the restaurant where she worked couldn’t decide if a Chicken Burger should be listed under Hamburgers or Sandwiches.
After reading a draft of something by a colleague, I asked her how she decides when to use hyphens. She responded tartly: “Hyphens. You mean like in well-spoken, or half-assed? I’m not sure. I don’t care for them.” Personally, I’m a big fan of hyphens and sarcasm won’t deter me. Personally, I’m a big fan of hyphens and sarcasm won’t deter me.
This year I’ve been reading a lot of biographies and writing some short profile pieces. Both experiences have caused me to reflect back on a book-length biography I wrote a few years ago on the little-known educator Sherwin Cody. Writing a book-length biography was a new experience for me at the time. I learned a lot along the way. Here are a few tips based on my experience.
Sometimes I misplace things—my sunglasses, a book I’m reading, keys, my phone. Sometimes I misplace words in sentences too, leaving a clause or a phrase where it doesn’t belong. The result is what grammarians call misplaced or dangling modifiers. It’s a sentence fault that textbooks sometimes illustrate with over-the-top examples like these.
My university just completed a round of strategic planning, its periodic cycle of self-evaluation, redefinition, and goal setting. Many of my colleagues were excited about the opportunity to define the future. Others were somewhat jaded, seeing such plans as bookshelf documents to be endured until the next planning cycle. Still others were agnostics, happy to see us have a good strategic plan but determined not to let it get in their way.
Not long ago, a colleague was setting up a meeting and suggested bringing along spouses to socialize after the business was done. Not getting a positive reply, she emailed: “I’m getting a lack of enthusiasm for boring spouses with our meeting.” A minute later, a second, clarifying email arrived indicating that she “meant boring as a verb not an adjective.” She had spotted the ambiguity in the first message.
Someone recently asked me if I knew another word for entertaining. “What’s the context?” I replied, wondering if the writer was looking for an adjective like enjoyable or interesting or a gerund like wining and dining or possibly even a verb like pondering. “Use it in a sentence.” “Never mind,” she said, “I’ll just use the thesaurus button.” The what?
Recently I attended a writing retreat for faculty at my university. It was a three-day weekend break from email, grading and meetings. A dozen academic writers from a variety of disciplines gathered under the roof of a spacious rental home near a lake to talk about their projects, share strategies and concerns, and write for long stretches at a time.
Writing essays is complicated work, and writing the ending to an essay is often the hardest part of that work. Endings are tough for several reasons. You may be tired from writing–or tired of what you have written. You may feel that you have made your point sufficiently and that no more needs to be said or can possibly be said. However, the ending is your last chance to make an impression.
From time to time, many of us will have the opportunity to write for a reference work like an encyclopedia or a handbook. The word encyclopedia has been around for a couple of thousand years and comes from the Greek term for general education. Encyclopedias as general reference books came about in the eighteenth century and the most ubiquitous when I was a student was the Encyclopedia Britannica.
The practice of using punctuation to indicate verbatim speech seems to have had its origins in the diple, a caret-like ancient Greek marking used to call attention to part of a text. By the late 15th century, the diple had been replaced by a pair of inverted commas placed in the left margins to indicate […]
We should pay more attention to paragraphs. I know that sounds obvious, but what I’m fretting about is the advice that beginning writers get to begin paragraphs with topic sentences and end with summary sentences. Such a topic sandwich—filled in with subpoints, supporting sentences, and examples—lends itself to formulaic writing. This strategy of tell them […]