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.
When it comes to punctuation, I’m a lumper rather than a splitter. Some nights I lie awake, pondering to secrets of commas, dashes, parentheses, and more, looking for grand patterns.
It’s the theatre season in my town of Ashland, Oregon, and I’m keeping up with the play reviews and talking with reviewers about what makes a good review. Reviewing a play is different than reviewing a book or even a film.
A couple times a week, I hear someone remark “It is what it is,” accompanied by a weary sigh. I always puzzle over the expression a little bit, thinking What else could it be?
A colleague of mine recently retired from teaching. As she began her last semester, she announced to her students that she hoped they would finally be the class where no one confused “its” and “it’s.” Her wish did not come true. The apostrophe rules of English are built to confuse us. Not intentionally. But they have evolved in a way that can confuse even the most observant readers and writers.
The original Earth Day Proclamation in 1970 refers to “our beautiful blue planet,” and the first earth day flag consisted of a NASA photo of the Earth on a dark blue background. But the color of fields and forests prevailed, and today when we think of ecology and environmentalism, we think green not blue.
I have a confession to make. I often skip the long blocks of quotes when I am reading academic articles and books. I suspect that I’m not the only one who does this. I don’t skip the quotes because I’m lazy. I skip them because they often pull me away from a writer’s ideas rather than further into them. The writer has put a voice and an idea in my ear only to cede the floor to another voice, that of some quoted authority.
I’m sitting at my computer early in the morning and my wife walks in. “Good morning,” she says. “Is there any more coffee?” I nod. “Do you want some?” I answer. “I’ll get it,” she says. “What are you working on?” “A blog post on dialogue,” I reply sleepily. “Good luck,” she laughs, heading for the kitchen. That’s pretty bad dialogue. It has no apparent purpose and too many words: adverbs like sleepily, redundant dialogue tags like answer, reply, and laughs, and nothing that really advances a plot or develops a character.
The dust has barely settled on last year’s world chess championship match in New York: Norway’s Magnus Carlson defended his title again the tough challenger Sergei Karjakin, in a close match. The event got me thinking about the language of chess strategy and tactics and the curious history and multicultural origins of chess terminology.
When I was growing up in New Jersey, trading insults was part of making your way through the middle school: “If they put your brain on the edge of a razor blade, it would look like a BB rolling down a four-lane highway.” “His parents used to put a pork chop around his neck to get the dog to play with him.” “If you could teach him to stand still, you could use him for a doorstop.”
The child in me was excited to see ‘adulting’ as one of the shortlisted words for the Oxford Dictionaries Word of the Year 2016. Adulting is on the minds–and tongues–of many of my millennial-generation college students. They explain that it is about assuming adult responsibilities like managing money, showing up at a job, buying food and paying rent, getting health care, and more.
Some years ago, I sent off a manuscript to an editor. After the usual period of review, the editor sent back a note saying that he liked the work, but suggested that I should make it “less academic.” I reworked a number of things and sent back a revised version with more examples and a lighter tone. A week later, I got a short email back saying “No really, make it less academic.”
Whatever its scale or ambition, a grant proposal aims to do two things: to show that a particular project needs to be supported by a funder and to show why some individual, group or organization is the right one—the best one—to carry out the project. Showing the “need” is largely an exercise in argumentative writing. It’s argumentative not in the hostile, red-faced, fist-shaking sense but in the classical sense of establishing a claim