Better English Writing - Geddes Grosset Webster’s Word Power 2014

Plain english
Better writing for every day

In this section we are going to look at what we mean by ’plain English’.

What is plain English and why is it important?

Plain English writing always keeps the reader in mind, so it is clear and concise and uses the appropriate tone.

Some people think that plain English is oversimplified and that it talks down to reader s, as if they were children.

Some people think that writing good English means writing long, convoluted sentences, with lots of clauses, which have, or try to have, impressive, indecipherable words, with regard to making lots of grandiose points in a pompous and grandiloquent way and it would seem not really going anywhere with them at all and, quite frankly, leaving the reader confounded, disconcerted and bewildered, and not understanding at all what the sentence is about because regarding this they go and on and don’t seem to know when to stop and in order to get to the end of the sentence the reader has to read the sentence over several times and endeavour hard to understand it, which is quite egregious, don’t you agree?

Confused? You should be. This sentence shows why plain English is so important.

Think about why we write in the first place. We write to communicate a message to our reader - not to show how clever or educated or well-read we are. If we can’t communicate our message to the reader in a way that they understand then what’s the point? We are excluding them, rather than including them.

And apart from anything else, plain English is faster to write and faster to read. People understand your message more easily and respond more positively if it is written using a straightforward and friendly tone, rather than a stuffy and bureaucratic one.

How to apply plain English to your writing

Here are some plain English principles. Apply these to your writing and notice the difference. It can take a while to retrain yourself to write this way, but it’s well worth the effort.

Think ahead - plan and structure your writing

Ask yourself the following questions before you start to write. If you do this, then you are more likely to produce a well-structured and effective piece of work. If you

don’t, then your writing is more likely to ramble on, go off at a tangent and not make sense because you don’t really know what you want to say.

✵ What do I want this piece of writing to do?

✵ What are its aims and outcomes?

✵ Who are my readers?

✵ What do I want them to learn/know?

✵ What do they need/want to learn/know?

✵ What is the simplest and most effective way of passing on this information?

Make a plan of the structure of your work. How you do this is up to you. Some people think of their piece of writing as a story, and write out main headings and subheadings. Some people make out a list of points, in a logical order. Some people use mind maps. Use a method that you feel comfortable with.

For example, look at the contents page of this book. The writer used this as a plan for the structure of the book.

Talk directly to your reader - use ’you’ and ’we’

Writing doesn’t have to be formal and intimidating. You wouldn’t speak to your reader that way, so you don’t need to write that way. Try to address your reader personally, and call them ’you’ - it will make your writing seem less bureaucratic and intimidating.

Here’s an example. If you were applying for a job, which of the following would you prefer to read?

It is suggested that job applicants submit a handwritten form and hand it in prior to the interview. Applicants will be notified by telephone of their success or otherwise.

or

Please fill in your job application form and hand it in before the interview.

We will phone you to let you know if you have been successful.

In the same way, you should also use ’we’ or ’I’ if you are talking about your business or organisation. It gives a much more direct and positive tone to your writing.

Use simple, straightforward words

People sometimes make the mistake of thinking that by using simple, straightforward words, you are patronising your reader. Quite the opposite - if

we’re honest, we all prefer to read clear and straightforward text rather than difficult, convoluted text.

There will possibly be times when you have to use technical or more complicated vocabulary because that’s what your reader requires, and they will understand the terms and phrases you use. That’s fine, as long as your wr iting remains clear and dir ect.

In general, always imagine that you are talking to your reader, and stick to straightforward English where possible.

Words and phrases to avoid

Try to avoid using words that most people wouldn’t know. For example, you might know what ’egregious’ means (outstandingly bad) but it’s not a common word, so you’re probably safer to use ’shocking’ or ’extremely bad’ instead.

There are a number of words and phrases that are overused. They don’t add anything to your text, but they do give it a vague and woolly feel. Here are some examples - try to avoid them where possible or use the suggested alternatives.

word/phrase

as mentioned previously

a number of

as regards to/with regards to

by means of

commence

consequently

for the purposes of

in excess of

in order to

in relation to (for example, ’my thoughts in relation to’)

in the event of

inform

necessitate

prior to

until such time as

utilise

whilst with reference to

suggested alternative

as we have already said

some

about

by

start

so

for

more than

to

on or about (or just leave out)

if

tell

cause

before

until

use

while

about

Keep sentences and paragraphs short and concise

Sentences containing lots of clauses (not to mention parentheses - and this is an example) are difficult to read. Many readers give up before they get to the end of long, multi-clause sentences.

Experts on plain English think that an average sentence should be between 15 to 20 words long, although not every sentence has to be the same length. In fact, you can vary them to great effect. Be creative. (Like this!) Try to stick to one idea in each sentence, or at the most one idea and one related point.

It can be quite difficult to keep to short sentences when you are trying to explain something that is complicated. In that case, write your long sentence, then look at ways you can break it up.

The same principles apply to paragraphs. There’s nothing more daunting than a long paragraph that deals with so many points that you’re lost by the time you r each the end.

Like a sentence, a paragraph is a small, self-contained unit. You state your idea, develop it and then link it to the idea in the next paragraph. If you have planned your writing carefully, your reader will be able to understand each paragraph quickly and easily because they are clear, concise and logical.

Use lists to help you manage information

Sometimes you can’t avoid having to cover a lot of information in one section. Lists with bullet points are an excellent way to deal with this. It is easier to take in chunks of information rather than wade through a page full of information that appears to go on and on.

There are two main types of lists.

Here is an example of the first type. It has an introductory statement, followed by a list of separate points. Each point is a complete sentence that begins with a capital letter and ends with a full stop.

Emma wanted to go on a gap year. She had several reasons for this.

She didn’t know what she wanted to study at university.

She wanted to travel around the world.

She would never have another chance in her life to take so much time off.

Here is an example of the second type. This list is part of a continuous sentence. Each point starts with a lowercase letter, and there is a full stop at the end of the list.

Emma wanted to go on a gap year because she:

didn’t know what she wanted to study at university

wanted to travel around the world

would never have another chance in her life to take so much time off.

Remember that each point in this list has to relate to the introduction. Try reading it to yourself if you’re not sure.

For example, does this sound right?

Emma wanted to go on a gap year because she:

what she wanted to study at university

travel around the world

would never have another chance in her life to take so much time off.

Be active, not passive

An active clause is where a does something to b. In other words, the order is subject, verb, object. The verb is active.

For example:

The candidate completed the job application.

A passive clause is where b is done by a. In other words, the order is object, verb, subject. The verb is passive.

For example:

The job application was completed by the candidate.

You’ll notice that when you use the passive voice, you have to introduce the words ’was’ and ’by’, and this can make text more clumsy and long-winded. Passives also depersonalise the text and can sometimes be confusing.

And finally, because you are not talking directly to your reader, you lose your friendly and approachable tone.

Try to use active verbs in the majority of your writing. The passive voice isn’t wrong. You need to use it sometimes, but it can be a wordy and unclear way of expressing yourself.

Here are some examples of how to turn passive sentences into active ones:

The land was farmed by student workers. (passive)

Student workers farmed the land. (active)

The screenplay was written by a famous author. (passive)

A famous author wrote the screenplay. (active)

The criminals were chased by the police. (passive)

The police chased the criminals. (active)

When passive can be useful

However, there are times when using the passive can be useful.

✵ It can sound softer:

The cup has been broken. (passive)

sounds less accusing than

You broke the cup. (active)

✵ You might not know who or what the ’doer’ of the sentence is:

The soldier was awarded a medal for bravery.

The corner shop has been robbed.

✵ If it is unclear who or what did something, or if you want to deliberately make it unclear for effect, then you use the passive voice.

Where are all the sweets that I bought?

Erm, all those sweets have been eaten. (passive)

You ate all the sweets, didn't you? (active)

✵ The passive voice can give an air of objectivity to a text. For example, in a piece of technical text it is not usually acceptable to insert ’I’ or ’we’ into your conclusions.

The findings suggest that the vitamin, administered in quantity, does help to pr event the illness. (passive)

is better than

We believe that the vitamin, administered in quantity, does help to prevent the illness. (active)

Avoid nominalisation

A nominalisation (how’s that for plain English?) is a noun that has been formed from a verb. It is an abstract noun. This means that it is the name of a process, emotion or an idea - something that you can’t see, hear, smell or touch. It’s not a physical object.

Here are some examples:

verb/adjective

recommend

investigate

discuss

observe

provide

nominalisation

recommendation

investigation

discussion

observation

provision

Nominalisations have the same effect as passive verbs - they can make your writing lack clarity and brevity, and your ideas come across as dull and heavygoing.

Have a look at these examples. In the first sentence, the verb has been nominalised. In the second (in bold), it hasn’t.

A recommendation regarding shift work was made by senior management.

Senior management recommended shift work.

The implementation of a ban on text speak has been carried out by the school.

The school has implemented a ban on text speak.

She asked for the matter to be put up for discussion.

She asked to discuss the matt er.

Tell it like it is!

People can feel uncomfortable about giving commands or instructions (or imperatives, as they are called) because they can sound a bit harsh. But then you can take forever to say what you want and your writing comes across as boring and longwinded. For example:

Customers are advised that they should report to reception on arrival at the building.

You can still use clear and concise commands without sounding like you are barking out an order.

Here are some examples:

Customers are advised that they should report to reception on arrival at the

building.

Visitors please report to reception.

I would be grateful if you could send the parcel to me.

Please send me the parcel.

The packaging should be removed and the contents of the box should be checked before assembling the furniture.

Remove the packaging and check the contents of the box. Then assemble the furniture.

Examples of plain English and not-so-plain English

The Plain English Campaign website has some excellent ’before’ and ’after’ examples of not-so-plain English. If you can, have a look at this website: www.plainenglish.co.uk

Here are three examples taken from the website showing how to turn not-so- plain English into plain English. Read and enjoy.

Before

High-quality learning environments are a necessary precondition for facilitation and enhancements of the ongoing learning process.

After

Children need good schools if they are to learn properly.

Before

Your enquiry about the use of the entrance area at the library for the purpose of displaying posters and leaflets about Welfare and Supplementary Benefit rights, gives rise to the question of the provenance and authoritativeness of the material to be displayed. Posters and leaflets issued by the Central Office of Information, the Department of Health and Social Security and other authoritative bodies are usually displayed in libraries, but items of a disputatious or polemic kind, whilst not necessarily excluded, are considered individually.

After

Thank you for your letter asking for permission to put up posters in the library. Before we can give you an answer we will need to see a copy of the posters to make sure they won’t offend anyone.

Before

Colour: Green

Tax disc: 00000 00000 00000

Expiry: 31/01/2011

Observed from 08:51 to 08:57

A penalty charge of £70 is now payable and must be paid not later than the last day of the period of 28 days beginning with the date on which this PCN was served (i.e. 22/09/2010)

The penalty charge will be reduced by a discount of 50% if it is paid not later than the last day of the period of 14 days beginning with the date on which this PCN was served (i.e. 08/09/2010)

DO NOT PAY THE CIVIL ENFORCEMENT OFFICER

SEE REVERSE FOR:

How to pay

How to appeal to this PCN

What happens if no payment is made

After

Vehicle colour: Green

Number on tax disc: 00000 00000 00000

Date disc expires: 31/01/2111

The traffic warden saw your vehicle was parked illegally from 8:51am to 8:57am.

You must now pay a penalty charge of £70 within 28 days, beginning with the date on which we served this notice (in other words, by 22 September 2010).

We will reduce the penalty charge to £35 if you pay it within 14 days (in other words, by 8 September 2010).

Do not pay the traffic warden.

See the back for:

how to pay;

how to appeal against this notice; and what happens if you do not pay.

Examples taken from the Plain English website:

www.plainenglish.co.uk/examples/before-and-after.html