ANALYZING LITERATURE: FORMAL ACADEMIC WRITING

Week 3

Levels of Language

In week 2, we learned that formal academic writing requires that we use a third-person objective point of view. In addition to that, we also must focus on other aspects of formal writing.

■ Use of contractions■ Use of tone■ Use of accurate words■ Use of precise words

Use of Contractions

■ Quite often, when speaking (or writing) informally, we use contractions. However, it is best practice to avoid using contractions in formal academic writing.

Example: “Aside from the fact that we’d already been to the zoo, the children decided it isn’t the place to go on a windy day”.

However, there may be times when it is appropriate to use contractions in formal writing. Perhaps in a creative piece, you are using dialog to help move the plot along. In this case, it may result in your writing having more of a natural feel to it if you use contractions. A good rule of thumb: always check with your instructor as to his or her preference in regard to the use of contractions. The purpose of your writing has a bearing on whether or not it would be appropriate to use contractions.

Use of Tone

■ Tone describes the attitude that writers have about both their subject matter and audience. One of the paramount ways that writers achieve tone is through word choice. Tone is important to consider in formal academic writing because it one way that a writer gains credibility. Let’s discuss various tones that writers should attempt to avoid:

■ Sarcasm■ Flippancy■ Sentimentality■ Preachiness and Pomposity

Use of Tone: Sarcasm

• Be careful about overusing sarcasm; too much sarcasm can damage the reasonable tone your essay should present.

For example, “The last time we had a teacher like her, people were locked in dungeons”.

• Rather than include that bitter, derisive remark, provide an explanation along with logical reasons why the teacher might be a poor one.

 

Use of Tone: Flippancy

• The purpose of a formal academic essay is to persuade your audience to accept your thesis, not to entertain by including jokes and ‘cuteness’.

For example: “People with IQs lower than their sunscreen number will object to this conclusion”.

• Like sarcasm, flippancy can too affect a writer’s credibility. Readers will not take writers seriously and will disregard what they have to say if a flippant tone is used.

Use of Tone: Sentimentality

■ Good writers use evidence and logical reasoning to persuade their readers. Be sincere in your writing, but avoid an excessive show of emotion. Sentimentality lessens the impact of the message. It likewise negatively can affect a writer’s credibility.

For example, “That dog is the sweetest, cutest, most precious little puppy dog in the whole wide world”.

■ In addition to containing an excessive display of emotion, this description fails to present any specific reasons why anyone should appreciate the dog.

Use of Tone: Preachiness and Pomposity

■ Even if you are convinced of the “rightness” of your perspective in your thesis, avoid sounding arrogant about it. Avoid preaching – adopt a tone that posits that your position is correct and graciously asks the reader to consider it.

■ Aim to have the tone of your essay sound as natural as possible, and avoid striving to sound overly scholarly or sophisticated.

■ For example, in 1942 the following blackout order was issued:“Such preparations shall be made as will completely obscure all Federal buildings and non-Federal buildings

occupied by the Federal government during an air raid for any period of time from visibility by reason of internal or external illumination.”

President Franklin Roosevelt rewrote the order, clarifying its message:“Tell them that in buildings where they have to keep the work going to put something across the windows.

The goal is to write clearly, convincingly, and concisely.

Use of Accurate Words

■ Watch out for commonly confused words and misused words. If you are unsure of the meaning of a word, use the dictionary to determine the meaning.

“The difference between the almost right word and the wrong one is really a large matter. ‘tis the difference between lightning and the lightning

bug”—Mark Twain■ Be aware of a word’s denotative (dictionary meaning) and connotative (emotional

associations of the word) meaning. For example, if you want to describe a character in a positive way, you might describe her as “assertive” or “feisty”; however, if you want to present her negatively, you might call her “aggressive” or “pushy”. Denotatively, each term basically means the same thing, yet each has a different connotation.

Use of Precise Words

■ Use active verbs, specific nouns, and engaging modifiers.Vague Verbs: Clyde participated in an off-Broadway play. {how?}

Clyde held the cue cards for the actors in an off-Broadway play.Vague Nouns: The character took several things from the house. {what items?] Clyde Bundy took a television, a cell phone, and a microwave oven from the couples home. Vague Modifiers: The boxer hit the punching bag really hard. {How hard?}

The boxer hit the punching bag so hard it split open.

Now that you have gained skills and understanding that contribute to formal academic writing, you will now move on to continuing to learn how to incorporate ideas into your own writing with the correct use of APA format.

Happy reading, analyzing, and writing!