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June 24, 2018 · Read 4 min
In the last two years I was a teaching assistant for introductory bachelor courses in Geo G-Raphy. I support primary teachers with presence and classification and once a week, I teach a discussion section. If you ask one of my former students, my emphasis is always when writing. Writing is an important form of communication and I would like to make sure that my students know how well. At least I want you to express your ideas clearly and succinctly. What often comes in the way is when you try to write "smart", a trap that many writers in the scientist in the academy can not seem to avoid.
You know what I'm talking about when I say, write smart: unnecessary (and unknown) big words and write long complexes, redundant sentences. Like the slide from the presentation of the Planner in Shane O'Leary's Post, everything I have to say is "enough of the [her] bullshit, just to come to the point." Of course, I can not write that on a student paper when I scatter, and I can not create this comment on the manuscript of a customer when I worked on how to be "professional" and all this jazz. But my inner eye rolls and countless deletions say everything (though neither my students nor my customers can see my inner eye rolls).
I'm one of the people who have never subscribed to write smart. First I just had it in me. I have often gone through moments of self-doubt when I thought my writing was less than because I do not have highfalutin words (like highlyfalutin! Snap!). My letter did not seem "academic" or knowledge, enough, enough. If there was ever a place for Highfalutin words, Academia was the place. Second, how more experience in the academy had won, I became more aware of how important it is to convey my ideas in a short way, and I also started thinking of my audience. I realized that it was not necessary to write intelligently to sound smart.
In fact, Dean Rieck, Over at CopyBlogger , believes that on toound smart, you must stop trying to separate on smart. In other words, it's okay to "write regularly". You do not have to prove to the reader you are trained because your writing should do the conversation for you. If you write to your own voice, you are more likely to read, and therefore sounds like an expert on the topic you discuss. However, if you use large, unusual words, use it either wrong (and lose credibility) and / or you blade it, if it is not your true voice. As with Emeli Sande it just does not work. In this case, Liane Davey says that she strangers her audience, which is the opposite of what you want to happen. You want to draw readers in, do not push them away.
Think the last time that they have come across a piece of the Scriptures in which they had to turn into a dictionary for any other word. Did you read it until the end? Probably not. Normally, I completely dissolve from this kind of writing, although I look at myself as pretty intelligent [* fits the glasses and deletes the neck *]. Rich Harshaw reminds us that most adults are read on a 7th or 8th grade, and those who have been read at higher levels are still prefer to write a simple overdraft. In addition, the writing of these long, complex sentences in which they end that they end up has a signal they do not have much to a topic, and they try to refill place.
I'm not saying that I'm mute your writing. I say that it is important to clearly write, and that means to eliminate redundancy and wording. In his post on the crystal clear write on SmartBlogger (although the title of the post is a bit dragon), Glen Long compares by writing to a user manual. He says: "Spread an idea means bringing it from your brain to another person.It means that the key figures, the logical arguments and their insightful conclusions put together exactly the right way to recreate their brilliant idea in the head of their reader. "While he may apply bloggers, this advice also applies to academic writers. At the end of their writing, they should enter their readers through their arguments and examples by creating a well-structured basis for their work. In the end, their readers should understand why and how they came to their thesis (although they do not necessarily agree).
I understand that it is tempting how to write the scholars they have read, but that's their -voice. You have to find your voice. It is not the end of the world if this voice is renovated the technology and jargon, especially if you are a prospective scholar. You have a lot of time to develop this ability. In the meantime, just turn to the point.