Effective Use of Language

There are six main characteristics of effective language. 

Effective language is:

(1) concrete and specific, not vague and abstract;

(2) concise, not verbose;

(3) familiar, not obscure;

(4) precise and clear, not inaccurate or ambiguous;

(5) constructive, not destructive;

(6) appropriately formal.

There are several tasks on the effectiveness of language, offered by our professor, which I am going to share with you.

1.     Concrete and Specific Language.

Task. Study the examples below. Which is more concrete and specific? What effect is created?

1.     He is a bad roommate

2.     He is lazy and discourteous

3.     He is untidy and unclean

4.     He doesn't clean up his own messes

5.     He leaves his dirty dishes on the kitchen counter

Statement #5 is the most concrete here. It specifies the root of the problem and makes it clear why the person is considered a bad roommate. I think the effect of restriction, specialization is produced here.

1.     Your relationship with John is unacceptable

2.     You do not get along well with John

3.     You and John have a lot of arguments

4.     You and John insult each other too much

5.     You and John call each other derogatory names

Statement #5 is the most specific here. It concretizes the reason why the relationship of the two people is unacceptable. The effect of particularization is produced.

2. Concise Language

Task. Shorten the sentences above to avoid wordiness.

(1)                      It is widely discussed by employees that many of them will be forced to change jobs and take on new responsibilities when the merger takes place between the two companies.

Many employees say that because of the merge of two companies they may have to change jobs and take on new responsibilities.

(2) Before making a decision about whether the person on trial is guilty or innocent in this case, the members of the jury should be sure to carefully think about, ponder and reflect on all of the important and relevant testimony in the case.

The jury members need to be careful pronouncing a person in trial guilty or innocent, attentively considering all the relevant testimony.

3. Familiar Language

Task. Consider the following examples. An assignment given to a class of business students by their philosophy professor.  Paraphrase it using familiar language.

"The presently assigned paper necessitates an eloquently articulated analysis of the Existentialist perspective as it pertains to contemporary living. You should adumbrate the points which represent the sine qua non /ˌsIni kwɑː ˈnɒn/ of your analysis."

“The task is to analyze the Existentialist perspective of the contemporary life. You should enumerate the points of your analysis.”

4. Precise and Clear Language

Task. Consider the following words. What numerical value would you assign to each of them? If something is "probable what percentage of the time does it occur?, etc.

(1) probable – 60%

(2) doubtful - 30%

(3) certainly – 100%

(4) unlikely -  10%

(5) perhaps – 50%

Consider the following example. The question "Is that Toyota an expensive car?" is best answered with a comparison: "Compared to that Honda, the Toyota is expensive. Compared to that Lexus, it is inexpensive."

Consider the adjectives below, mind their the potential ambiguity

Expensive – the perception of the notion of “expensive” can differ, depending on the situation, the object discussed, the social status of a person (rich/not rich).  

Hot – also depends on a situation. For example, one can say that a temperature of 28C degrees is “hot”, while the other would claim that it becomes hot when the temperature rises to 40C degrees.

Intelligent – depends on the image of an “intelligent person” for each individual. The IT technologies can be considered intelligent, not because compared to humans, but because of their capability of performing complicated tasks.

Good – one of the most abstract notions, to my mind. The concept of “good” is different for each of us.

Spicy – depends on a sense of taste of each individual. That is why in some Asian restaurants they offer you to choose a level of spiciness.

Consider the following example. Note the potential confusion or ambiguity in this phrase. What is meant here by the adjective “interesting”?

 He's an interesting individual. 

This statement is vague, it doesn’t give you a clue whether the person is described in positive or negative way. The emotional coloring of the statement is unclear.

One can think of different assumption of what was actually meant by that adjective (Interesting to talk to? Suspicious? Puzzling? Wired? Misbehaving? Difficult to deal with?). All we can do is making guesses.

Task. Each of the following are actual headlines printed in newspapers. Notice  and explain their double meaning.

(1) Include your children when Baking Cookies (Include children as ingredients? Or involve children in the process of baking?)

(2) Bank Drive-in Window Blocked by Board (Is the board preventing people from entering? Or just covers the sign?)

(3) Killer Sentenced to Die for Second Time in Ten Years (A killer is to die for second time in ten years? Or the Sentence of death was announced for second time in ten years?)

5. Constructive Language

Task. Consider the following examples. Constructive language phrases a potentially negative message in a positive way, whereas destructive language directs blame and criticism toward the reader, creating defensiveness. Change the use of language to make these examples more constructive.

(1) Student to instructor: "You have confused me so badly with your lectures that I don't know what to do. I am considering dropping out and taking the class next quarter from Dr. Johnstone, who can explain the information much more clearly. I don't want to drop out, but I have never been so frustrated with an instructor in my whole life."

“I’m afraid I do not understand all the information from the lectures. Could you, please, explain the material more clearly so that I do not drop out.”

(2)                      Instructor to student: "I have never had a student who was so confused with this material. Perhaps you should take an easier course from an easier professor. It makes no difference to me."

“I am sorry you have to face difficulties in understanding the material on my lectures. Thank you for your feedback. I will reconsider my way of delivering information. Perhaps, you should think of an easier course if you feel more comfortable with it.  

6. Formality of Language.

Notice the difference in formality in the following.

Very Formal: Exceedingly large segments of the population are expressing their discontent with medical practitioners who appear more engrossed in amassing financial assets than in providing efficacious care to people with health disorders.

Formal: A large number of consumers are complaining about medical doctors who are apparently more interested in making money than in providing effective health care.

Informal: A lot of people are unhappy with their doctors who only seem to care about how much money they make, and not about giving their patients good care.

The first sentence is written in a very formal language, it might have been placed in a scientific article. The second is less formal and may be used by a lecturer or in the research paper of a student. The third sentence is informal, can be used in oral speech of familiar people.

Task. Find synonyms to the following words. Notice the difference in formality between the two words in pairs. Either word might be equally appropriate, depending upon the reader and situation.

Utilize    facilitate      impediment    comprehend   erroneous 

Utilize (very formal) – make use of, take advantage of (informal), employ, exploit (formal).

Facilitate (very formal) – assist (very formal), help (informal).

Impediment (very formal) – obstacle, obstruction (formal).

Comprehend (formal)–  understand (informal), make sense of (formal).

Erroneous (very formal) – inexact, inaccurate (formal).