We’re going to look at the topic of wordiness which basically means having too many words in your writing using too many words to express a simple or even a complicated idea okay now this is a very common problem in writing especially and it’s not only for non-native English users native speakers do this all the time as well so we’re going to look at a few ways that you can reduce or minimize wordiness in your writing okay this will make your writing better it will make it clearer and it will make it more interesting now for those of you who have seen my video on how to achieve sentence variety in your writing a lot of the rules that we learned there apply here as well okay so let’s start with what are we talking about so wordiness basically means using more words than necessary to express an idea. Learn how to avoid wordiness at Robotdon.
A big common factor in this is redundancy and repetition so redundancy means expressing the same idea again implicitly so you’re not using the exact same words but the one sentence in the next sentence essentially say the same thing sometimes it’ll be in the beginning of the paragraph the next one comes at the end sometimes they’ll be in different paragraphs but this is a very common problem when you’re saying the same thing twice now it can also happen within a sentence where you’re saying something that’s already understood by what you said before okay and repetition is saying the same thing again explicitly basically saying the exact same words or the exact same idea in two different sentences basically you don’t need to do that it’s extra words it doesn’t actually add anything to your essay to your writing now why is this a problem and yes it is a problem okay first of all if your write a lot and you say little it’s not very good right it means well what are what is the purpose of all these words if you’re not actually saying anything with them that’s one problem if you’re going to be if you’re going to have a wordiness if you’re using too many words to express an idea that means that you have fewer words to use to actually support your idea or your argument.
If you’re writing for a test for example for IELTS or TOEFL or any other exam and you have to write about 300 words let’s say for the IELTS if you’re using a lot of words to explain one simple idea then you’re going to get to the 300 very quickly and you maybe haven’t developed your argument enough you put all your words in your essays getting too long you just want to finish it and move on but you haven’t actually said very much you haven’t supported your arguments very well so this is a problem if you’re using too many words and you’re just not saying very much as we mentioned before the essay they’re writing is a little bit bland a little bit boring not very fun for the reader to get into it.
If we move down in this qualitative study there I give you in one sentence what I did drag collected graduate student papers and then the next sentence all papers were analyzed for descriptive and analytical writing using analytical tools drawn from the research literature so in the actual paper that would constitutes a page or so but of course you can only put a sentence in here and then at the end preliminary findings so because I haven’t actually done the analysis and I don’t really know what the findings are going to be I’m just I’m putting in there tentativeness that’s I might change later on when I give the presentation and then I can say well in the abstract I thought this is what I was going to find but now that i’ve conduct conducted the analysis i know that this is what I’m gonna find okay. Read more about analytics and its tools on Edusson.
Just a quick point about your identities your scholarly identity anytime you write academically you you are portraying this academic identity so what you want to try and do is come across in this very scholarly professional way and one of the ways you do that is by paying attention to to the guidelines also responding to the call not going over the word count making sure that you have followed the instructions and editing for any kind of errors what I wanted to the point I wanted to make here is that people often think that productive writers or long-term academics sit down and produce these fabulous abstracts in one sitting but really that’s not the case everybody works at their abstracts everyone begins with a very bad draft and then fixes it up gets feedback on it perhaps and then you know does more work on it so really there’s a process involved in writing abstracts it’s not something that you think about and then just produce in fact most people begin by writing very bad drafts and then they fix it up and that’s the kind of process I’d encourage you to take is to get anything down start with something.
Get something done and then fix it up and gradually fix it up to a point where you want to share it with someone now that you know what components should go into an abstract you can ask someone specifically to give you feedback on those components ok common phrases and abstracts if you’re struggling for the kind of language that you want to use in the abstract and visit this website where they have some very useful phrases here they’re talking about dissertation abstracts but you can adjust the kind of language use will be dependent on your particular discipline so you can also learn from reading other abstracts in your field so this is just another slide to show you some of the common language taken from that website which you can use and encourage you to use active language we studied fifteen patients versus passive language fifteen patients were studied just because it’s much more readable.
If you had been noticed and the reader is thinking have you read a paper like that you think why didn’t you do the obvious thing like why are you doing this complicated thing so there is sometimes when you really have to stop and say you know you might think that this pathway would be a good one but actually doesn’t work at all for the following reason or you know that’s elaborated somewhere else again you don’t to get to do world we’re just acknowledging when there is a very obvious Avenue that you’re not taking why you’re not taking it is a good thing or you could say somebody else took it and it’s described very well in this excellent paper that I’ll discuss a bit more but in related work but it turns out that doesn’t work very well in the setting that I’m interested in which is this and on you go does that make sense yeah. Find other tips for working with your material on Edusson.
I think that it’s also kind of I mean there should be like a trade-off between reproducibility of your paper make your idea I mean like some other people things that is possible to reproduce your work yes because for example if there are like I mean sometimes I agree with you on these that you have to show your idea but maybe it’s okay also to put like a paragraph not someone can escape like thank implementation tickets oh I mean they read are kind of sleepy but are you filming but if it’s another student like me I mean the student maybe need details in order to continue working oh yes so so when I say you know you want to present your idea I do mean you want to present it it’s a paper right you want to present it in enough detail that somebody could actually deploy it and use them use it themselves and that means you know you need a bit of detail right that’s what the body of the paper is for.
So it might be you might say here some implementation details you might say look there’s a whole section about implementation you know a little bit later in the paper that gives more detail so I think of it as being somebody might read the papers there might be the introduction they might get to the idea I think that’s an interesting idea but actually I’m not interesting up in the details to plow through this so then they jump to the next paper so you’re almost wherever they get off the bus they’ve taken something valuable away with them yeah but don’t leave out the meat that’s right so I’m not talking about just a high level general idea stuff you want to get to the meat it’s a paper it’s got content yeah just fine you about just getting all of these details that most of the readers won’t be interested in and just sending all of that to the supplementary material.