1.
Concrete
and Specific Language.
Task. Study the examples below. Which is
more concrete and specific? What effect is created?
He
is a bad roommateHe is lazy and discourteous
He is untidy and unclean
He doesn't clean up his own messes
He leaves his dirty dishes on the kitchen counter
Your relationship with John is unacceptable
You do not get along well with John
You and John have a lot of arguments
You and John insult each other too much
You and John call each other derogatory names
Those sentences give the specific information, concrete fact. In comparicon with the first sentences in each group we see that there are lots of resons to be called bad rommate or to call the relationship unacceptable, looking below, by the way, we understand the exact reson in this very case.
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. - The employees discuss they will be forced to change jobs and take on new responsibilities after merger of two companies.(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.
Before sentencing convicted guilty or innosent, jury study and consider all testimonies carefully.
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."
This task requires expressively precise analysis of the Existentialist perspective as it relates to life nowadays. You should present the points which are crincipal in 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) certainly ( 90% - 100% of possibility )
(2) probable (about 70-80%)
(3) perhaps (50/50)
(4) doubtful (less than 40% but up to about 35%)
(5) unlikely (0-15%)
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."
The comparison puts the car between 2 categories, which makes all 3 elements similair (and everybody would be glad if the car were compared to Lexus that means they have something in common) is if the only difference is the price.
Consider the adjectives below, mind their the potential ambiguity
Expensive - cool and luxurious/ wasteful
hot - cool/ high temperature
intelligent - smart/ reasonable
good - really pleasant/ uninsulting one for truly bad, uninteresting
spicy - energetic/ savoury
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. Interesting can be used in positive meaning or for "bizarre freak"
Task. Each of the following are actual headlines printed in newspapers. Notice and explain their double meaning.
(1) Include your children when Baking Cookies - Seems like you should put your children into the cookie dough, but in fact it means interract your children into cooking process
(2) Bank Drive-in Window Blocked by Board -
(3) Killer Sentenced to Die for Second Time in Ten Years
(2) Bank Drive-in Window Blocked by Board -
(3) Killer Sentenced to Die 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."
Unfortunately, I have to admit I find your lectures difficult for me, I'd eager to continue, but I took decicion to move to Dr. Johnstone's group.
(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."
It pity for me to hear you have decided to leave. Thank you for attending my lectures, hope moving to another group will help you a lot and will suit you.(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."
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