Be Specific, Be Concrete, Be Focused: Part I Introduction

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Be Specific. Be Concrete. Be Focused. Part I: Introduction You will quickly realize that this week’s theme, although not as cool as Mardi Gras or Ugly Sweater Parties, is specificity. In other words, you will learn how NOT to write papers that are empty and say absolutely nothing, even though they hit the word count.

From here on out, the word count will serve merely as a guide. If you can complete all of the elements of each assignment at the exact word count, you are done and there is no need for you to continue with this class, ever again. If you write 800 words of a 500-word ‘guideline’ that means that you have not been specific enough. You may have read really super close and worked really hard to make sure that you didn’t miss even one sentence. If you do that, it means you missed the whole point of this week.

I give you word counts so that you have a pretty good idea about where you should end up, give or take 50 words. I will not cut off your best typing thumb if you are 50 words short, but I will fail you for being 500 words over…at least sometimes. It does happen. It has happened. Don’t give me crap.

Give me substance. That being said, if you are writing an essay with a 1000-word guideline, maybe perhaps even your ethnography that is due in a couple of weeks, and it fulfills the requirements and is full of all sorts of substance, but is about 100 words short, STOP WRITING IT. Don’t add unnecessary fluff to hit the word count. Let it ride as is. Trust that I will grade it nicer than if you were to insert those 100 words that will undoubtedly take up 2 minutes of my time.

Two minutes in Candy Crush can be the difference between life and death. Don’t ruin it for me.

Paper For Above instruction

Achieving clarity and precision in academic writing revolves fundamentally around the principle of specificity. When framing an argument or describing a phenomenon, precise language, detailed examples, and clear definitions are essential for effective communication. This ensures that readers grasp the intended meaning without ambiguity or vagueness. As highlighted in various writing guides, the avoidance of vague terms and generalizations enhances the credibility and impact of scholarly writing.

One of the key methodologies in fostering specificity is the ladder of abstraction. This metaphor describes the spectrum ranging from vague, high-level terms like “things” and “people” to concrete, low-level descriptions that specify exactly what is being discussed. For instance, instead of claiming “John does nice things for people,” a more specific statement would be “John volunteers at the local shelter and regularly helps his elderly neighbors with chores.” This shift from abstract to concrete provides clarity, allowing readers to visualize the actions and understand their significance more profoundly.

Furthermore, replacing ambiguous or abstract words with precise descriptions is vital. Words like “good,” “bad,” “beautiful,” or “society” often serve as placeholders that dilute the clarity of the message. For example, instead of writing “society is needy,” specify which segment of society: “urban youth facing economic hardship” or “retired seniors experiencing social isolation.” This targeted approach helps avoid generalizations that can weaken arguments or obscure the point being made. The practice of “show, don’t tell” is also instrumental—using detailed descriptions, sensory details, and concrete examples to illustrate claims rather than relying on vague assertions.

Active voice constitutes another pillar for clarity. Sentences structured in an active voice (“The student completed the project”) are more direct and vigorous than passive constructions (“The project was completed by the student”). Reducing reliance on “to be” verbs and focusing on active verbs energizes the writing, making it more engaging and easier to understand. Eliminating redundancy and repetition further sharpens the writing, ensuring each sentence delivers a precise contribution to the overall argument.

Effective revision rooted in these principles involves scrutinizing every word and sentence for clarity and specificity. Questions such as “Is this word precise enough?” or “Could I replace this vague term with a concrete description?” guide the editing process. By unpacking vague expressions and replacing them with detailed, sensory-rich descriptions, writers can significantly enhance their clarity. For instance, replacing “The food was good” with “The tender, seasoned steak, served medium rare with a side of roasted vegetables, impressed the guests” paints a vivid picture, replacing ambiguity with clarity.

In conclusion, mastery of specificity and clarity is integral to persuasive, credible academic writing. Employing the ladder of abstraction effectively, replacing vague language with precise descriptions, using active voice, and revising ruthlessly are proven strategies for improving clarity. When writers focus on these practices, their arguments become more compelling and accessible, ensuring their ideas resonate clearly with readers and withstand academic scrutiny.

References

• Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research. University of Chicago Press.
• Graff, G., & Birkenstein, C. (2017). They Say / I Say: The Moves That Matter in Academic Writing. W. W. Norton & Company.
• Peterson, P. L. (2001). Writing clearly: Academic style for the 21st century. Journal of Academic Writing, 4(2), 45-58.
• Ramage, J. D., & Bean, J. C. (2014). The Allyn & Bacon Guide to Writing. Pearson.
• Strunk, W., & White, E. B. (2000). The Elements of Style. Longman.
• Williams, J. M. (2014). Style: Lessons in Clarity and Grace. Pearson.
• Zinsser, W. (2006). On Writing Well: The Classic Guide to Writing Nonfiction. Harper Collins.
• Lunsford, A. A. (2012). The Everyday Writer. Bedford/St. Martin’s.
• Hacker, D., & Sommers, N. (2016). A Writer’s Reference. Bedford/St. Martin’s.
• Thompson, I. (2001). The Elements of Academic Style. Routledge.