Language notes

3.0 FORMAL SKILLS

* Introduction
* 1.0 Effective reading
* 2.0 Writing
* 3.0 Formal skills
3.1 Grammar
3.2 Editing
* 4.0 Register
* 5.0 Report writing
* 6.0 Other professional communication

Up to top 3.1 Grammar

People who are confident that they know and can apply the `rules' of grammar are a minority. There are many historical and social reasons for this general lack of confidence in relation to grammar. Many people have been given stronger messages about what they 'get wrong' as a writer, than what they can do.

Many competent, published authors do not know the formal rules of grammar. What they work with instead is a strong faith in their ability to think, describe, explain, and a stronger belief that they can produce quality writing by rewriting, refining and polishing. Instead of using 'rules', they are depending on an intuitive sense that 'this...is an improvement on...that'. This intuitive sense has probably been developed by wide reading. Of course, most published writers have the advantage of having their work checked by professional editors.

When most people talk about grammar, they are referring to the system developed from Latin, latinate grammar. They are not aware that this is a recently developed description for English. When Shakespeare was writing he did not have this system to help him as a writer. Latinate grammar is only one of several grammars. Two others are Chomsky's system of transformational grammar and Halliday's system of functional grammar.

Plain English, clear writing and refinement in expression, and the control of a range of registers, particularly academic register, are important features of these communication subjects. Tutors will indicate where writing can be improved and often this involves elements based on latinate grammar. However, they do not have enough time to teach this system, or other grammatical systems, in detail.

If you want to explore this area of latinate grammar further to develop your confidence both as a writer and in everyday communication, many books are available.

Some references are:

Bernard, J.R. (1896) A short guide to traditional grammar Parramatta, NSW: Sydney University Press

Burt, A.(1991) A guide to better grammar Cheltenham, UK: Stanley Thornes Publisher Ltd

Burt, A. (1991) A guide to better punctuation Cheltenham, UK: Stanley Thornes Publisher Ltd

Burton, S. H. (1987) Mastering English grammar London: Macmillan Education

Corbett, E.P.J. & Finkle, S.L. (1992) The little English handbook 6th edn New York: HarperCollins

Fowler, H.W. (1991) A dictionary of modern English usage Oxford: Oxford University Press

Gowers, E. (1987) The complete plain words Oxford: Oxford University Press 3.2 Punctuation

The following information on punctuation is taken, with permission, from

Christie, Frances (ed) (1989) Writing in schools: study guide Geelong: Deakin University

Up to top 3.2 Editing

The golden rule of editing is to keep your writing and your ego separate at all times!

Distance yourself from what you have written by putting as much time as practical between finishing your writing and beginning your editing; at least leave it overnight. If you have no time at all, read your work aloud to yourself. Always try to approach your work as an outside editor would.

A key question to address is Who is the audience?

  • A specialist in the writer's field?
  • An intelligent layperson?

The intended reader(s) should always determine the writer's register (see section 4.0 Register). Keeping the appropriate register in mind throughout editing will make the task easier and more successful.

3.3.1 Editing checklist

3.3.1.1 First stage - wholeness

  • refocus on topic
  • skim-read whole report
  • note purpose, context, register
  • has all the content been included?

3.3.1.2 Second stage - balance and sequence of the whole

  • examine the relative emphasis given to each section/point
  • do the headings and sub-headings provide a cohesive structure and outline?
  • are the headings and subheadings in sequence?

3.3.1.3 Third stage - focus on the parts

  • examine section/paragraph structure
  • is each section/paragraph relevant to the writer's purpose?
  • is each necessary?
  • is each in its proper place?
  • are connections between sections/paragraphs clear?
  • do ideas follow one another clearly and logically?

3.3.1.4 Fourth stage - focus on mechanical faults; syntax, punctuation, spelling

  • is each sentence clear and easy to read?
  • is each sentence necessary?
  • does it repeat something already written?
  • could the meaning of any sentence be expressed more clearly?
  • are any words or terms overused?
  • are any words unnecessary or ambiguous?
  • are any words repetitious?
  • could shorter or clearer words be used?
  • do all words suit the register being used?
  • check spelling and grammar.
  • are all of your revisions improvements?

3.3.1.5 Produce amended version

  • check layout and presentation

Repeat this process until the report is ready for the intended audience. Professional editors can repeat this from three to twenty times.

TO TOP OF PAGE

For assistance contact: paul.skrebels@unisa.edu.au
Copyright ©1997 University of South Australia
Prepared by the Flexible Learning Centre, University of South Australia
Prepared: 28 January 1997
URL: http://www-i.roma.unisa.edu.au/07118/language/formal.htm