Using Plain Language in Writing

The question of what kind of writing (and writing skills) should be taught in a college “freshman” composition class is somewhat contentious. Of course everyone agrees that students should be taught to be “good writers,” but what exactly does that mean? For instance, should students be taught how to write essays for college classes and college professors? Should they be taught to write for the workplace? Should they be taught to write more literary genres like poetry, fiction, and creative non-fiction? One size does NOT fit all when it comes to writing! In a regular semester, there are approximately 15 weeks (about 40 classroom hours) to cover a particular subject. And writing is a huge topic. You can’t teach everything. So what writing skills should be taught in a required “freshman” composition class to students who may end up doing any major available at a university? Consider that writing classes are usually taught by English department faculty. But are they the best ones to teach a chemistry major or an art major or a physical therapy major or a nursing major or a business major how to write well? On the other hand, could a chemistry professor (art professor physical therapy professor, nursing professor, business professor) teach writing effectively? I propose that all students in a “freshman” composition class be taught the intricacies of plain English (sometimes called plain language) as a foundation for the kind of writing they’ll be required to do in their lives (in whatever workplace they end up in). Plain English is NOT merely a matter of using easy words and short sentences. It’s a complex skill, in my opinion, that requires writers to deliver useful, highly readable information. Writers must work hard so their readers don’t have to. Plain English is never about “dumbing-down” information so anyone can understand it. It’s a matter of giving the reader who will use the information a document written so the reader can understand and use that information. It must never sacrifice accuracy or completeness or even nuance for the sake of simplicity. And it involves what I’d call right content, right organization, and right style.

WHAT IS  THE ISSUE FOR THE FINAL REPORT?

The question of what kind of writing (and writing skills) should be taught in a college “freshman” composition class is somewhat contentious. Of course everyone agrees that students should be taught to be “good writers,” but what exactly does that mean? For instance, should students be taught how to write essays for college classes and college professors? Should they be taught to write for the workplace? Should they be taught to write more literary genres like poetry, fiction, and creative non-fiction? One size does NOT fit all when it comes to writing!

In a regular semester, there are approximately 15 weeks (about 40 classroom hours) to cover a particular subject. And writing is a huge topic. You can’t teach everything. So what writing skills should be taught in a required “freshman” composition class to students who may end up doing any major available at a university?

Consider that writing classes are usually taught by English department faculty. But are they the best ones to teach a chemistry major or an art major or a physical therapy major or a nursing major or a business major how to write well? On the other hand, could a chemistry professor (art professor physical therapy professor, nursing professor, business professor) teach writing effectively?

I propose that all students in a “freshman” composition class be taught the intricacies of plain English (sometimes called plain language) as a foundation for the kind of writing they’ll be required to do in their lives (in whatever workplace they end up in). Plain English is NOT merely a matter of using easy words and short sentences. It’s a complex skill, in my opinion, that requires writers to deliver useful, highly readable  information. Writers must work hard so their readers don’t have to.

Plain English is never about “dumbing-down” information so anyone can understand it. It’s a matter of giving the reader who will use the information a document written so the reader can understand and use that information. It must never sacrifice accuracy or completeness or even nuance for the sake of simplicity. And it involves what I’d call right content, right organization, and right style.

WHAT SHOULD THE FINAL REPORT ACCOMPLISH?

Write a report of no more than 1,000 words (you may but are not required to add any appendices[1] you want to your report, and that information will not count against the 1,000-word limit). It should address the DFW’s concerns. It should also acquaint her with plain English, a topic she’s interested in but knows little about. You could think of this report as a short proposal[2]. In such a short report you can’t cover everything she might wish to know. So your challenge is to create an extremely clear, concise, and useful document that will present YOUR point of view on the issue and help the DFW make her decision.

WHAT SHOULD THE REPORT LOOK LIKE?

Part of your grade will be designing the report. Employ the techniques you’ve read about in our class to make this a highly readable (as well as extremely useful) report. Let me stress that you are not writing an essay for a teacher. This is a real person who has real needs. Don’t waste her time. As usual, I’d suggest a three-part document:

1. INTRODUCTION—presents the issue briefly and previews the main points that will be covered in the report.
2. REPORT BODY—addresses all the main points and supports all claims with sufficient evidence and examples.
3. CONCLUSION—provides a set of “next steps,” which are often recommendations.

[You can use a summary (sometimes called an executive summary) at the beginning of your report, but you are not required to do that. Any words used in a brief summary will NOT count against the 1,000-word maximum word limit for this assignment. You can use tables, charts, illustrations, etc., of any kind, as well.]

Be sure you write this report in your own words! If you use any words (illustrations, etc.) from a source, use some system of citation to make your reader aware that you are borrowing words. If you paraphrase from a source, cite that as well. In the WEB SITES for our Bb course site, you’ll find links that explain what plagiarism is and how to document your sources properly. If you have any questions in this regard, let me know.

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Writing a proposal is similar to but not exactly the same as crafting a persuasive essay or producing a report. Here are brief suggestions for developing a proposal. (this info is largely borrowed from http://www(dot)dailywritingtips(dot)com/how-to-write-a-proposal/.)

1. A proposal should define a problem and describe a solution that will persuade busy, thrifty, skeptical readers to support it.

2. Employ facts, not opinions, to bolster the argument for approval. Research similar plans or projects and cite them, emphasizing their successes and/or how your proposal resolves the weaknesses, omissions, or mistaken priorities apparent in them.

3. Analyze your plan or project, demonstrating possible outcomes. If possible, model a small-scale version of the plan or project, report on the results, and extrapolate how the full-scale plan or project will turn out based on the test.

4. Any discussion of financial or other resources should be conducted carefully and should present a realistic picture of the expense required.

5. Be meticulous in writing, editing, and design of the proposal. Revise as necessary to make it clear and concise, ask others to critique and edit it, and make sure the presentation is attractive and engaging as well as well organized and helpful.

A proposal can include the following elements:

Executive Summary: State the rationale for putting the proposal into effect, and summarize the proposal. (This allows a decision maker to quickly get the gist of the proposal, hence the name.)

Statement of Need: Detail why the plan or project the proposal recommends is necessary.

Project Description: Explain specifics of the plan or project, and how it will go into effect and how it will be evaluated.

Budget Analysis: Provide and explain how the plan or project will be financed and categorize and annotate operating expenses, if necessary.

Conclusion: Make a set of recommendations to the reader.