Using Appropriate Language

1. Writing for an Audience: Using Appropriate Language by Annette Sanchez

2. Chances are you will have to write something practically every day of your life. Regardless of whether you are writing a research paper, a resume cover letter, or a grocery list, it is always important to use language that fits the audience you are writing for and the purpose you want to achieve. Inappropriate language can alienate your audience, weaken your argument, and even damage your credibility.

3. Some of the more common issues with appropriate language use are levels of formality, jargon, other types of double-speak, and biased language. We will explore how these issues can be problematic and what to do to correct them. After reading this, and some practice with your own writing, you will be able to ensure your writing appeals to the largest audience possible.

4. Levels of Formality Expressing yourself in a way that your audience expects and that fits your purpose is essential to successful writing. Formality exists on a scale and is determined by your audience. An academic paper or business letter requires a formal style, while a personal letter or a humorous article might be informal in style.

5. Examples of Levels of Formality P Formal (written for an unknown audience): I am applying for the human resources position advertised in the local paper. I am an excellent candidate for the job because of my significant experience in human resources, excellent communication skills, and sense of organization. P Semi-formal (written to a known individual): I am applying for the human resources position that is currently open in the company. As you know, I have worked as a temporary human resources generalist for six months with the company. I not only have knowledge of the position, but I also have an understanding of the company’s needs and the requirements for the job. O Informal (inappropriate for a business letter): Hi! I saw in the paper that ya’ll are looking for somebody for HR. I think I’m good for the job because I’ve done things like that in the past, I’m pretty good with people, and I’m organized.

6. Jargon Jargon is a specialized language, particularly vocabulary, specific to a particular trade, profession, or group. Jargon can keep outsiders from understanding something, so it should only be used when writing for a group the jargon is specific to. If jargon is used in a piece of writing meant for a general audience, always explain or define the terminology being used.

7. When to use Jargon Consider somebody who studies linguistics – they would commonly use words like quantifier, voiceless labiodentals fricative, diglossia, intensifier, and minimal pair. To a non-linguist, these words have different meanings or no meaning at all. If the linguistics student was writing an academic paper explaining concepts in linguistics to an audience of non-linguists, he or she would want to introduce and explain the linguistic terms being used so as not to lose his or her audience. If the same student was writing a paper for a linguistics class, he or she would want to use linguistics terms freely. In doing so, the student is demonstrating understanding of terminology. Not using jargon in this instance could signal to the audience that the writer might not know the subject well.

8. Other Types of Doublespeak We discovered that jargon is a form of doublespeak, but unlike jargon, other forms of doublespeak, such as euphemisms, gobbledygook, and inflated language, are meant to be deceptive and confusing. Doublespeak can negatively affect our thoughts and our communication with others, so our best defense against doublespeak is to use plain English in our writing.

9. What are Euphemisms, Gobbledygook, and Inflated Language, Anyway? Euphemisms are expressions that attempt to soften or hide reality. Their use is sometimes appropriate, as with saying someone has “passed away” instead of “died.” However, a “terminological inexactitude” is not an appropriate replacement for the word “lie.” Gobbledygook is a series of fancy words strung together to make a long, confusing sentence, as with: “At base level, it comes down to deconstructed strategic paradigm shifts, and our exploratory research suggests that we make parallel administrative projections.” Inflated language uses important sounding words to make ordinary things sound extraordinary: “Assuredly that character is not indulging in laborious pursuit” translates to, “That person is unemployed.”

10. Biased Language As a rule of thumb, avoid using any language that is stereotypical or that has any kind of bias. Biased language most commonly occurs with gender, but it is equally important to not use language that is offensive to groups of people based on race, ethnicity, sexual orientation, or interests.

11. Stereotyped Language Stereotyped language is any language that assumes a stereotype about a group of people. For example, do not assume a common stereotype about a blonde women. Consider the following sentence: Although she was blonde, Mary was still intelligent. The revised sentence reads: Mary was intelligent. O P

12. Using Non-Sexist Language As we learned earlier, gender bias is common in writing, so writing in a non-gendered, non-sexist, non biased way is smart and effective. If you write in a sexist manner, your message will reach fewer people. The key to non-sexist language is to use gender-neutral terms. The National Council of Teachers of English (NCTE) suggests the following guidelines:

13. Eliminate Generic Use of the Word “Man” The generic use of “man” and other words with masculine markers should be avoided in all communications whenever possible. Consider the following examples: Alternative FormOriginal Form humanity, people mankind human achievements man’s achievements synthetic, manufactured man-made the average person the common man, the average Joe staff hours man-hours

14. The use of “man” should also be avoided in occupational terms when persons holding the job could be either male or female, as with the following examples: Alternative FormOriginal Form chair person, presiding officer chairman business executive or person businessman firefighter fireman mail carrier, letter carrier mailman flight attendant stewardess police officer policeman congress person, representative congressman

15. A Few Words on Pronouns The English language does not have a non-gendered singular pronoun; consequently, we tend to use he, his, or him as a generic singular pronoun, as with “the student needs his pencil.” When we personify “the student,” “the professor,” “the author,” “the executive,” and others, as male by using the pronouns he, his, and him, we are excluding women from those roles. The examples on the next page address this problem.

16. Pronoun Alternatives Change singular into plural Original: Give each student his paper as soon as he is finished. Alternative: Give students their papers as soon as they are finished. Reword to eliminate gender problems. Original: The average student is worried about his grade. Alternative: The average student is worried about grades. Use one, you, or he or she, as appropriate. Original: The student shall pick up his graded test after class. Alternative: The student shall pick up his or her graded test after class. Refer to indefinite pronouns with plural pronouns Original: Anyone who wants to buy a raffle ticket should bring his money tomorrow. Alternative: Anyone who wants to buy a raffle ticket should bring their money tomorrow.

17. You now know why using appropriate language is important to writing. In fact, it is essential for good writing. Are there other issues with appropriate language use that we did not cover? What are they and what makes them problematic? How can those issues be resolved? Can you think of other alternative solutions to the issues we did cover? Challenge yourself to regularly use appropriate language in all of your writing. Good luck and happy writing!

18. The End

19. Works Cited Crisp, Jeremy D. Leigh Ann Hester. 2007. Wikipedia. 31 March 2008 <http://www.defenselink.mil/dodcmsshare/newsstoryPhoto/2005-06/20050616153033_050616-a- 5930c-006.jpg>. “Guidelines for Gender-Fair Use of Language.” NCTE. 2002. The National Council of Teachers of English. 30 March 2008 <http://www.ncte.org/about/over/positions/category/lang/107647.htm>. “Using Appropriate Language.” The Owl at Purdue. 26 August 2006. Purdue University Writing Lab. 30 March 2008 <http://owl.english.purdue.edu/owl/resource/608/01/ #resourcenav>.