Paying attention to word choice is particularly im- portant when the main idea of a passage isn’t clear. A writer’s word choice doesn’t just affect meaning; it creates it. For example, look at the following descrip- tion from a teacher’s evaluation for a student apply- ing to a special foreign language summer camp. There’s no topic sentence, but if you use your powers of observation, you should be able to tell how the writer feels about her subject.
As a student, Jane usually completes her work on time and checks it carefully. She speaks French well and is learning to speak with less of an American accent. She has often been a big help to other students who are just beginning to learn the language.
What message does this passage send about Jane? Is she the best French student the writer has ever had? Is she one of the worst? Is she average? To answer this question, you have to make an inference, and you must support your inference with specific observations. What makes you come to the conclu- sion that you do?
The diction of the paragraph reveals that this is a positive evaluation, but not a glowing recommen- dation. Here are some of the specific observations you might have made to support this conclusion:
■ The writer uses the word usually in the first sen- tence. This means that Jane is good about meet- ing deadlines for work, but not great; she doesn’t always hand in her work on time. ■ The first sentence also says that Jane checks her
work carefully. Although Jane may sometimes hand in work late, at least she always makes sure it’s quality work. She’s not sloppy.
■ The second sentence says Jane speaks French well. This is a positive word, but not a very strong one. Again, she’s good, but not great. A
stronger word like fluently or masterfully would make a big difference.
■ The second sentence also tells us she’s “learning to speak with less of an American accent.” This suggests that she has a strong accent and needs to improve in this area. It also suggests, though, that she is already making progress.
■ The third sentence tells us that she often helps “students who are just beginning to learn the language.” From this we can conclude that Jane has indeed mastered the basics. Otherwise, how could she be a big help to students who are just starting to learn?
By looking at the passage carefully, then, you can see how the writer feels about her subject.
Exercise 2
Questions
Read the paired sentences below, making careful ob- servations as you read. Then answer the inference questions that follow. Be sure to support your an- swers with specific observations from the sentences.
Pair 1
A. Let’s get together as soon as possible. B. Let’s meet as soon as we are able.
1. Which sentence suggests that the writer has a more formal relationship with the reader? _____________________________________ _____________________________________ 2. Which sentence suggests that the writer is more
anxious to meet with the reader?
_____________________________________ _____________________________________ –W O R D C H O I C E–
Pair 2
A. Rhonda has a very colorful way of speaking. B. Rhonda has a very showy way of speaking.
3. Which sentence is more critical of Rhonda? How can you tell?
_____________________________________ _____________________________________
Pair 3
A. They have been meeting in the hope of clearing
up their differences.
B. They have begun negotiations in an attempt to
resolve their conflict.
4. Which sentence seems more hopeful about the outcome?
_____________________________________ _____________________________________ 5. Which sentence describes a more serious
situation?
_____________________________________ _____________________________________ 6. Which sentence suggests a more informal
relationship between the parties that are meeting?
_____________________________________ _____________________________________
Summary
Sherlock Holmes’ secret was his power of observa- tion. You, too, can learn to notice what you see by looking carefully at what you read. Notice the specific words the writer has used. Remember that writers choose their words carefully. They know that each word has a specific effect, and they want just the right word to convey their ideas.
–W O R D C H O I C E–
1. Think about how you choose your words. Do you use different words for different people? Imagine you are describing an event to a family member and then to a classmate. Would you describe it the same way? Or would your word choice be different? Do you think carefully about what you say and which words you will use? How aware are you of your word choice? Write down both descriptions and compare them.
2. Take another look at something you read re- cently. This could be an ad or a full-length article. What words does it use to appeal to its audience? Why are they effective?
SKILL BUILDING
UNTIL NEXT TIME
Answers
Exercise 1
1. 2, 1, 3 2. 3, 2, 1 3. 2, 1, 3 4. 2, 3, 1 5. 1, 2, 3 6. 3, 2, 1Exercise 2
1. Sentence B suggests a more formal relationship between reader and writer. In sentence B, the writer uses the word meet while the writer of sentence A uses the less formal get together. 2. Sentence A suggests that the writer is more
anxious to meet with the reader. In sentence A, the writer uses the phrase as soon as possible, while the writer of sentence B uses the less urgent phrase as soon as we are able.
3. Sentence B is more critical. The word showy suggests that she’s a bit too colorful.
4. Sentence A seems more hopeful, since it uses less serious words throughout: meeting instead of negotiations; in the hope instead of in an attempt; clearing up instead of the more serious resolve; and differences, which is much milder than conflict.
5. Sentence B clearly describes a more serious situation. See the answer for 4.
6. The word choice in sentence A suggests a more informal relationship between the parties. They are meeting, not negotiating; they hope to clear up rather than resolve; they have
differences, not a conflict. These words are not only less serious; they’re also less formal. –W O R D C H O I C E–
LESSON
14
STYLE
L E S S O N S U M M A RY
Writers think carefully not only about the words they use but also about the kind of sentences they write. Will they be long or short? Full of description or right to the point? What kind of tone does this produce? This lesson shows you how to analyze a writer’s style and how style helps create meaning.
Y
ou might think your best friend really knows how to dress with style. Or you might wish that you could update your wardrobe so that you could keep up with the latest style. But what does style have to do with reading and writing?Actually, understanding style is very important to reading success. Writers use different structures to or- ganize their ideas, and they also use different styles to express those ideas. Being aware of style helps you see