11 Writing with Style

110.38.c.9.C, 110.39.c.9.C

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Effective Voice

Page 115 from Write for College

Qualities of Effective Style

Each writer has a unique style, which changes based upon the Purpose, Audience, Subject, and Type of writing. However, all effective styles have certain features in common.

Lead students through the six features of effective style on this page.

To extend learning, assign students to find a piece of effective writing that exhibits one or more of the features on this page.

State Standard Reference:

LAFS Standard:

110.38.c.9.C, 110.39.c.9.C

TEKS Standard:

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Effective Voice

Page 116 from Write for College

Examples of Effective Style

Have a volunteer read the first example of style. Then lead a discussion about it.

How would you describe the writer's style? (possible adjectives: precise, direct, straightforward, clear, accessible, balanced, objective, reasonable)
What words and phrases help establish this style?
What is the purpose of this material?
How does the writing style help achieve the purpose?

Have a volunteer read the second example of style. Then lead a discussion.

How would you describe this writer's style? (possible adjectives: playful, reminiscent, sarcastic, humorous, enthusiastic, entertaining, personal, welcoming)
What words and phrases help establish this style?
What is the purpose of this material?
How does the writing style help achieve the purpose?
How does this style differ from the other style, and why? (Use PAST to analyze both styles.)

State Standard Reference:

LAFS Standard:

LAFS.1112.RL.1.1

TEKS Standard:

110.38.c.4.G, 110.38.c.6, 110.39.c.4.G, 110.39.c.6

NE ELA Standard:

LA 12.1.6.d

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Explanatory Paragraph Narrative Paragraph

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English Language Arts:

Reading

Page 117 from Write for College

Special Features of Style

A metaphor equates two different things, creating a comparison without using a word of comparison (like or as). Metaphors have many uses:

Describing something unknown by relating it to something known: "A malware scan is a shower for your computer."
Making novel connections between ideas: "As often as not, students must be miners instead of builders."
Creating poetic effects: "Mother was an essential-oils shaman."

Metaphors need to be surprising, making readers think. For that reason, students should avoid cliches, confusing ideas, and mixed metaphors. Use the bottom of the page to help students recognize these problems. (See page 124 for even more help with eliminating cliches.)

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TEKS Standard:

110.38.c.10.C, 110.39.c.10.C, 110.38.c.9.C, 110.39.c.9.C

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Page 118 from Write for College

Using Strong, Colorful Words

The two most powerful parts of speech are nouns and verbs. Nouns are matter. Verbs are energy. Modifiers simply quantify or qualify the matter or energy. Strong style begins with specific nouns and vivid verbs.

Lead students through the examples of precise nouns. Then have four volunteers come to the board. The first writes "person," the second "place," the third "thing," and the fourth "idea." Then have each person write a general noun underneath the category. Afterward, have each write a more specific noun. Then have them write an incredibly specific noun (often a proper noun). Repeat the process with four more students, and continue until everyone has gotten a chance at the board.

Lead students through the examples of vivid verbs and discuss each, focusing on how it improves style. Then ask students to offer examples of vivid verbs to replace the following:

move
look
get
have

State Standard Reference:

LAFS Standard:

TEKS Standard:

110.38.c.10.C, 110.39.c.10.C, 110.38.c.9.C, 110.39.c.9.C

NE ELA Standard:

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Page 119 from Write for College

Using Strong, Colorful Words (Cont.)

Once students have selected specific nouns and vivid verbs, they can decide what adjectives or adverbs are needed. Students should avoid unnecessary modifiers, such as, "That is a great, big exaggeration" ("That is an exaggeration" is plenty.) Students should also avoid empty modifiers like nice or good and overused modifiers like new or old. When students do use modifiers, they should add something to the idea.

For all words—nouns, verbs, adjectives, and adverbs—students should consider both denotation (dictionary definition) and connotation (feeling and association). Have a volunteer read aloud the example at the bottom of the page while the rest of the class focuses on the connotations of the bolded words.

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TEKS Standard:

110.38.c.10.C, 110.39.c.10.C, 110.38.c.9.C, 110.39.c.9.C

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Page 120 from Write for College

Using Anecdotes

Present students with the explanation of anecdotes at the top of the page. Then have a volunteer read the first example anecdote. Lead a discussion:

What tone and mood does the anecdote create?
How does this anecdote connect to the reader? To the topic? To the purpose?

Have a volunteer read the second example anecdote, and then discuss it:

What tone and mood does the anecdote create?
How does this anecdote connect to the reader? To the topic? To the purpose?

State Standard Reference:

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TEKS Standard:

110.38.c.10.C, 110.39.c.10.C, 110.38.c.9.C, 110.39.c.9.C

NE ELA Standard:

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Page 121 from Write for College

Using Repetition

Of course, repetitious writing is problematic. But intentional repetition can create important stylistic effects:

Rhythm and balance
Emphasis and effect
Unity and organization

Present each example and lead a discussion about how the repetition creates a strong stylistic effect.

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TEKS Standard:

110.38.c.10.C, 110.39.c.10.C, 110.38.c.9.C, 110.39.c.9.C

NE ELA Standard:

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Page 122 from Write for College

Using an Alternative Style

Avid readers will rightly point out that great writers often "break the rules." You can point out that great writers must know the rules in order to break them in the right way, at the right time, for the right effect.

Lead students through the three examples of writers who break the rules. Discuss how each alternative style creates a different effect. Note how these styles work because they positively connect to the Purpose, Audience, Subject, and Type of writing.

Challenge students to find examples of alternative style from their favorite writers. Have them share examples with the class, and discuss the way the style connects to all parts of the rhetorical situation (PAST).

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TEKS Standard:

110.38.c.10.C, 110.39.c.10.C, 110.38.c.9.C, 110.39.c.9.C

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Page 123 from Write for College

Checking for Common Ailments

Help students understand that effective style achieves the writing Purpose, connects to the intended Audience, represents the Subject, and fits the Type of writing. Ineffective style fails in one or more of these ways.

Have a volunteer read each example of a style ailment and then the cure. Afterward, discuss how students can spot these problems and fix them.

State Standard Reference:

LAFS Standard:

TEKS Standard:

110.38.c.10.C, 110.39.c.10.C, 110.38.c.9.C, 110.39.c.9.C

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Page 124 from Write for College

Avoiding Cliches

Most of all, style needs to be genuine. Cliches are fake. They aren't original to the writer, don't achieve the Purpose, fail to impress the Audience, poorly represent the Subject, and have no place in formal Types of writing.

Use this page to alert students to cliches and warn them away from using any. Help them also avoid cliches of purpose and voice.

State Standard Reference:

LAFS Standard:

TEKS Standard:

110.38.c.10.C, 110.39.c.10.C, 110.38.c.9.C, 110.39.c.9.C

NE ELA Standard:

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