A couple of things that I do in those classes that of necessity utilize grandiose 
phraseology (just kidding): I tell my students about how Mark Twain said every time 
you want to use an adjective, use the word "damned" and then at the end, take out all 
the damneds. Twain actually said his editor removed the damneds, but the students get 
the point (I hope). I also tell my students that they should describe a concept or a 
study as if they were telling a friend about it and then maybe clean it up a little to 
be more concise. One danger to these comments is that if I make them in the same class 
period, then students may come away thinking that they can pepper their writing with 
obscenities (which is, after all, how they might describe it to a friend) and then 
clean it up before turning it in, which isn't at all what I mean when I say "clean it 
up." But so far, it's worked pretty well. I also tell them that sometimes the more 
syllables they use, the more boring the paper becomes.

Do any of you use Strunk and White as a resource? If so, then what do you think of it? 
And what about the first few chapters of the APA Manual for writing style?

Thanks,
Carol

-----Original Message-----
From: Mike Scoles [mailto:[EMAIL PROTECTED]
Sent: Wednesday, November 19, 2003 9:56 AM
To: Teaching in the Psychological Sciences
Subject: RE: Petting Write Peeves


Has anyone noticed how often faculty and administrators utilize big
words to illustrate their superior acumen?  Whenever I am asked to
comment on a report generated by these folks, I always say, cut
"utilize" and paste "use".

*************************************************
Michael T. Scoles, Ph.D.
Director, Arkansas Charter School Resource Center
Associate Professor of Psychology & Counseling
University of Central Arkansas
Conway, AR 72035
voice: (501) 450-5418
fax:   (501) 450-5424
*************************************************



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