HOW TO USE WORDS THAT CATCH THE READER'S HOW TO USE WORDS THAT CATCH THE READER'S

You want your reader to see what you are writing about, but you have to create the images with words, not pictures. You want your reader to see what you are writing about, but you have to create the images with words, not pictures.

Why is word choice important in argumentative writing? Because word choice affects the audience's response. Because word choice affects the audience's response.

Here are some tips:

USE LANGUAGE THAT IS NATURAL AND NOT OVERDONE If you overdo the language or use language that just doesn't sound right, your reader will know you are "faking" it. If you overdo the language or use language that just doesn't sound right, your reader will know you are "faking" it.

USE SLANG AND CLICHÉS SPARINGLY In fact, you should avoid them altogether if possible. It is better to use something original than something everyone has heard or even said before. In fact, you should avoid them altogether if possible. It is better to use something original than something everyone has heard or even said before.

AVOID REPETITION Don't use the same word over and over. Use a thesaurus to find another way to say it. Don't use the same word over and over. Use a thesaurus to find another way to say it. However, be careful with the positive or negative connotation the word has. However, be careful with the positive or negative connotation the word has.

USE WORDS CORRECTLY If you aren't sure of a word, look it up. Use not only a thesaurus, but a dictionary. Just because a word is a synonym for another does not mean they are interchangeable, so double check it. If you aren't sure of a word, look it up. Use not only a thesaurus, but a dictionary. Just because a word is a synonym for another does not mean they are interchangeable, so double check it.

BE CONCISE Use words that are as descriptive as possible. You'll get your meaning across better and use fewer words. The fewer words you use, the more likely you'll keep your reader's attention. Use words that are as descriptive as possible. You'll get your meaning across better and use fewer words. The fewer words you use, the more likely you'll keep your reader's attention.

USE POWERFUL ACTION VERBS Write sentences that have the subjects doing something. Avoid linking verbs such as am, are, is, be, being, and been. Use verbs that create specific images in the reader's mind. If you do this, you will show rather than tell your reader what is happening, you will be able to describe without stopping the action, and you will give more information with fewer words. Write sentences that have the subjects doing something. Avoid linking verbs such as am, are, is, be, being, and been. Use verbs that create specific images in the reader's mind. If you do this, you will show rather than tell your reader what is happening, you will be able to describe without stopping the action, and you will give more information with fewer words. To ensure you are using active verbs, find the doer of the action and make it the subject of the sentence. To ensure you are using active verbs, find the doer of the action and make it the subject of the sentence. Example: The car was hit by the tractor. Doer = tractor The tractor hit the car.

USE SPECIFIC, NOT GENERAL, NOUNS Be descriptive with nouns. Instead of saying, "the woman," give her name. Give the type of car. Instead of "football player," tell his position. Be as specific as you can. Be descriptive with nouns. Instead of saying, "the woman," give her name. Give the type of car. Instead of "football player," tell his position. Be as specific as you can.

USE ADJECTIVES THAT ARE AS DESCRIPTIVE AS POSSIBLE Big, huge, and gigantic all mean the same thing, but gigantic is a better choice if you are describing a tyrannosaurus for example. Big, huge, and gigantic all mean the same thing, but gigantic is a better choice if you are describing a tyrannosaurus for example.

CREATE A MENTAL PICTURE WITH WORDS FOR THE READER Choose your words carefully. Look for the best word or phrase to describe what you are writing about. Similes and metaphors are good ways to describe something so your reader can picture it. Choose your words carefully. Look for the best word or phrase to describe what you are writing about. Similes and metaphors are good ways to describe something so your reader can picture it. Example: They were out of control, running all over the place. Example: They were out of control, running all over the place. Simile: They had no more direction than a splattered egg. Example: The candle in the window helped us find our way home in the dark. Example: The candle in the window helped us find our way home in the dark. Metaphor: The candle was a beacon in the night.

AVOID VAGUE, BORING, AND OVERUSED WORDS Try to avoid the following words and phrases whenever possible: a little bit a lot actuallyallalwaysarea as far as.... aspect at least awesomebig boring certainly IncidentallyInteresting involved with Just kind of LittleLotsNiceobviously of course particularlyphrasepredicamentprettyproblemsomehow something like somewhat sort of speciallystuffsurelythat...thingtoototallytremendouslyverywhich...whole

"SHOW" RATHER THAN "TELL" Replace linking verbs with action verbs to "show" rather than "tell" your reader what you mean. Common linking verbs: Replace linking verbs with action verbs to "show" rather than "tell" your reader what you mean. Common linking verbs: amisarewaswerebebeingbeen

Now let’s do some practise Classify the following words into neutral, positive or negative: Classify the following words into neutral, positive or negative: student, apprentice, disciple, junior, learner, novice, scholar, undergraduate student, apprentice, disciple, junior, learner, novice, scholar, undergraduate skinny, bony, angular, emaciated, gaunt, malnourished, scrawny, slender, thin, anorexic skinny, bony, angular, emaciated, gaunt, malnourished, scrawny, slender, thin, anorexic run, amble, bound, dart, dash, gallop, lope, scamper, sprint run, amble, bound, dart, dash, gallop, lope, scamper, sprint vacation, break, fiesta, furlough, holiday, intermission, layoff, recess, respite, sabbatical vacation, break, fiesta, furlough, holiday, intermission, layoff, recess, respite, sabbatical useful, helpful, valuable, beneficial, functional, handy, practical useful, helpful, valuable, beneficial, functional, handy, practical fat, obese, chubby, stout, plump, stocky fat, obese, chubby, stout, plump, stocky friend, companion, buddy, acquaintance, colleague, playmate friend, companion, buddy, acquaintance, colleague, playmate

Underline what words stand out in the text that make the passage memorable. Hence, quite aside from the injustice which stereotypes do to others, they impoverish ourselves. A person who lumps the world into simple categories, who type-casts all labor leaders as "racketeers," all businessmen as "reactionaries," all Harvard men as "snobs," and all Frenchmen as "sexy," is in danger of becoming a stereotype himself. He loses his capacity to be himself— which is to say, to see the world in his own absolutely unique, inimitable and independent fashion. Hence, quite aside from the injustice which stereotypes do to others, they impoverish ourselves. A person who lumps the world into simple categories, who type-casts all labor leaders as "racketeers," all businessmen as "reactionaries," all Harvard men as "snobs," and all Frenchmen as "sexy," is in danger of becoming a stereotype himself. He loses his capacity to be himself— which is to say, to see the world in his own absolutely unique, inimitable and independent fashion.

Look at the paragraph below. The word decisions made in this paragraph need some improvement. Rewrite the paragraph to show better word choice. Jennifer had quite a strange day last week. It began when she got up. She was late for school. She raced around getting dressed in the middle of the dark. It was quite a mistake. She put on mismatched socks, two different color shoes, and a sweater with a large ketchup stain on it. As she went downstairs, Jennifer tried to get a quick breakfast. She thought she took a granola bar, but instead it was something else. As soon as she went outside, she tripped down the stairs. Of course, this happened just as the bus showed up in front of her house. She got on the bus with no breakfast, a bad wardrobe, and her face quite red. And, that was just the start of her Jennifer had quite a strange day last week. It began when she got up. She was late for school. She raced around getting dressed in the middle of the dark. It was quite a mistake. She put on mismatched socks, two different color shoes, and a sweater with a large ketchup stain on it. As she went downstairs, Jennifer tried to get a quick breakfast. She thought she took a granola bar, but instead it was something else. As soon as she went outside, she tripped down the stairs. Of course, this happened just as the bus showed up in front of her house. She got on the bus with no breakfast, a bad wardrobe, and her face quite red. And, that was just the start of her day. day.