With that in mind (and in honor of nth edition of really obtuse book chapter reviews I got last week), here’s this week’s Throwback Thursday post:
I got a giant wad of reviews for a book proposal that I put into the field a few weeks back. The idea of people reviewing work you haven’t done yet to decide if it’s worth doing gives me hives, but it does help me understand what professors want and what they think their students need.
Amid all of the helpful suggestions (and a few that made me wonder if they were reading another person’s proposal instead of mine), this rhetorical question stuck with me:
Is it possible to write in simpler language? The authors do not have to impress the other professors. The goal should be to reach the student.
Of all the things I’ve received in reviews throughout my life, this is one chunk of text with which I wholeheartedly agree. Believe me, if I was trying to be impressive, I’d be totally screwed.
Whenever I try to write a book, I consider the students who had to plunk down their cash to buy this thing and now are forced to use it for something besides a doorstop. I will often think of one of my current or former students and then imagine I’m trying to tell that particular student whatever it is I think matters in a way I think he or she will best understand it. (I then go back and edit out the cursing, the “y’knows” and any reference to the 1980 USA Hockey Team.)
The point is: I try to know my readers before I write to them. I’m also not trying to impress anybody with my wide range of vocabulary or ability to recall a key moment from a “Full House” episode that foreshadowed Lori “Aunt Becky” Loughlin’s role in the admissions bribery scandal.
I want you to learn how to write well, communicate effectively and reach an audience. If I’m not doing that in my textbooks (or at least trying to), I’m either a hypocrite or an idiot. With that in mind, consider these key pointers when it comes to writing simply for an audience:
- If you wouldn’t read it, don’t write it: A major problem happens when you flip from the “reader” side of a story to the “journalist” side of the storytelling relationship: You forget what it’s like to have to read whatever it is you’re writing. The purpose of journalism is to reach your audience with quality information in a clear and coherent way. Remember, you’re writing for your readers, not for yourself. Approach your content accordingly and if you wouldn’t enjoy reading something, don’t write it that way.
- Tell me a story and make me care: Far too often, our desire to gather quotes or or grab basic facts can overwhelm the journalist, thus putting the storytelling aspect of the job on the back burner. Instead of treating journalism like you’re fighting through a “honey-do list,” focus on the concept of telling stories in a way that makes your readers care about them.The idea of a story drives our desire to read, listen, watch and interact with content. It’s why we search for characters, threads, plots and elements in the media output we consume for entertainment. News is no different in that regard, so find ways to make your work tell people a story that is relevant, useful and interesting to them.
- The harder the story is to understand, the slower and simpler you should tell it: I remember seeing this on a sign in our Ball State newsroom one year and I wish I could find its source. (I’m sure someone will tell me about 11 seconds after I post this, complete with a link I should have easily located…) Its point is a fantastic one: When things get harder, slow down. We do it when we’re driving through a snowstorm or working through a difficult math problem. We do it when our parents or grandparents call and ask, “How do I stop the computer from doing this one blinky thing?”However, when we write stories for our audience, we often blaze through the jargon, speed through the complexities of a proposal or rush through a series of actions that barely make sense to you. Instead of flying along like my wife on a freeway, jamming out to the “Hamilton” soundtrack, slow down and incrementally explain each important detail as if you are communicating to a child. Or a parent asking about that “blinky thing.”