CONCRETE AND SPECIFIC LANGUAGE A key characteristic of effective writing is employing concrete and specific language.

It's important to understand what is meant by abstract and concrete language and also by general and specific language. Concrete language includes descriptions that create tangible images with details the reader can visualize. Abstract language is vague and obscure, and does not bring to mind specific visual images. Consider the statements on the screen. The first statement at the top is abstract, but the second becomes increasingly concrete and specific. (THIS WILL BE IN AN OPEN WORD FILE) ABSTRACT: To excel in college, youll have to work hard. CONCRETE: To excel in college, youll need to do go to every class; do all your reading before you go; write several drafts of each paper; and review your notes for each class weekly. In descriptive narrative prose, like the Literacy Narrative, writers often use sensory details that are very low on the scale of abstraction. Note how shifting down the scales improves the vividness of the following passage: (THIS WILL BE IN AN OPEN WORD FILE) ABSTRACT: The awkward, badly dressed professor stood at the front of the room. CONCRETE: At the front of the room stood the professor, a tall, gawky man with inch-thick glasses, a wispy beard, an old brown-striped jacket, burgundy and gray plaid pants, and a green tie with blue koalas. Question for class: what have we done here? What is the difference between the two sentences? Which is more effective? Why is that important? Notice how much more effective the statements become as the language becomes more specific and concrete. The statements at the top, which are more abstract, can be interpreted in many possible ways, and leave many questions answered. The statements at the bottom, which are more concrete, are less open to multiple interpretations.

Now, lets move from paragraphs and sentences to individual words. With the exercise we are about to do, you will all see how easy it is to make your papers more concrete/specific/low on the scale of abstraction.

General vs. Specific Language General words refer to large classes and broad areas. "Sports teams," "jobs," and "video games" are general terms. Specific words designate particular items or individual cases, so "FIU Panthers," chemistry tutor," and "Halo" are specific terms. (THIS WILL BE IN AN OPEN WORD FILE) GENERAL: The student enjoyed the class. SPECIFIC: Kelly enjoyed Professor Kings 8:00 a.m. Chemistry class.

The Ladder of Abstraction Most words do not fall nicely into categories; theyre not always either abstract or concrete, general or specific. Moreover, the abstract and general often overlap, as do the concrete and specific. Therefore, it can be easier to classify words by placing them on a scale or continuum: a Ladder of Abstraction. On this scale, we place a word on a higher or lower level of abstraction. The lower on the scale, the more concrete and specific the word is. (THIS WILL BE IN AN OPEN WORD FILE) 8. food 7. junk food 6. dessert 5. ice cream 4. premium ice cream 3. Ben and Jerry's ice cream 2. Ben and Jerry's Chunky Monkey ice cream 1. a double-scoop waffle cone of Ben and Jerry's Chunky Monkey ice cream

Concrete and specific word choices are essential to clear, memorable, and effective communication.

Now, lets practice by taking general or abstract terms down three levels of abstraction. Get into groups of three and quickly come up with three nouns. ***If there is no time for groups, it can be a general class activity without groups*** Using WORD, I will write each of the words, then take them through the excersise of making each more specific 2 or 3 times, depending on time. Below, I have an example chart if we are really running out of time and need a place to start from.

1. Student 2. Nature 3. Car 4. Sport 5. Day 6. Clothes 7. Structure

___________ ___________ ___________ ___________ ___________ ___________ ___________

___________ ___________ ___________ ___________ ___________ ___________ ___________

___________ ___________ ___________ ___________ ___________ ___________ ___________