The Doctor is IN!

The numbers game

I have frequent requests in my writing classes to explain how to express numbers in technical and business writing. Let me be honest with you: I can’t possibly cover all the variables involved in writing numbers in this brief post. In fact, I could actually shorten this article dramatically if I just said: “Consult your chosen style guide.”

For most business and technical writing, I preach that the style guide of choice is
The Gregg Reference Manual
, which

Gregg Reference Manual

has a 30-page section on how to use figures or words to express numbers (Part 1, Section 4). The first four pages prescribe the basic rules, which I will summarize here:

Use words to represent numbers from 1 through 10 (for example: one, two three . . . ten) and use figures for numbers above 10. (Rule 401)

We sent six people to the conference.

I lost only 11 files when my computer crashed.

Use all figures for 1 through 10 when the numbers need to stand out for quick comprehension or have technical significance (Rule 401).

Cut the wire strip into 1-cm lengths.

Use words to represent numbers at the beginning of a sentence (Rule 401).

Sixteen employees called in sick with the flu.

When two or more related numbers appear in the same sentence, use figures for all numbers if one of the numbers is larger than 10.

We have always sent between 10 and 20 employees to the conference.

Use word style for numbers from 1 through 100 when writing high-level executive correspondence or nontechnical documents such as formal announcements, invitations, or literary texts (rule 404).

Other style guides differ from this advice (for example, The American Medical Association Manual of Style prescribes using figures for numbers 1 and above [with a few exceptions]). Be sure to consult any style guides that you are required to use in your job or industry.

Ready for your quiz? http://survey.constantcontact.com/survey/a07e6x0pxjshbzh3li9/start

My favorite things: As perfect as it gets

I always regret that I cannot be a perfect editor. I aim for perfection, but it rarely happens for me (and I suspect, for other editors).

That’s why I was intrigued with “PerfectIt,” software that states on its website that it “runs a series of tests that suggest possible errors. At each stage it lets you choose whether those should be changed.”

PerfectIt checks for consistency of hyphenation; capitalization; numbers/words; capitalization in headings; abbreviations and acronyms (definitions/spelling); bullets; lists; figures; and tables. All these editing inconsistencies drive me crazy, and having software to flag these issues is a gift. PerfectIt has a lot more features that I don’t use at this point (but you might).

The free trial convinced me that I was missing errors and inconsistencies that were found by PerfectIt, so I bought a single license for $49. I run it as an add-on in Microsoft® Word as my last pass through the document (after global searching, onscreen editing, printing out and proofing, and running spellcheck). It works best on longer documents than shorter ones (apparently because a long document provides a bigger set of examples so that the software can determine the dominant style in the document).

As with any new software, I tested it on a few sample documents before launching it on a crucial project; it does take some self-training, which is enhanced by an excellent 4-page set of instructions. In my first use of PerfectIt, I managed to remove the first letter of each word in a 10-page document.

If you are an editor searching for another tool to help you edit mind-numbing larger documents, try PerfectIt!

(I make no money by recommending this or any other cool products that I like.)

Should you use “and” or “but” to start a sentence?

One of my newsletter readers wrote to ask:

Hi Bette:  Do you agree with the information below? (I’m from the old school, where I was taught never to begin a sentence with “and” or “but.”)

Contrary to what your high school English teacher told you, there’s no reason not to begin a sentence with but or and; in fact, these words often make a sentence more forceful and graceful. They are almost always better than beginning with however or additionally. Beginning with but or and does make your writing less formal?but worse things could happen to most writing than becoming less formal.

Note, though, that if you open with but or and, you usually don’t need a comma: not “But, we did it anyway”; it’s enough to say “But we did it anyway.” The only time you need a comma after a sentence-opening conjunction is when you want to sneak a clause right between the conjunction and the rest of the sentence: “But, as you know, we did it anyway.’

*************************************

I don’t agree with using a coordinating conjunction (“and” or “but”) to start a sentence in formal technical and business writing because a coordinating conjunction, by definition, joins two words or phrases in a sentence. I have no problem with using a coordinating conjunction to start a sentence in informal writing (fiction, poetry, blogs, texts, some e-mails, advertising and marketing writing, and personal writing). However, everyone has a different formality scale in their head. I always urge my writing students to write just a little more formally than their reader might, much as they would dress a bit more formally for a job interview than they might on the job.

Further, I suggest, “When in doubt, don’t.”

That said, it is clear to me that more and more people are writing less and less formally. I don’t think that that shift is always appropriate. I’ll continue NOT using “and” or “but” to start a sentence for all my formal technical, business, and medical communication.

Your thoughts?

 

I don’t like to write…

I always startle my students by announcing that I don’t like to write. I think they probably assume: Surely a writing teacher must just love to write!

I do not like to write because writing is hard work, including writing a blog. But like so many other writers, I love to have written. I also like the fact that through writing, I can deliver helpful information to others.

Here’s what happens when I sit down to write: I immediately have writer’s block. As I preach in my classes, one antidote to writer’s block is getting compulsive about my task. So I set my timer for one hour; chain myself to my desk (well, not literally); and write until the bell rings. Then I reward myself by biking to the gym so I can work out.

When I return to the my writing task again, I repeat the “chaining” event and treat myself again when I am done.

Corny? Yes. Effective? Yes. You’re reading this, aren’t you? I’ll do anything necessary to bribe myself to do what I must. And when your comments and feedback roll in, I’ll be glad I made the effort.

Prolific author Judy Blume shares her thoughts on how writing is like a puzzle: “I’m a rewriter. That’s the part I like best . . . once I have a pile of paper to work with, it’s like having the pieces of a puzzle. I just have to put the pieces together to make a picture.” But you must have the pieces of writing BEFORE you can put them together into a bigger document!

What are you waiting for?

AMWA Toolkit for New Medical Writers

This comprehensive explanation of medical writing has been recently updated and is a comprehensive overview for anyone interested in medical writing or editing. Especially useful is the resources list at the end.

Good job, AMWA!

Why bother to field-test your documents?

I recently taught a class in procedure writing. To engage learners, I usually have them build a product with folding rulers that I give them, and they write a procedure to instruct others to build their product. (A procedure is a series of numbered steps that someone must follow to produce a specified outcome.)

After each group finishes writing their steps, they field-test their procedures on potential end users (another group in the class). In most cases, those users can perform the procedures without a hitch. Sometimes, however, the procedure writers have forgotten to specify if the ruler is to be placed on the table with the numbers up or down; in other cases, they have completely left out a step.

Such omissions occur because when we write, we sometimes unconsciously leave things out that are perfectly obvious to us. When we actually see users engage with our documents, we realize that we need to add, subtract, substitute, or reorder our text.

Of course, field-testing a document takes time, but so does ineffective, confusing, poorly written communication that confuses readers!

All writers need to field-test their documents. Recently, my home-town newspaper reported on a local author, Nancy Mervar, who field-tested her first children’s book, Nana’s Silly Goats, on a third-grade class. “When I have kids do the editing and revisions with me, I can do the best job on the story,” she said. “It’s really coming from the kids rather than an adult’s viewpoint of what the kids want to hear about.” An added bonus of this experience is that the students learn more about the writing process, especially since Nancy will share her revisions with them.

Want your own folding ruler? Send me a story about your experience with field-testing your documents to improve them, and if I use it in a future column or blog,  I’ll send you a folding ruler; you can even pick your color!

Oral questioning skills for the technical communicator

The WritersUA (User Assistance) website will soon publish my STC conference proceeding (Oral questioning skills for the technical communicator). This site is visited by approximately 20,000 users each month. When it is published, I’ll send a link.

I love thinking about questioning skills. I realize that whenever things go wrong, it’s usually because I didn’t ask the right questions before moving ahead.

I’m offering a webinar today on oral questioning skills for STC (the Society for Technical Communication) and will soon offer my readers a webinar on this important topic, too.

Organizations for writers to belong to

Thanks to Barb Woldin of American Medical Writers Association (AMWA), who posted this list of organizations that writers might want to belong to:

http://www.sciencemag.org/

http://www.nccme.org/

http://www.copydesk.org/

http://www.the-efa.org/

http://www.ismpp.org/

http://www.councilscienceeditors.org/i4a/pages/index.cfm?pageid=1

http://www.acsh.org/

http://www.asja.org/pubtips/indem01.php

http://www.wame.org/

These last few are compliments of Pat McNees Web site, Writers and Editors, through Barb Woldin:

http://writersandeditors.com/index.htm

http://www.amerindywriters.org/

http://www.asja.org/pubtips/pubtips.php

http://www.healthjournalism.org/

http://www.authorsguild.org/?p=101

http://www.pen.org/

And the two organizations that I belong to:

Society for Technical Communication, http://www.stc.org/

American Medical Writers Association, http://www.amwa.org/

How is painting like writing?

Why is painting like writing?

While painting what seemed like miles of baseboard and trim in my condo, it occurred to me that a painting project is like a writing project: Both involve a process.

My painting process  required the following steps:

  1. Deciding to paint; then assembling tools and equipment (paint, brushes, tape, newspapers, sandpaper); then taping and preparing the surface for the paint
  2. Painting
  3. Stepping back to look at the painted product, now dry, in a different light to see if I missed any spots
  4. Touching up whatever I missed, sometimes repainting a whole section
  5. Final touch-up and clean-up (removing tape and newspapers, scraping any stray paint, cleaning myself and my tools)

Writing projects require a similar process:

  1. Prewriting: deciding to write, brainstorming my ideas, outlining a coherent path through my often-chaotic brainstorming
  2. Drafting: Letting my ideas flow on paper without censoring or stopping to revise or rewrite
  3. Stepping back to look at the written product to see what I might have missed or what I should change (I often ask others for their opinions at this stage)
  4. Revising my writing to improve it, sometimes rewriting a whole section
  5. Editing and proofreading what I hope is the final product

No painter would consider skipping that first step in the painting process, yet many writers skip the first step and plow right into drafting without enough planning and preparation. When I write, as when I paint, I find that time spent on planning and preparing makes the project flow more smoothly.

To extend the metaphor:

  • My baseboard and door-painting project could have been overwhelming, like writing a large document can be. To avoid “painter’s block,” I divided the project into manageable chunks. I paint all the trim and doors in one room each weekend. Likewise, I divide large documents into sections and tackle them, a section at a time. Chunking painting and writing may not be as efficient as tackling the entire project at once, but dividing the work into chunks means I am more likely to do the divided work.
  • I don’t like to paint, but I like to have painted; likewise, I don’t like to write, but I like to have written.

Friday freebie

Check out The Toolkit for Making Written Material Clear and Effective, a health literacy resource from the Centers for Medicare and Medicaid Services (CMS).

As you can see in the list of topics below, this 11-part toolkit provides everything you need to make written material in any discipline easier for people to read, understand, and use.

The format is readable and the PDFs are the right price: Free. (Well, actually, you already paid for it with your taxes.)

The toolkit for making written material clear and effective

CMS toolkit for making written material clear and effective