Author: Alexandra Brown

In regard to and with regard to are examples of phrases we use to connect ideas. They mean “with respect to.”

But when writing these phrases, people often use the plural of regard: regards. This is incorrect, and it’s colloquial. With (or in) regards to shouldn’t appear in writing, but it does; I see—and edit—it all the time.

In the phrase with (or in) regard to, regard is a singular noun.

Regard (singular) as a noun means to give consideration to something (e.g., She has no regard for the rules).

Regard (singular) as a verb means to consider someone or something in a certain way (e.g., I regard February as the best month).

Regards (plural) is a noun that means good wishes (e.g., Send regards to your valentine). It’s often used as the closing in a letter (e.g., Warm regards).

The incorrect use of regard and regards has become popular (many people think they’re interchangeable); it’s one of those mistakes that is seen so often it seems correct. (Sort of like this phrase and this phrase.)

Remember that you don’t have to use with (or in) regard to at all if you don’t like it. Although it’s acceptable, it’s wordy. Don’t be afraid to use more simple language to connect ideas. There are other options. Here are a few:

Regarding

Concerning

About

Pertaining to

You care about the goals you have for your writing, and you know it’s not effective to write in the same way you speak—that’s how meaning gets lost.

So remember this:

In the phrase with (or in) regard to, don’t use an “s” in regard.

I can’t think of a job that doesn’t require some amount of writing. It’s not always listed in a job description, but people are expected to be able to communicate in writing—especially in today’s technology-based world. (Even if writing isn’t a regular part of a job, the application process will likely involve writing.)

Like it or not, you’re judged by your communication skills. If your professional written communication is full of errors, it tells others that what you’re doing isn’t that important to you. And the poor written communication of one person can reflect negatively on an entire organization. Regardless of how skilled you are in other areas, your overall effectiveness as a professional is lowered if your writing is weak.

Writing is interwoven with reading and listening. If an employer, client, customer, or even a colleague questions your writing skills, they may also question your ability to read carefully, pay attention to details, organize information, and navigate facts.

You don’t have to be a talented, creative writer of prose and poetry. But your writing should communicate information in simple, concise, and organized language that makes your point—with correct grammar and spelling. Can you eliminate the fluff and shape the key points into a concise e-mail, memo, or report?

If you think you can’t, don’t worry. You don’t have to go back to school. Your editor will be your educator. You’ll learn from the changes he or she makes. As your writing improves, your overall effectiveness and confidence as a professional will improve as well—it’s true; I’ve seen it happen.  

No matter what field you’re in, clarity in writing is important. Miscommunication can be detrimental. I edit documents within many industries—finance, technology, real estate, law, health care, education, and more. This means there are people in many industries who know they need help with their writing. They know that with polished written communication, others will see them as credible, capable, and competent.

Poor writing skills can halt your career.

A 2016 article in Education News cites a study by the College Board that found writing skills to be a “gatekeeper” for being hired and promoted at corporations in the United States: http://www.educationnews.org/k-12-schools/report-writing-skill-a-gatekeeper-and-ticket-to-work/.

Companies that participated in the study made statements about writing as it relates to the hiring process: “Those who provide employers with poorly written cover letters will most likely not get an interview.” They also reported that writing is involved in the promotion process: “You can’t move up without writing skills.” Most important, they noted, “Writing deficiencies are costing American companies upwards of $3.1 billion each year.”

The authors of the study stated, “Educational institutions should focus on developing the writing skills of their students in order to better prepare them for future employment.”

As a former teacher, I know that writing instruction is already an integral part of school. It starts in kindergarten with the development of the visual-motor skills involved in writing and the use of invented spelling to determine how phonemes (letter sounds) combine to make words. Writing instruction continues throughout high school. Perhaps there should be a stronger emphasis on how necessary strong writing skills are for employment.

Being able to communicate clearly in writing matters. If you think your writing is weak, find someone who can help. It can mean the difference between advancing in your profession or not.

As you begin a new year filled with new writing projects, it’s helpful to think about how to have an effective relationship with your editor.

Here are some tips to remember:

• Your editor isn’t hoping to rip your writing to shreds. You want your editor to be honest with you and to do his or her best to improve your work. Just like you wouldn’t want your teacher to hold you to low standards—that would be a waste of your time and potential—you shouldn’t want your editor to do so either. Your editor’s toughness will benefit you. And if this means red marks all over your pages, view it as a positive aspect of the writing process.

• Be open to criticism. And learn how to handle it. Creating can be a tough process. When you receive suggestions for ways to make your writing better, your first reaction may be to become defensive. But this won’t serve you well. Be prepared with thick skin. Be ready to learn from any criticism—learning is always a good thing.

• Your editor doesn’t hate your writing. And it shouldn’t matter whether he or she does. Just as teachers don’t need to like their students to teach them well, your editor doesn’t need to like your writing to ensure it turns out great. If you’re getting only positive feedback from your editor, this may mean your editor doesn’t have the skills to recognize what should be different. Or maybe your editor is afraid to upset you—neither will benefit you.

• There will be work for you to do when your editor is finished reviewing your text. Editing is a collaborative process, and your work does not end as soon as you hand your document to your editor. Be disciplined. Keep revising. Learn from the edits. Remember that you don’t have to accept every change your editor suggests. It’s your work, and you have the final say.

• Your editor should have a rationale for every change and suggestion. There’s a reason for every change I make to a text and for every suggestion I make to writers. If it isn’t already noted on your text, ask your editor about why he or she is suggesting a specific change. Your editor should also have a philosophy that guides his or her work—this is something that’s also helpful to ask your editor about. (See this post to read about my editing philosophy.)

You may not have done much writing. You may be working on your first manuscript. But remember that your editor has done a huge amount of reading and has seen a variety of texts. Let your editor put this knowledge and experience to work for your benefit.

As you work with your editor, keep your eyes open to the tips listed above. They’ll help you make the most of the editing process.

Said the editor to her client,

Do you see what I see?

At first, the client didn’t see what the editor saw on the nonfiction document. The client didn’t see the redundancy, the wordiness, or the ambiguity. The client told the editor he intentionally used inconsistencies in punctuation because he liked how it looked. He saw what he thought was clear and concise writing in which his readers would easily be able to locate the information they were looking for.

In terms of grammar and style, the client wanted to divert from the rules and use artistic license—but this took the focus away from his outstanding content.

The problem is what looks appealing to him may not be what looks appealing to his readers. Inconsistencies and errors will make his readers struggle. Struggling to locate or make sense of information is unappealing to all readers.

The client was wise to have an editor by his side to see from the viewpoint of his readers and thwart any potential problems they might face that would reflect poorly on him.

Although writing is an art, it’s also a craft—and it involves implementing learned skills. You don’t have as much freedom to make choices as you do when creating something that’s strictly art. You have rules to guide you and strengthen your ability to successfully deliver your message.

Should you divert from the rules because you think your way makes your document look better? No. This is dangerous because it may lead your readers away from your message and away from you.

The goal of your nonfiction writing is to communicate information. Even for writing that isn’t prose—such as a resume—it’s important to follow grammar and style rules if you want to present a polished document. Your readers want to quickly locate clear information; by adhering to the rules, you’ll help them do this.

We all see things differently: your readers may not see what you see, and you may not see what your editor sees (but your editor will help your readers see your message). Our visions merge when we ensure clarity by adhering to the rules of grammar and style.

As we dash to the end of 2016, it’s important to remember there are different kinds of dashes: the hyphen, the en dash, and the em dash.

Writers often confuse these marks and use them inconsistently. (This confusion originally began with the switch from typewriters to computers; typewriters have only a hyphen.)

Each kind of dash serves a different purpose.

The hyphen (-) is used to form compound words and to divide words for printing purposes. It is also used to connect grouped numbers (but not ranges of numbers).

The En dash (–) is used to specify a range (e.g., November–January) or to connect a prefix to an open compound (e.g., post–holiday season).

The Em dash (—) is used to set aside parenthetical elements (commas can be used this way too) or to show a break in dialogue.

Use of a hyphen where an em dash is needed is an error I see often. It creates confusion because it can make a sentence nearly impossible to understand.

Do you see how the sentence below is difficult to understand?

The snowman was tall—almost seven feet-and his nose was orange; it was a carrot-and it was frozen.

It looks as if the sentence above has two obscure compound words. (What do “feet-and” and “carrot-and” mean?) These kinds of inconsistencies will slow your readers down and give them too much work to do to determine meaning—that’s not a good idea.

To ensure your message is communicated clearly, be sure you’re using the correct dash.

This Thanksgiving, what would happen if you placed an uncarved turkey on the table and told your guests to start eating?

They wouldn’t know how to eat it. They’d wonder why you missed the most important part. And they might never want to have Thanksgiving at your home again.

When your turkey is finished cooking, be sure to carve it. Lay all the parts out clearly so your guests can easily grasp them.

The turkey-serving process

• You start with a raw turkey and some ideas.
• You decide how you want it to taste. Who are you cooking for, and what do you want them to experience?
• You cook it. You watch it carefully and baste it to ensure it’s not dry; you want it to come out full of flavor and just right.
• It’s finished—you’re ready to carve. You have a knife to help you and maybe some instructions too. You might even ask for help from someone who knows what they’re doing.
• You remove the various parts, piece by piece, discarding those that no one will eat—those that will get in the way. You keep the juicy meat. You organize the parts, and you present them in an appetizing way.
• Your turkey is ready for your guests.

Carving is a necessary part of a successful turkey-consumption experience. You might find it frustrating that there’s a specific way to carve. But if you don’t carve your turkey, your guests will notice—no matter how good it might look. Make it easy for your guests to enjoy your turkey. Don’t be afraid to enlist the help of a professional to shape your turkey into a delicious, easy-to-eat feast before presenting it to your hungry guests.

These turkey-serving steps also apply to writing.

The information-serving process

• You start with raw text and some ideas.
• You decide what your tone will be. Who is your intended audience, and what do you want them to learn?
• You write a draft. You add spice and substance.
• You rewrite to ensure it’s just how you want it.
• It’s finished—you’re ready to edit. Your editor focuses on the various parts, piece by piece, discarding those that are unnecessary—those that don’t support your main idea and will get in the way. You keep the essential ideas. You present them in an appealing way.
• Your message is ready for your readers.

Editing is a necessary part of a successful information-consuming experience. You might find it frustrating that your editor wants to focus on every detail. But if your text hasn’t been edited, your readers will notice—no matter how good your ideas are.

Make it easy for your readers to understand what you’ve written. Don’t be afraid to enlist the services of an editor to help carve beautifully presented ideas into your text before presenting it to your hungry readers.

Homophones (words that sound the same but have different meanings or spellings) can be confusing. They’re one of those things that makes English a challenging language to learn.

People often confuse which, witch, and wich.

Which is an interrogative pronoun. Merriam-Webster’s dictionary defines it as “being what one or ones out of a group.” It’s used to ask for or specify information.

Example: Which costume will you wear for Halloween?

A witch (a noun) is a person believed to have magic power.

Example: I will dress as a witch.

There’s also wich (a noun), which means a bundle of thread. (It’s also a slang term for “sandwich.”)

Example: A wich is made up of thread.

It’s easy to mix up these words.

Which and witch are used more frequently than wich. Here’s a way to remember the correct word and spelling to use:

The “t” in witch is tall like a witch’s hat; so the tall “t” can remind you of a witch. Which and wich don’t have a “t.”

The “wh” in which is similar to the “wh” in other interrogative pronouns: what, who, whom, and whose. These pronouns are used to ask questions. Which is often used to ask a question; so the “wh” can remind you of a question.

Double-check your writing to ensure you’ve used the correct word and spelling. Don’t rely on spell check; it doesn’t know what your intended meaning is, and it won’t correct homophones. It doesn’t know which witch you want.

Halloween is approaching, so it’s time to visit the pumpkin patch.

You might see scarecrows there.

Just like scarecrows can deter birds from crops, scare quotes can deter readers from text.

Scare quotes are a nickname for quotation marks used around a word or phrase when quotation marks are not needed.

It’s not a good idea to overuse scare quotes. They obscure meaning. They make your readers doubt the reality of the word or phrase. They’ll think you don’t intend the actual meaning and that you consider the quoted word or phrase to be odd. It’s in this confusion where your message may get lost.

Farmers place scarecrows in their fields to scare away birds that may eat the crops. (Those birds are probably irritated too.) I don’t think writers place scare quotes in their text with the intention of scaring away or irritating readers, but this is what ends up happening.

If you want to indicate irony or nonstandard usage of a word or phrase, it’s ok to use scare quotes occasionally. But The Chicago Manual of Style says scare quotes “lose their force and irritate readers if overused.”

When should you always use quotation marks?

• When you’re borrowing phrases verbatim from another text
• For a translation following a foreign word, phrase, or title (parentheses without quotation marks can also be used)
• To indicate the titles of articles, chapters, and other short works (this is according to The Chicago Manual of Style; use of quotes for titles varies by style guide)
• To indicate a title appearing within an italicized title

So how should you emphasize words or phrases?

• Use the surrounding text. Structure your sentences so your words effectively emphasize your meaning.
• Use italics (but only occasionally to supplement the effective way you have already structured your sentences and never for an entire passage).
• Use boldface (but sparingly so as not to distract or confuse your readers).

If the pumpkin patch is full of scarecrows, the birds will hesitate to try eating the pumpkins. If your text is full scare quotes, your readers will hesitate to try understanding your message.

Try not to spook your readers by overusing scare quotes.

Yesterday, I was reading an article in which the author used the terms fall and autumn interchangeably when referring to the season. As I read, I wondered if this was intentional. Rather than focusing on the content of the article, I was distracted by wondering if I was missing something.

It’s difficult to follow text that uses multiple terms to refer to the same thing.

You can use either fall or autumn to refer to the season between summer and winter. Both terms are accepted in American English.

But switching between the two creates confusion. Your readers may wonder if you’re referring to two different things. They’ll have to stop and reread, and that’s not what they want to do. (Of course, you can use these terms together if they’re not referring to the same thing; for instance, if you’re using fall to mean move downward.)

Consistent use of terms is important.

It makes it easy to navigate your text, and it allows your readers to quickly comprehend. It’s vitally important in technical writing, but it’s important in any kind of writing.

Inconsistent use of terms is distracting for your readers, regardless of whether they are conscious of the inconsistency. Consistency creates order and balance. Organized, balanced writing is appealing. (Read more about the importance of balance in writing.)

You might think it’s okay to let your readers figure out what you mean. And they may; but not without wasting time wondering why you decided to switch terms.

In addition to fall and autumn, consistency applies to other terms. For instance, if you’re referring to a book, try not to switch among book, text, story, and narrative. If you refer to the same thing with four different terms, you’ll confuse your readers. Use one term throughout. An example of inconsistent use of terms I often see in academic writing is introducing a study then switching among terms such as project, test, experiment, and evaluation in reference to the originally introduced study.

Always use terms consistently.

How do you establish consistency?

• When you introduce a term, present the same term each time you refer to the same thing.
• When you’re finished with your draft, read through the text to identify any instances of inconsistent use of terms. Revise them to the term you originally introduced.