Writing Analytically, 6th Edition - Rosenwasser, David & Stephen, Jill.original_ [38]
* * *
Try This 2.10: Distinguishing Evaluative from Nonevaluative Words
The dividing line between judgmental and nonjudgmental words is often more difficult to discern in practice than you might assume. Categorize each of the terms in the following list as judgmental or nonjudgmental, and be prepared to explain your reasoning: monstrous, delicate, authoritative, strong, muscular, automatic, vibrant, tedious, pungent, unrealistic, flexible, tart, pleasing, clever, slow.
* * *
* * *
Try This 2.11: Experiment with Adjectives and Adverbs
Write a paragraph of description—on anything that comes to mind—without using any evaluative adjectives or adverbs. Alternatively, analyze and categorize the adjectives and adverbs in a piece of your own recent writing.
* * *
3. GENERALIZING
Vagueness and generality are major blocks to learning because, like the other habits of mind discussed so far, they allow you to dismiss virtually everything you’ve read and heard except the general idea you’ve arrived at: What it all boils down to is … What this adds up to is … The gist of her speech was …
Most of us tend to remember our global impressions and reactions. The dinner was dull. The house was beautiful. The music was exciting. But we forget the specific, concrete causes of these impressions (if we ever fully noticed them). As a result, we deprive ourselves of material to think with—the data that might allow us to reconsider our initial impressions or share them with others.
Often, the generalizations that come to mind are so broad that they tell us nothing. To say, for example, that the economy of a particular emerging nation is inefficient, accomplishes very little, since the generalization could fit almost any economy.
Take My Word for It?
Generalizing is not always a bad habit. We generalize from our experience because this is one way of arriving at ideas. Summary writing, which you will do a lot of in college, is a useful form of generalizing. Summarizing materials helps you to learn and to share information with others.
The problem comes when generalizations omit any supporting details. Consider for a moment what you are actually asking others to do when you offer them a generalization such as “The proposed changes in immigration policy are a disaster.” Unless the recipient of this observation asks a question—such as “Why do you think so?”—he or she is being required to take your word for it: the changes are a disaster because you say so.
What happens instead if you offer a few details that caused you to think as you do? Clearly, you are on riskier ground. Your listener might think that the details you cite lead to different conclusions and a different reading of the data, but at least conversation has become possible.
Antidotes to Habitual Generalizing
Trace your general impressions back to the details that caused them. This tracing of attitudes back to their concrete causes is one of the most basic and necessary moves in the analytical habit of mind. Train yourself to become more conscious about where your generalizations come from (see the Five-Finger Exercise at the end of Chapter 1).
Think of the words you use as steps on an abstraction ladder, and consciously climb down the ladder from abstract to concrete. “Mammal,” for example, is higher on the abstraction ladder than “cow.” A concrete word appeals to the senses. Abstract words are not available to our senses of touch, sight, hearing, taste, and smell.
“Peace-keeping force” is an abstract phrase. It conjures up a concept, but in an abstract and general way. “Submarine” is concrete. We know what people are talking about when they say there is a plan to send submarines to a troubled area. We can’t be so sure what is up when people