Try...<\/p>\n<\/td>\n<\/tr>\n

\n
1. Remove words that have do not add really add anything to meaning. Some examples include:<\/li>\n<\/ol>\n
   \n\n\n\n<\/colgroup>\n\n\n\n\n\n\n\n\n\n\n\n

   Instead of...<\/b><\/td>\n	\n Try..<\/b><\/p>\n<\/td>\n<\/tr>\n
   \u201cAppropriate\u201d<\/b><\/td>\n	<\/td>\n<\/tr>\n
   e.g. \u201cStudents are assessed using the appropriate<\/u> rubric\u201d (7 words)<\/td>\n	\n Students are assessed using the rubric. (6 words)<\/p>\n<\/td>\n<\/tr>\n
   \u201cstudents analyse their data with the appropriate<\/u> software. (8 words)<\/td>\n	\n \u201cstudents analyse their data with [software\/name\/ type] (5 words)<\/p>\n<\/td>\n<\/tr>\n
   \n \u201cGoing forward\u201d<\/b><\/p>\n<\/td>\n	<\/td>\n<\/tr>\n
   \n \u201cWe are exploring studentfolio going forward<\/u>\u201d. (6 words)<\/p>\n<\/td>\n	\n \u201cWe are exploring studentfolio\u201d (4 words)<\/p>\n<\/td>\n<\/tr>\n
   \n \u201cAs a matter of fact\u201d <\/b><\/p>\n<\/td>\n	<\/td>\n<\/tr>\n
   \n \u201cAs a matter of fact<\/u> the number of students on the module has increased by 20% since 2014.\u201d (18 words)<\/p>\n<\/td>\n	\n \u201cThe number of students on the module has increased by 20% since 2014.\u201d(13 words).<\/p>\n<\/td>\n<\/tr>\n
   \n \u201cDifferent\u201d <\/b><\/p>\n<\/td>\n	<\/td>\n<\/tr>\n
   \n \u201cThe students examine three different<\/u> species of toad.\u201d(8 words)<\/p>\n<\/td>\n	\n \u201cThe students examine three species of toad.\u201d(7 words)<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n \n Short, pithy statements usually have more impact than longer statements.<\/li>\n<\/ol>\n\n\n\n<\/colgroup>\n\n\n\n\n Instead of...<\/td>\n \n Try<\/p>\n<\/td>\n<\/tr>\n \u201cIn 2015 I began to get my <\/u>students to use Blackboard\u201d. (11 words)<\/td>\n \n In 2015 I started using Blackboard [with my students]. (5-8 words)<\/p>\n<\/td>\n<\/tr>\n \u201cI do this in order to try to make <\/u>my students understand the software\u201d. (16 words)<\/td>\n \n \u201cI do this so my students understand the software\u201d (8 words)<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n  <\/p>\n \n Unnecessary words also creep in when using hedging language. It can tempting to use this language where we don\u2019t want to sound overconfident.<\/li>\n<\/ol>\n\n\n\n<\/colgroup>\n\n\n\n\n\n Instead of...<\/td>\n \n Try...<\/p>\n<\/td>\n<\/tr>\n \u201cIn this module I attempt to<\/u> teach my students how to use SPSS\u201d. (13 words)<\/td>\n \n \u201cIn this module I teach students to use SPSS\u201d (8 words).<\/p>\n<\/td>\n<\/tr>\n \u201cIn this seminar I try to get <\/u>the students to think critically about Jane Austen\u2019s use of language\u201d. (18 words)<\/td>\n \n \u201cIn this seminar students explore Jane Austen\u2019s use of language\u201d. (11 words)<\/p>\n or if the context is clear<\/p>\n \u201cIn this seminar students explore Austen\u2019s use of language\u201d (9 words).<\/p>\n<\/td>\n<\/tr>\n \u201cOn the request of my Head of Department<\/u> I became the Level 4 tutor in 2016.\u201d (16 words)<\/td>\n \u201cI became the Level 4 tutor in 2016.\u201d (8 words).<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n 5. Although application of scholarship is important in Fellowship applications beware of using every possible reference after making a point.<\/p>\n \u201cAssessment and feedback are key problem areas identified by the National Student Survey (NSS) (see Race 2015, Ramsden 2002, Carless 2015, Yorke et al 2015, Higher Education Academy 2013).\u201d<\/p>\n 6. Beware the pleonasm (using more than words than necessary to describe one thing).<\/p>\n\n\n\n<\/colgroup>\n\n\n\n\n\n \n Instead of\u2026<\/p>\n<\/td>\n \n Try...<\/p>\n<\/td>\n<\/tr>\n \u201cThe students dissect a tuna fish<\/u>\u201d (6 words)<\/td>\n \n \u201cThe students dissect [a] tuna\u201d. (4-5 words).<\/p>\n<\/td>\n<\/tr>\n \n \u201cDuring fieldwork the students go scuba diving underwater<\/u>\u201d. (7 words).<\/p>\n<\/td>\n \n \u201cDuring fieldwork the students go scuba diving \u201d. (6 words).<\/p>\n (Presumably they don\u2019t go scuba diving anywhere other than underwater).<\/p>\n<\/td>\n<\/tr>\n \n \u201cThe students work together<\/u> in groups.\u201d<\/p>\n<\/td>\n \n The students work in groups.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n 7. Multiple words which can be replaced by one word.<\/p>\n\n\n\n<\/colgroup>\n\n\n\n\n \n Instead of\u2026<\/p>\n<\/td>\n \n Try...<\/p>\n<\/td>\n<\/tr>\n \u201cThere were not a sufficient number of <\/u>students to run the course.\u201d (12 words)<\/td>\n \u201cThere were not enough students to run the course.\u201d (9 words)<\/td>\n<\/tr>\n \u201cStudents are able to<\/u> choose literature or language\u201d (8 words)<\/td>\n \u201cStudents can choose literature or language\u201d (6 words)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n 8. Unnecessary clarifications<\/p>\n While it is correct to assume the assessor is not familiar with your discipline, there is no need to clarify terms which are widely understood.<\/p>\n\n\n\n<\/colgroup>\n\n\n\n\n\n \n Instead of...<\/p>\n<\/td>\n \n Try...<\/p>\n<\/td>\n<\/tr>\n \n \u201cZZ404, \u2018Introduction to amphibians\u2019 (frogs, toads, newts, salamanders etc.)<\/u>, is...\u201d (10 words)<\/p>\n<\/td>\n \n \u201cZZ404, \u2018Introduction to amphibians\u2019 is...\u201d (6 words)<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n \n \u201cTV soaps (programmes such as EastEnders, Coronation Street, Neighbours)<\/u> \u2026 \u201c (9 words)<\/p>\n<\/td>\n \n \u201cTV soaps\u2026 \u201c(2 words)<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n 9. Unnecessary background<\/p>\n\n\n\n<\/colgroup>\n\n\n\n \n Instead of...<\/p>\n<\/td>\n \n Try...<\/p>\n<\/td>\n<\/tr>\n \u201cI first started teaching at the then Brighton Polytechnic in 1985 when degrees were validated by the UK Council for National Academic Awards (CNAA). This was prior to the 1992 Further and Higher Education Act when the polytechnics became universities and were able to award their own degrees.\u201d (48 words)<\/td>\n \n <\/a>\u201cI started teaching at the University of Brighton (then Brighton Polytechnic ) in 1985.\u201d (14 words)<\/p>\n Though I wouldn\u2019t imagine assessors would get hung up over:<\/p>\n \u201cI started teaching at the University of Brighton in 1985.\u201d (10 words)<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n  <\/p>\n 10. Unnecessary and usually unhelpful filler:<\/p>\n Listing courses taught:<\/p>\n\n\n\n<\/colgroup>\n\n\n\n Instead of...<\/td>\n \n Try<\/p>\n<\/td>\n<\/tr>\n I teach on the following modules:<\/p>\n ZZ 401 Clinical basketmaking 1<\/p>\n ZZ 406 Clinical basketmaking 2<\/p>\n ZZ 514 Forensic baskets<\/p>\n ZZ 516 Computational basketmaking<\/p>\n ZZ 621 Advanced clinical basketmaking<\/p>\n ZZ 723 Sussex Trug making (34 words)<\/td>\n \n I teach undergraduate and postgraduate modules on clinical, forensic, local and computational basketmaking. (13 words)<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n 11. that<\/p>\n The word \u2018that\u2019 is often unnecessary in a sentence.<\/p>\n\n\n\n<\/colgroup>\n\n\n\n \n Instead of...<\/p>\n<\/td>\n \n Try...<\/p>\n<\/td>\n<\/tr>\n \n \u201cWhen I started teaching this module I found that the content was out of date\u201d. (15 words)<\/p>\n<\/td>\n \n \u201cWhen I started teaching this module I found the content was out of date\u201d (14 words)<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n 12, Names<\/p>\n a) Using people\u2019s full titles can be nice, but they can be dispensed of here:<\/p>\n \n\n\n\n<\/colgroup>\n\n\n\n \n Instead of...<\/p>\n<\/td>\n \n Try...<\/p>\n<\/td>\n<\/tr>\n \n I co-teach this module with Professor Bill Badger and Dr Freddy Fox. (12 words).<\/p>\n<\/td>\n \n I co-teach this module with Bill Badger and Freddy Fox. (10 words).<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n b) First\/ given names are not required when using references.<\/p>\n \n\n\n\n<\/colgroup>\n\n\n\n \n Instead of...<\/p>\n<\/td>\n \n Try...<\/p>\n<\/td>\n<\/tr>\n \n \u201c As John Biggs and Catherine Tang (2011) note, \u2026 \u201c (11 words)<\/p>\n<\/td>\n \n \u201c As Biggs and Tang (2011) note, \u2026 \u201c (9 words).<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \n Further reading<\/p>\n Fowler, H. W. 1908. The King\u2019s English, 2nd Edition.\u201d Accessed September 7, 2017. http:\/\/www.bartleby.com\/116\/<\/a><\/u><\/span><\/p>\n Strunk W., E. B. White, and Roger Angell. The Elements of Style, Fourth Edition<\/i>. Edited by Test Editor. 4th edition. Boston: Pearson, 1999.<\/p>\n IoE writing Centre http:\/\/www.ucl.ac.uk\/ioe-writing-centre\/develop-academic-voice\/reducing-word-count<\/a><\/u><\/span><\/p>\n Plainlanguage.gov http:\/\/www.plainlanguage.gov\/howto\/guidelines\/FederalPLGuidelines\/writeOmitUnnecc.cfm<\/a><\/p>\n\n\n \n <\/a><\/li>\n <\/a><\/li>\n <\/a><\/li>\n <\/a><\/li>\n <\/a><\/li>\n <\/a><\/li>\n <\/a><\/li>\n <\/a><\/li>\n<\/ul>\n\n\n\n","protected":false},"excerpt":{"rendered":" Colleagues preparing their HEA fellowships often complain that the 3000 word maximum (for Fellowship) is not enough words to say what they want to with the depth and detail required. While academics face this challenge when writing journal articles or books I\u2019m going to concentrate here on the writing aspects of the HEA Fellowship. At … Continue reading HEA Fellowships: Cutting down your wordcount<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[29,160],"tags":[],"class_list":["post-2403","post","type-post","status-publish","format-standard","hentry","category-hea","category-writing"],"_links":{"self":[{"href":"http:\/\/johncanning.net\/wp\/index.php?rest_route=\/wp\/v2\/posts\/2403","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/johncanning.net\/wp\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/johncanning.net\/wp\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/johncanning.net\/wp\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/johncanning.net\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2403"}],"version-history":[{"count":4,"href":"http:\/\/johncanning.net\/wp\/index.php?rest_route=\/wp\/v2\/posts\/2403\/revisions"}],"predecessor-version":[{"id":2424,"href":"http:\/\/johncanning.net\/wp\/index.php?rest_route=\/wp\/v2\/posts\/2403\/revisions\/2424"}],"wp:attachment":[{"href":"http:\/\/johncanning.net\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2403"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/johncanning.net\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2403"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/johncanning.net\/wp\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2403"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}