Let's start by illustrating the point we'll be covering today. Compare these two passages:

- * - * -

The examples give proof enough that nouns and verbs carefully chosen show. Nothing intensifies the impact for the reader like specific nouns and verbs that give action to those nouns. Strong nouns and verbs served Pliny the Younger well when he wrote about the volcano that destroyed Pompeii in 79 A.D (second paragraph). They are your most effective verbal tools, too.

Let's zero in on verbs first. What are some of the verbs that Pliny used to put us in the action? Compare those with the verbs used in the first paragraph. Note how the weak verbs in the first example fail to create the mental picture that the verbs of Pliny's choice do.

The weakest verbs of all in the English language are the forms of "to be"-- is, are, was, were, am, there is, there are... Those are linking verbs as opposed to action verbs. "To be" verbs should be replaced with more dynamic action, which sometimes means the entire sentence must be restructured. Here are two examples:

There are fifteen robberies daily.

Fifteen robberies occur daily.

Polly Anderson is the new Miss Teen USA.

Crowned yesterday, Polly Anderson began her reign as the new Miss Teen USA.

Nouns can also be general or precise. A dog can be a puppy, a cur, a wolf or a Chihuahua. Note the different mental pictures you associate with the specific nouns as opposed to the generic "dog." Using specific nouns helps you pin down details for your reader.

Sometimes you have to eliminate nouns if they are unnecessary.

Of course you aren't going to write an entire article using two word sentences. Adjectives and adverbs can help, but they work best when they support the carefully chosen nouns and verbs. Such descriptive words spell death to prose when they stand alone and/or attached to the "to be" verbs, because they draw no mental pictures for the reader. For example:

The work is marvelous.

The girl is incredibly talented.

There is no mental image of what the work is or why it's marvelous. "Sweeping masses of bold color made the picture come alive," gives the reader something to imagine as he or she reads. The reader would want to know what the girl is doing that makes the writer feel she is incredibly talented. They want the writer to show them, not tell them.

Adjectives (describes a noun, pronoun or other adjective) should add content. In Pliny's account, the "great tongues of fire" would not be the same without the adjective. But words like "fabulous, "exciting," "special," and "lovely" have about as much meaning as "new and improved." <g>

Adverbs (modifies a verb, adjective or other adverb and often ends in "-ly") tend to weaken prose, by propping up words that are not strong. The most common "useless" adverbs are: really, very, extremely. You can see how easily these can be eliminated:

really happy = joyful

very slow = sluggish

extremely talented = gifted

Even adverbs with substance should give you pause, just to make sure that there isn't a more specific verb that could do the job alone.

Adverbs and adjectives carelessly used just tell. Be aware of them and make sure they are doing a job, rather than puffing up your sentences with little more than air. Which descriptive words are working? Ask yourself if your article means the same without the word. If it does, then the word is not "working" and can be left out. However, if you leave it out and the meaning changes significantly or the picture is no longer what you intend for it to be, then the description is necessary and needs to remain. And always strive to find a noun or verb that will do the same job as all your descriptive words put together. Therein lies the strength of specific nouns and verbs.

A few final things to consider to strengthen your writing:

Avoid cliches and other common phrases that a reader sees or hears so often that they can finish your sentence before they read it.

Choose description wisely and use variety:

Take a keen interest in words. They are the colors with which you paint. Keep a dictionary handy and use it when you encounter a word or phrase that is unfamiliar, or when you are tempted to use a word when the meaning is hazy in your mind. A thesaurus is also a useful tool, when used as a memory jogger. It is important to keep in mind that your goal is to find a word that nails down the meaning for the reader, not one that merely attracts attention to your writing. Don't corrupt your style and voice by inserting exotic synonyms that you will use once and never again.

Also, continue to be observant. When you read an article that strikes you as particularly well done, note how the words the author chose to use contribute to the overall effect.