Rules for Writing in Professional Life

Yesterday I published The Corruption of Language in the Helping Professions. In it, I took apart TikTok talk, academic fog, government drivel and MAGA and progressive doublespeak. It was both an homage to George Orwell and a long, specific catalog of what not to do.

That piece violates one of my own rules. It names problems without offering enough solutions beyond “don’t write like this.”

That failure bothered me.

I spent an inordinate amount of time today listing, organizing and editing what follows.

While I think it would help almost anyone’s writing, this is meant to be particularly instructional for my students and supervisees.

Purpose

Good writing clarifies thinking. Bad writing hides it. In clinical, academic and policy work, unclear language causes harm. This doctrine exists to reduce vagueness, avoid professional self-deception and improve accountability.

I. Core Rules of Clarity (Orwell)

  1. Avoid dead metaphors and stock phrases.
    If you have seen it in print a thousand times, cut it. (Orwell)
  2. Prefer short words to long ones.
    If a shorter word works, use it. (Orwell)
  3. Cut unnecessary words.
    If a word can be removed without changing meaning, remove it. (Orwell)
  4. Use active voice whenever possible.
    Name the actor. Avoid hiding responsibility. (Orwell)
  5. Avoid jargon when plain English works.
    Scientific and academic language must clarify, not impress. (Orwell)
  6. Break any rule rather than write something barbarous.
    Rules serve clarity, not rigidity. (Orwell)

Source: George Orwell, Politics and the English Language (1946).

II. Precision and Accountability

  1. Every claim must point to an action, decision or behavior.
    If it cannot, it is likely meaningless.
  2. Name who does what.
    “Systems failed” is weaker than “The agency did not hire staff.”
  3. Avoid hedging language that adds no information.
    Phrases like at this time usually add nothing.
  4. Distinguish observation from interpretation.
    State what you saw. Then explain what you think it means.

III. Evidence and Citation (Required)

  1. Cite sources for factual claims.
    Use links, APA citations or MLA footnotes. Pick one and be consistent.
  2. Attribute ideas even when paraphrasing.
    Avoid even the appearance of plagiarism.
  3. Use dates, locations and verifiable details when possible.
    This allows readers to check your work.

Frederick Douglass Clause:
Douglass wrote his first autobiography so skeptics could verify his identity and experiences. Checkability is an ethical act, not a stylistic choice.

Source: Frederick Douglass, Narrative of the Life of Frederick Douglass (1845).

IV. Numbers and Mechanics

  1. Numbers one through ten are written out.
    Numbers eleven and above appear as numerals. (MLA)
  2. Spell out acronyms on first use.
    Assume no shared knowledge.
  3. Titles of books, films and magazines are italicized.
    Be consistent.
  4. Avoid repetition unless intentional.
    Repetition must serve emphasis, not carelessness.

V. Sentence Structure

  1. Favor short sentences.
    Clarity over flourish.
  2. Use occasional longer sentences intentionally.
    A soft rule: nine short sentences, one longer combined sentence.
  3. Avoid stacking multiple roles or ideas into one sentence.
    Separate ideas deserve separate sentences.

VI. Ad-Hominem Rule (Frank’s Dad’s Clause)

  1. Critique actions, decisions and outcomes.
    Do not attack appearance, intelligence or personal traits.
  2. Be tougher on behavior than on people.
    Precision is stronger than insult.

VII. Questions in Writing

  1. Use questions sparingly.
    Questions can evade responsibility or lead the reader.
  2. If you ask a question, answer it.
    Do not outsource your position to the reader.

VIII. Profanity and Tone

  1. No profanity for students or supervisees.
    This is protective. Professional credibility comes first.
  2. Tone should match purpose.
    Clinical notes require restraint. Essays may allow voice.

IX. Clinical and Professional Writing Standards

  1. Describe concrete behaviors.
    Avoid abstract labels without examples.
  2. Explain how conclusions were reached.
    Especially in evaluations and reports.
  3. Distinguish diagnosis from description.
    State criteria, not just labels.

X. Learning to Write Better

  1. Read widely and constantly.
    Newspapers, magazines, history, fiction, non-fiction, comics, plays, biography, instructions and poetry.
  2. Write often.
    Emails, notes, journals, reports and essays.
  3. Do not outsource writing.
    Thinking happens in the act of writing.
  4. Edit other people’s work.
    This sharpens judgment.
  5. Teach.
    Teaching forces clarity and audience awareness.

Canonical Sources Referenced

  • Orwell, George. Politics and the English Language. 1946.
  • Strunk, William & White, E.B. The Elements of Style.
  • Zinsser, William. On Writing Well.
  • Modern Language Association (MLA) Style Guide.
  • Douglass, Frederick. Narrative of the Life of Frederick Douglass. 1845.

Disclosure: Structural organization and editing assistance were provided by a large language model in accordance with my AI Use & Writing Standards. All rules, positions and conclusions are my own.
See: https://greenagel.com/ai-use-and-writing-standards/