By Dana P Skopal, PhD
We all have a lot to write about, but it seems clear communication may not always be there in our document. If you are a technical expert, you may know what you are writing about. However, if that message is for a general audience, your reader may not follow your descriptions.
Our previous blogs have covered noun groups – the groups of words describing the ‘what’. Yet, in our workshops writers still struggle understanding the building blocks for nominal groups. First, think about the one key word describing what you are writing about and that key word goes before or after the verb (which some people call the ‘doing’ word).
Let’s look at regulations to do with the management of contaminated land. Here is an example of a nominal group:
certification and operational requirements for remediation works
[https://www.planning.nsw.gov.au/Policy-and-Legislation/Under-review-and-new-Policy-and-Legislation/Remediation-of-Land-SEPP]
The technical topic is ‘remediation of land’, hence the description of ‘remediation works’. In the nominal group the head – or main – noun is ‘requirements’.
[certification and operational requirements for remediation works]
But what would a community member want to know about these planning requirements?
The complete sentence on the government webpage is: It is proposed the new land remediation SEPP will introduce certification and operational requirements for remediation works that can be undertaken without development consent.
This sentence may be clear if you are a planner or a lawyer. Note the information after the word ‘that’ is additional information describing the ‘works’ in a subordinate clause.
The sentence could read: The new regulations will introduce requirements for remediation so cleanup can occur without development consent.
Here the head noun is still ‘requirements’, but it is in a 3-word nominal group [requirements for remediation], and the reason for the changes – development consent not required – is worded as a reason (so is a conjunction connecting two clauses).
When writing, ask yourself if the ‘what’ is easy to understand after one reading? Your reader wants to be able to understand the ‘what’ or topic that you are writing about. Don’t hide your message in lengthy complex noun groups.
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