Style/Diction

Diction describes word choices in written and spoken communication. Correct diction includes appropriate and accurate word choices. A writer or speaker must make careful, well-informed word choices to communicate effectively with the intended audience. Diction also extends to proper arrangement of words, including grammatical concerns, such as subject-verb agreement, and to mechanics, such as punctuation and spelling.

Mastery of diction establishes the purpose, tone, and accessibility to any written or spoken work. In the discussion of writing, diction is synonymous with style. When describing spoken communication, diction more commonly refers to the ability to articulate and enunciate words clearly. This ability is more rooted in vocabulary, pronunciation, and tone than in word choice and style, as is connoted by the term diction in written communication.

Diction in written work varies with such factors as regional dialect, but the term generally describes the writer's distinct choices in vocabulary and the style of expression. William Strunk Jr. and E. B. White, authors of The Elements of Style, suggest that writers base their style on the fundamental rules established by Standard English.

In written and spoken communication, two basic types of diction exist: formal and informal. Formal diction strictly follows the rules of Standard English, whereas informal diction deviates from these rules and vocabulary. Whether in text or speech, the style best suited for a particular audience's level of understanding emerges through word choices that are either general or specific.

Using proper diction helps writers establish credibility; conversely, lax or sloppy diction can confuse the reader and diminish the writer's trustworthiness. Speaking with good diction focuses on controlling volume, pace, and enunciation, any of which may distract listeners from the message and risk a negative perception of the speaker.

When undertaking a written work, the writer must consider the readers for whom the information is intended. For example, even where identical terminology is used, the diction choices made in writing a textbook about finance will differ depending on whether the book is to be read by sophomores in a high school consumer economics course or by students in a master of business administration program. The vocabulary and sentence structure in the graduate-level text would be greater in complexity, befitting the sophistication of someone in a college course. Similarly, the formality or informality of style changes the way information is imparted and received, again depending on the reader.

Along with word choices that collectively construct either formal or informal diction, the writer must discern the best use of abstract and concrete [Page 798]words throughout the text. The writer's relationship with readers relies heavily on the ability to execute these choices effectively. Vague language can be interpreted as imprecise thinking. Diction, then, contributes to a speaker's or character's identity.