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Concrete and Specific Language

The document discusses the differences between abstract and concrete language as well as general and specific language. Abstract language refers to intangible ideas while concrete language refers to tangible things we know through our senses. The document also introduces the concept of a "ladder of abstraction" where words can be placed on a scale from more abstract to more concrete and specific.

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Shouban Jatoi
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275 views2 pages

Concrete and Specific Language

The document discusses the differences between abstract and concrete language as well as general and specific language. Abstract language refers to intangible ideas while concrete language refers to tangible things we know through our senses. The document also introduces the concept of a "ladder of abstraction" where words can be placed on a scale from more abstract to more concrete and specific.

Uploaded by

Shouban Jatoi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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CONCRETE AND SPECIFIC LANGUAGE

Effective writers use and mix language at all levels of abstraction, so we must learn to use
language on all levels. But first, it's important to understand what is meant by abstract and
concrete language and also by general and specific language. In brief, we conceive the
abstract though our mental processes and perceive the concrete through our senses.

■Abstract vs. Concrete Language


Abstract words refer to intangible qualities, ideas, and concepts. These words indicate things
we know only through our intellect, like "truth," "honor," "kindness," and "grace."

Concrete words refer to tangible, qualities or characteristics, things we know through our
senses. Words and phrases like "102 degrees," "obese Siamese cat," and "deep spruce
green" are concrete.

ABSTRACT : To excel in college, you’ll have to work hard.


CONCRETE: To excel in college, you’ll need to do go to every class; do all your
reading before you go; write several drafts of each paper; and review
your notes for each class weekly.

■General vs. Specific Language


General words refer to large classes and broad areas. "Sports teams," "jobs," and "video
games" are general terms.

Specific words designate particular items or individual cases, so "ISU Bengals," chemistry
tutor," and "Halo" are specific terms.

GENERAL: The student enjoyed the class.


SPECIFIC: Kelly enjoyed Professor Sprout's 8:00 a.m. Herbology class.

■The Ladder of Abstraction


Most words do not fall nicely into categories; they’re not always either abstract or concrete,
general or specific. Moreover, the abstract and general often overlap, as do the concrete and
specific. Therefore, it can be easier to classify words by placing them on a scale or continuum:
a Ladder of Abstraction. On this scale, we place a word on a higher or lower level of
abstraction. The lower on the scale, the more concrete and specific the word is.

8. food
7. junk food
6. dessert
5. ice cream
4. premium ice cream
3. Ben and Jerry's ice cream
2. Ben and Jerry's Chunky Monkey ice cream
1. a double-scoop waffle cone of Ben and Jerry's Chunky Monkey ice cream
Although abstract discussion can have an important place in college writing, concrete and specific
word choices are essential to clear, memorable, and effective communication. Consider the following
sentences:

ABSTRACT: Americans must be willing to protect our freedoms.

CONCRETE: Voters must be willing to give up some individual protections against


wiretapping so that the government can track down terrorists and protect the
nation as a whole.

CONCRETE: Voters must protect their fourth amendment right against illegal searches
and seizures by calling or writing their representatives to protest the
administration's warrantless wiretapping program.

Since the writer of the abstract sentence above might very well mean either of the--completely
opposite!--ideas below it, the first sentence fails to clearly communicate its meaning. Moreover,
most readers have read sentences like this abstract one so many times that they're unlikely to
find it interesting or memorable.

■Practice
Take each of these general or abstract terms down three levels of abstraction.

Ex. Junk food Dessert Ice Cream Chunky Monkey

1. Students ___________ ___________ ___________

2. Nature ___________ ___________ ___________

3. Cars ___________ ___________ ___________

4. Injustice ___________ ___________ ___________

5. Healthy ___________ ___________ ___________

6. Pretty ___________ ___________ ___________

7. Boring ___________ ___________ ___________

8. Sports ___________ ___________ ___________

9. Nice day ___________ ___________ ___________

10. Work ___________ ___________ ___________

Last Revised Fall 2016

Pocatello ISU Writing Center Idaho Falls


REND 323 Student Success Center CHE 220
208-282-4823 www.isu.edu/success/writing 2082-7925

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