Christopher Johnson begins Microstyle: The Art of Writing Little by explaining that we are living in the age of The Incredible Shrinking Message.
“Some of the most important verbal messages we encounter are also the shortest. Headlines, titles, brand names, domain names, sound bites, slogans, taglines, catchphrases, email subject lines, text messages, elevator pitches, bullet points, tweets, and Facebook status updates are a few examples.”
Johnson goes on to define microstyle:
“Messages of just a word, a phrase, or a short sentence or two—micromessages—lean heavily on every word and live or die by the tiniest stylistic choices. Micromessages depend not on the elements of style, but on the atoms of style. They require microstyle.”
Microstyle highlights many examples of short micromessages we encounter in day-to-day life and analyses what makes them effective or, in some cases, ineffective (and humorous). Through these examples and nonexamples, Johnson identifies the key ingredients of powerful and memorable micromessages.
His focus on taglines, those short memorable catchphrases or slogans often used to market movies, tv shows, and brands, made me think about possible classroom applications. Taglines are meant to capture and communicate the most important details or features of a product with precision and clarity, so why not invite students to create their own taglines to:
* summarize their learning,
* describe the book they are reading,
* identify the purpose of a piece of writing they are working on,
* introduce themselves to others,
* articulate the gist of a text,
* put words to an image,
* describe their performance on a task, or
* give feedback to a peer.
Creating taglines and other micromessages can be a quick, easy, and creative way to encourage students to consolidate and share their learning.