The ManicaPost
Morris Mtisi Education Correspondent
WHAT are Synonyms? These are words of the same meaning. This is correct in a way. But in English, perhaps in any other language there are no two words with the same meaning. Therefore it is better to define synonyms as words of similar (not same) meaning.
Every student of English must know that varied use of these words called synonyms extends language skills. They extend your vocabulary and enrich your writing and speaking skills. Synonyms are often interchangeable but the word choice depends on the context (the framework . . . the situation . . . the circumstance in question). Therefore it is important that you find a synonym yes, but ask yourself, ‘‘How suitable is it’’? You must find the most suitable synonym for a particular situation or context.
Examples:
While ‘‘background’’ is a synonym of ‘‘situation’’, you cannot say, “His social situation is poor.” Not because the word ‘‘situation’’ here is wrong, but because ‘‘background’’ is better. So you say, “His social background is poor.” The second example is the use of synonyms ‘‘victory’’ and ‘‘triumph’’. Both mean the same but ‘‘victory’’ is more suitable to describe the state of ‘‘winning’’ than the word ‘‘triumph’’ which ordinarily means ‘‘success.” The third example is ‘help’ and ‘empower’. These are synonyms but you cannot say. “Please empower me with my homework.” It is better to say, “Please help me with my homework.” The word ‘‘help’’ simple as it is, is more suitable (in the context) than ‘‘empower.’’ The fourth and final example is ‘‘remember’’ and ‘‘recall’’. These are synonyms but you cannot say to someone you have not met for a very long time, “I recall you.” The context requires that you say “I remember you.”
I want all students to understand that your choice of verb will depend on the context and the way the verb is to be used. Some synonyms whether they are verbs or adjectives are overdone . . . overworked . . . hackneyed and therefore tired. They have lost lustre or gleam. Replace them with stronger synonyms.
If you are describing an old car, it is important to choose a word or expression that gives the clearest, the most vivid . . . perhaps the catchiest or most interesting picture of the car. Look at the following 4 descriptions of the same car, all of them grammatically correct:
I finally sold the old car to a friend.
I finally sold the very old car to a friend.
I finally sold the battered car to an old friend.
I finally sold the ramshackle to a friend.
You will agree with me that student number 3 and 4 belong to the distinction class. They choose the best word or synonym. They want the reader to literally see the car they are talking about and they choose words that are visually interesting to perceive. You can easily see the eye-sore the battered car is. It is badly dented and seems will fall into pieces as it moves.
The windscreen is shattered . . . perhaps even missing. The doors cannot easily open or shut. The mental picture unfolds on and on. The ramshackle is not even a car at all. It is a ramshackle . . . a shapeless and dangerous imitation of a car not good for human use. This thing belongs to the backyard or dumping ground and everyone wonders what it is still doing on the road.
It is most fascinating that English (I am sure any other language) has synonyms that paint a variety of strong specific pictures on the mind to enhance meaning. And choosing the most appropriate word (synonym) to convey the correct picture or meaning becomes critical. It is a skill you cannot overlook.
The following students mean the same things but their language levels are different: The difference comes from their deliberate choice of words (synonyms) and expressions.
One says, “to achieve victory”, another says, “to triumph.”
One says, “to agree unwillingly” another says, “condescend.”
One says, “become less” another says, “dwindle or diminish”
One says, “bring peace” another says, “appease”
One says, “come uninvited” another says, “intrude”
One says, “eat away” another says, “corrode”
One says, “lead astray” another says, “mislead”
One says, “lie or make up” another says, “fabricate”
One says, “happy” another says, “joyful, jovial, excited, over the moon, in the seventh heaven, blissful.
One says, “did” another says, “accomplished, completed”
One says, “make fun of” another says, “deride, mock”
One says, “make changes” another says, “ modify”
One says, “speak ill of” another says, “ malign”
One says, “ urge on” another says, “ incite”
One says, “work out” another says, “resolve”
Yes, the students are expressing the same idea (they are using synonymous expressions and words) but the vividness of what comes out of their choices of words leaves them on two very different levels of communication. You will agree with me that the student that speaks second in each example speaks more powerfully and expressively. The first speaker is correct but simple . . . too simple.
The more varied use of synonyms you execute, the more language skills you display.
Students who study English Literature or Literature in English find this skill very useful when analysing literature (studying written work). These verbs (synonyms) help them to substantiate their interpretation.
As a matter of fact, Literature is fundamentally language work. Essentially, your knowledge or understanding of language determines your knowledge and understanding of literature.
The two are like two pieces of iron sharpening each other. It is the teaching and learning approaches that differ but the demands and purpose are exactly the same. Food for thought!
