Showing posts with label Grammar. Show all posts
Showing posts with label Grammar. Show all posts

Tuesday, 26 January 2010

How important is writing style?


What is style? For us writers, it's language and for many of us, the English language. We can not tolerate writers who don't know how to use language.

A professor of language, who knew many foreign languages, was once asked, 'How many languages do you know?'
His answer: 'Half of English.'
The English language has over 500,000 words and the average person will know...maybe, 10,000. What is that? 2%? That's not much and those words have to be put together properly with something known as 'grammar'.

Grammar-shamammar! What difference does it make as long as I can get my ideas across? Okay... but how can you get your ideas across if you can't express them clearly.

In the Elements of Style, White writes: "Every writer, by the way he uses the language, reveals something of his spirit, his habits, his capacities, his bias. This is inevitable as well as enjoyable..."

So then, what should style be? Style is a function of plot, characters and theme. Style should be a balance.

Writers should:
1) know grammar rules
2) break grammar rules (you can't break rules if you don't know them...)
3) know words...I mean, really KNOW words
4) and then, love words... really LOVE words

Every writer should be a student of words. Keep adding words to your vocabulary. But above all, really know the words already in your vocabulary. Don't use DESENSITIZED words such as love or moon or rose. Words we hear over and over until they don't bring emotions to mind anymore.

Example:
1) The boy carefully squeezed himself through the fence. (He's a sausage)
2) The boy wriggled through the fence. (He's a worm)
3) The boy carefully pushed himself through the fence. (Boring!)
4) The boy insinuated himself between the bars of the fence. (Interesting, a different take on a word...which means gently, slowly or imperceptibly, to creep.)

So love words, live words, use words to their fullest meaning!


Source: Theme and Strategy 
Photo: here

Tuesday, 19 January 2010

Grammar: Double Talk Over and Over Again


Each and every writer in the whole wide world, really truly have the problem of double talking over and over in their writing. The reason is because writers first start writing as beginners and the end result is double talk.

In conversation we double talk a lot, so if we write how we speak...



What are some common usages?

first time ever
return again
completely destroyed
revert back
usual customs
rock back and forth
month of June
advance warning
true fact
rarely ever
important essentials
tuna fish
free gift
small in size
red in color
few in number
regular routine

Sometimes it's difficult to catch these problems because we use them so often it becomes normal. But, when editing, look for these redundancies.

Tuesday, 22 December 2009

Subject Agreement with the Verb

Subject Agreement with the Verb

It is usually pretty easy to match the verb with the subject in English. Only in the present tense does the verb have more than one form. And except for one verb, only the third person singular is different. Besides, the third person singular present tense always ends in an s. We understand this most of the time.

Verb: To speak
I, you, we, they speak he, she, it speaks
Verb: To do
I, you, we, they do he, she, it does
Verb: To be (the only exception)
I am you, we, they are
he, she, it is
The verb to be is also the only verb with more than one form in the past tense. See also the subjunctive mood.
Verb: To be, past
I, he, she, it was you, we, they were
Normally, none of this is a problem. However, there are a few cases that confuse writers and speakers.

Separated Subjects and Verbs

A phrase or clause often separates the subject and the verb. The verb must still agree with the subject.
Incorrect: The climate in both places are mild. Correct: The climate in both places is mild.
(Climate is the subject, not places. It takes the verb is.)

Keep track of the subject, especially when there is a singular pronoun or collective noun for the subject and a plural element in the phrase that separates the subject and verb.

Collective noun: A group of senators was calling for an investigation.
Singular pronoun: One of the many galaxies was proven to be near a black hole.

Compound Subjects

Two or more singular subjects joined by or or nor take a singular verb.
Correct: Neither John nor Mary knows what happened.
Two or more plural subjects joined by any conjunction (including and, or, but, or nor) take a plural verb.
Correct: Both men and women are allowed to enter.
If one or more singular subject is joined to one or more plural subject by or or nor, the verb agrees with the subject closest to the verb.
Incorrect: Neither Mary nor her brothers knows what happened.
(Brothers is closer to the verb and is plural; the verb should agree with brothers). Correct: Neither Mary nor her brothers know what happened.
Correct: Neither her brothers nor Mary knows what happened.

A compound subject whose parts are joined by and normally takes a plural verb.
Correct: Joe and his brother know what happened.
A compound subject whose parts are joined by and takes a singular verb in two special instances.
1. When the parts of the subject combine to form a single item.
Correct: One and one equals two. Correct: Cookies and cream is my favorite flavor.

2. When the compound subject is modified by the words each or every.
Correct: Every boy and girl has to participate.

Sunday, 20 December 2009

Don't be left dangling!

Dangling Modifiers

A dangling modifier is a phrase or clause which says something different from what is meant because words are left out. The meaning of the sentence, therefore, is left "dangling."
Incorrect: While driving on Greenwood Avenue yesterday afternoon, a tree began to fall toward Wendy H's car.
(It sounds like the tree was driving! This actually appeared in a newspaper article. An alert reader wrote, "Is the Department of Motor Vehicles branching out and issuing licenses to hardwoods? Have they taken leaf of their senses?")
Adding a word or two makes the sentence clear.
Correct: While Wendy H was driving on Greenwood Avenue yesterday afternoon, a tree began to fall toward her car.
When a modifier "dangles" so that the sentence is meaningless (or means something other than your intent), restate it and add the words it needs in order to make sense.

Misplaced Modifiers

This is a common problem in American speech. Writing has to be more precise than speaking, or it will be misunderstood.
A misplaced modifier is simply a word or phrase describing something but not placed near enough the word it is supposed to modify. The modifying word or phrase is not dangling; no extra words are needed; the modifier is just in the wrong place.
Incorrect: I had to take down the shutters painting the house yesterday.
It sounds like the shutters painted the house! Place the modifying phrase painting the house near or next to the word it is meant to modify.
Correct: Painting the house yesterday, I had to take down the shutters.
 How to fix:
  1. Understand what dangling modifiers and misplaced modifiers are. A “dangling modifier” just dangles at the beginning of the sentence, unconnected to any logical subject. A “misplaced modifier” is just that--out of place. The thing it’s describing is there, but the two are not properly linked.

  2. Step 2
    Watch out for “-ing” words at the beginning of a sentence--these often signal a dangling modifier. Take a look at this sentence: "When writing, modifiers can help you clarify your points." The first part of the sentence--“When writing”--is a dangling modifier. Why? Because the word that follows it--“modifiers”--doesn’t make any sense. Modifiers write? Really? Think about what the writer really wants to say: “When you are writing, modifiers can help you clarify your points.”


  3. Step 3
    Fix dangling modifiers in two ways: by adding a subject into the modifier itself, or by adding the logical subject immediately after the modifier. Try both ways to see what works for your sentence; sometimes, both methods will work. We saw the first fix in Step 2. Here’s another: “When writing, you can use modifiers to help you clarify your points.”


  4. Step 4
    Beware passive verbs--they can lead to dangling modifiers. Passive verbs occur when you use a form of “to be” plus the past participle form of a verb, such as “was killed” or “were purchased.” Passive voice eliminates the actor in a sentence. Check out what happens when you use a modifier with passive verb: “Screaming wildly, the pumpkins were thrown by the boys.” Maybe in a Halloween movie, but in real life, perhaps not. The passive verb “were thrown” gives the modifier “Screaming wildly” nothing to modify. Fix it by changing the passive verb to active, clarifying who’s doing the action: “Screaming wildly, the boys threw the pumpkins.”


  5. Step 5
    Watch out for words like “only,” “almost,” “even” and “nearly,” because these modifiers are frequently misplaced. Make sure they appear directly before what they describe. Take a look at this sentence: “Annette only ate two cookies.” The modifier, “only,” appears before “ate,” which suggests that the writer expected Annette to devour, crush or demolish two cookies--not just eat them. Logic tells us that the writer intended to clarify the number of cookies Annette ate. Fixing a misplaced modifier is easy--just move it before what it modifies: “Annette ate only two cookies.”



    Source: here and here

Thursday, 17 December 2009

Common Word Errors: Anyway

I have this problem in my writing --  for some reason, I always write ANYWAYS instead of ANYWAY... SO,  for all of you that do this, here's the rule.


Anyway or Any Way?

The compound word anyway is an adverb meaning "regardless."

Any way is simply the word way modified by the word any. It means "any manner" or "any method."

Examples: We're going to do it anyway!
(regardless)
I do not know any way to fix it.
(any manner or any method)

Certain Adverbs Ending in -S

The adverbs anyway, anywhere, everywhere, nowhere, and somewhere do not end with an -s.

Incorrect: I put the pen somewheres around here.
Correct: I put the pen somewhere around here.

Source: here

Tuesday, 15 December 2009

Brackets

Brackets

Brackets, or crotchets, are always used in pairs to mark off material inserted into a quotation which is not part of the original quotation. The use of brackets should be limited, but may include short references, short definitions, a short piece of information which clarifies the quotation, or an editorial comment.

The Latin word sic, which means "thus" or "so," is often put into brackets to indicate a misspelling or some other misuse of language in the original quotation.

Brackets are also used in dictionaries, glossaries, and word lists to show word origins and etymologies.

Brackets may be used to show parenthetical information for material already inside parentheses.

Editorial insertion:
Then Ceres asked: Tell me, heavenly bow,
If Venus or her son [Cupid], as thou dost know,
Do now attend the queen.
(Clarifies the meaning)
Misspelling in original quotation:
"Mi dere Jo I hope u r write [sic] well."
Word origin: Brackets [L.]
(The word brackets comes from Latin.)
Parentheses within parentheses: (Charles Dickens [1812-1870] had been trained as a stenographer.)

Source: here

Friday, 28 August 2009

Grammatical Nominalization or Wordiness

Source: here

I. Unnecessary Nouns:

Beginning writers have trouble developing sufficient length. More advanced writers have the opposite problem. They have trouble being concise. Both problems need a cure.

As young writers become more comfortable writing, they often develop bad habits such as "grammatical nominalization." This term refers to a type of wordiness in which the writer uses both a noun and a verb when the verb alone would do the trick. Skillful writers learn to achieve a more concise, direct style by eliminating this nominalized fluff.

Bad Nominalization: We conducted an investigation of the funding.

Good Sentence: We investigated the funding.

Bad Nominalization: Our intention is to perform an audit of the records of the program.

Good Sentence: We intend to audit the records of the program. (even better: We will audit the program's records.)

Bad Nominalization: We had a discussion concerning a tax cut.

Good Sentence: We discussed a tax cut.


II. To-Be Verbs:

Nominalization may also involve using phrases like "there is" or "there are" to begin sentences, or excessive use of to-be verbs when the sentence could be rephrased more concisely without them.

Bad Nominalization: There is a Pizza Hut in Jefferson City that attracts all the teenagers in town on Saturday nights.

Good Sentence: The local Pizza Hut attracts all the town's teenagers on Saturday nights.

Notice how in the "good" sentence, the verb becomes attracts. In the "bad" sentence, the verb is is. The heart of your sentence lies in strong verbs--verbs that show action! Weak sentences rely excessively on to be verbs. These possess no visual punch and no action. Beginning a sentence with "There is . . ." or "It is . . ." or "There are . . ." is a bad choice. It forces the writer to use that weak to be verb. Reorganize your sentence so it has a strong verb that actually says something.

NB: If you begin a sentence or a clause with there is or there are, you are being lazy in your revisions. You have not taken the time to revise for brevity. That annoys your teacher.


III. Ratios of Verbs to Non-Action Words

The writers most people enjoy and find "readable" have the highest ratio of verbs compared to other words in the sentence. Linguistic and grammatical studies confirm this. The smaller the ratio of verbs to other words in a sentence, the harder the sentence is to understand. Watch as the sentence below becomes increasingly confusing and awkward as this ratio dwindles, but increasingly direct and comprehensible as the ratio increases:

A. John is in love with Mary because of her inheritance of money [1 verb / 12 words]

John loves Mary because of her inheritance of money. [1 verb / 9 words]

John loves Mary because she inherited money. [ 2 verbs / 7 words]


B. Mary is aware of her inheritance of her money as the reason for John's love for her. [1 verb / 17 words]

The dependence of John's love for her upon her inheritance of money is known to Mary. [1 verb / 15 words]

Mary knows about the dependence of John's love for her upon her inheritance of money. [1 verb / 15 words]

Mary knows that John loves her because she inherited money. [3 verbs 10 words]


C: Mary's unawareness of the dependence of John's love for her upon her inheritance of money is believed in by John. [1 verb / 18 words]

John considers Mary unaware of the dependence of of his love for her upon her inheritance of money. [1 verb / 17 words]

John thinks Mary doesn't know that he loves her because she inherited money. [4 verbs / 12 words]


IV. Eliminate unnecessary phrases if you can replace them with a single word.

Why write, "because of the fact that" when you can simply write "because"? Some students feel that, to get the word length, they need to use every word possible. However, this leads to empty phrasing rather than a lean, muscular essay. It's better to write a short essay filled with many good ideas rather than a long essay filled with many empty words. Try the following alterations:

Wordy Concise
because of the fact that because
at all times always
in order to to
at the present time now
due to the fact that because
in spite of the fact that although
in the event that if
for the purpose of for
Don't use four words when one would be more concise! Remember Mark Twain's motto: "When in doubt, strike it out!"

Tuesday, 4 August 2009

Grammar: Commas

This is an article from a forum post on thenextbigwriter.com, a great writing website. Thank you, crazeesharon!

Sources (1) Harold Allen; (2) William Strunk Jr. & E.B. White; (3) Susan Thurman; (4) Bonnie Trenga.

LESSON TWO: THE COMMA

(1) Although most of its uses are conventional, the comma responds more sensitively than other punctuation marks to the needs of the individual writer. Its use or nonuse in certain situations enables a writer to communicate subtle meanings and relationships not readily shown in words alone.

The structural uses of the comma usually correlate in speech with the level or the rising intonation accompanied by pause, and in writing with definable grammatical structures.

A major structural use of the comma is to set off certain language units (dialogue) from the rest of the sentence. If any such unit is at the beginning or the end of a sentence, usually one comma is needed; if it is within the sentence, then usually two commas are needed.

Use commas to set off nonrestrictive elements. A nonrestrictive element is one that adds information without limiting or cutting down the idea of the main clause. It may be identified by your supplying the testing clue, "and by the way," as well as by the pause following level or rising intonation.

Use commas to set off a nonrestrictive clause:
William James, who was a pioneer in pyschology, developed the philosophical idea of pragmatism. ( "and by the way" -- who was a pioneer in pyschology)

But not a restrictive clause:
Only staff members who are teachers will go to the convention.

Use commas to set off a nonrestrictive phrase:
It was also raining here when the senator's plane landed, at the end of his trip.

But not a restrictive phrase:
Other members of the senator's party were making different kinds of news on his first morning back.

Use commas to set off that special nonrestrictive word or phrase usually called an appositive:
I called the press officer, David Kelsey.

Do not use commas with close apposition, which is not marked by the intonation plus pause:
I called press agent David Kelsey.

Use commas to set off a negative appositive:
It is paid for in local currency, not gold.

Use commas to set off parenthetical words and phrases:
Had he been back home, of course, he would have gone by jet or car.

Use commas to set off transitional words and phrases:
Nevertheless, man still has not learned to fly like a bird.

Consider, for example, the invention of one of the world's all-time best-selling games.

But not when a transitional word or phrase is an integral part of the sentence:
The next man to speak was a local politician.

Use commas to set off an adverbial clause at the beginning or in the middle of a sentence:
It also seems very likely that, where obscenity laws continue to be constitutionally applicable, the Supreme Court will give the law relatively broad scope.

However, a short introductory clause (element) may occur without the comma if the meaning is quite clear, as when both clauses have the same subject:
When he saw the sun he shouted for joy.

Use commas to set off an adverbial phrase out of its expected position after the verb:
The doors slid silently shut, and, without so much as a slight jerk, the train sped away.

Use commas to set off words in direct address:
"Can you spare him for a few minutes, Shirley?"

Use commas to prevent ambiguity or misunderstanding:
What is needed are investment funds to start up the service network, and assured means for paying for continuing home service.
(The comma prevents the reader from taking both "network" and "means" as objects of "start up.")

Commas are often used to separate coordinate or correlative sentence parts, especially when such separation is indicated in speech by level or rising intonation pattern plus pause.

Except when the clauses are short and the meaning quite clear, use a comma before a conjunction that precedes the second clause of a compound sentence. The comma is most necessary before FOR:
It's very hard work, for the children led quite pampered lives up till now.

But not in:
Karla withdrew the doll and the child released it with a sigh.

Between short main clauses you may use a comma without a conjunction when it represents a rising or level intonation with pause. Note that this use is not the objectionable "sentence fault" or "comma splice" that occurs with a falling intonation:
Decor is part of the dining experience. People like it, people demand it.

She left early, she had such a bad headache.

Use commas to separate words, phrases, and clauses that constitute a series:

I had a lunch of sauerbraten, red cabbage, lentils, pumpernickel, and dark beer.

Newspapers and some other publications tend to omit the comma before AND on the assumption that the comma represents the absence of a conjunction and thus is not needed when the conjunction is present. Actually, it represents a perceptible rising or level intonation pattern with pause, which occurs before the final member of the series regardless of the presence or absence of AND. It is best to use a comma there consistently, so that inadvertently you do not produce such a result as this:
Berle can sing, dance, juggle, act, do card tricks, imitations and acrobatics, ride a unicycle and mug underwater.

You may use a comma to separate long predicative constructions even when a conjunction is present:
Even the newest bones were now crusted with moss and lichen, and were scarred with the teeth mark of foxes.

Use a comma to separate two or more adjectives that independently modify a noun, as would be signaled by an intonation pattern with pause:
Please enclose a stamped, self-addressed envelope.

Compare a "bright blue dress" to a "bright, blue dress." Without the comma, bright modifies the color blue. With the comma, both bright and blue describe the dress.

Use a comma to indicate the omission of an element that, if present, would parallel the same element in a preceding part of the sentence:
Most of the young climbers had come by motor scooters; the older ones, by train.

Certain uses of the comma are nonstructural -- arbitrary and mechanical rather than related to the syntax.

Use a comma to set off a direct quotation:
"I eat too much," Adler confessed.

Use commas to separate place names:
Bernard came from Astoria, Oregon.

No punctuation mark is used between the offical post office abbreviation for a
state and a zip code number. Cheyenne, WY 82003

Use commas in dates:
On September 3, 1939, the judge offered him the choice between prison and
the Army.

There is a tendency not to use the comma when the date of the month is not given, and also to omit it after the year even if the date is given:
Steller and his companions abandoned ship on Bering Island in November 1741.

(2) In a series of three or more terms with a single conjunction, use a comma after each term except the last:
red, white, and blue (newspaper style eliminates the comma between white and blue)

Enclose parenthetic expressions between commas:
The best way to see a country, unless you are pressed for time, is to travel on foot.

This rule is difficult to apply; it is frequently hard to decide whether a single word, such as HOWEVER, or a brief phrase is or is not parenthetic. If the interruption to the flow of the sentence is but slight, the writer may safely omit the commas. But whether the interruption is slight or considerable, he must never omit one comma and leave the other.

A name or a title in direct address is parenthetic:
If, Sir, you refuse, I cannot predict what will happen.

The abbreviations etc., i.e., and e.g., the abbreviations for academic degrees, and titles that follow a name are parenthetic and should be punctuated accordingly:
Letters, packaged, etc., should go here.
Horace Fulsome, Ph.D., presided.
Rachel Simonds, Attorney
The Reverend Harry Lang, S.J.

No comma, however, should separate a noun from a restrictive term of identification:
Billy The Kid
William The Conqueror

Although JUNIOR, with its abbreviation JR., has commonly been regarded as parenthetic, logic suggests that it is, in fact, restrictive and therefore not in need of a comma:
James Wright Jr.

Nonrestrictive relative clauses are parenthetic, as are similar clauses introduced by conjunctions indicating time and place. Commas are therefore needed. A nonrestrictive clause is one that does not serve to identify or define the antecedent noun:
The audience, which had at first been indifferent, became more interested.
In 1769, when Napoleon was born, Corsica had but recently been acquired by France.
Nether Stowey, where Coleridge wrote "The Rime of the Ancient Mariner," is a few miles from Bridgewater.
In these sentences, the clauses introduced by WHICH, WHEN and WHERE are nonrestrictive; they do not limit or define, they merely add something.

Restrictive clauses, by contrast, are not parenthetic and are not set off by commas:
People who live in glass houses shouldn't throw stones.
Here the clause introduced by WHO does serve to tell which people are meant; the sentence, unlike the sentences above, cannot be split into two independent statements.

The same principle of comma use applies to participial phrases and to appositives:
People sitting in the rear couldn't hear. (restrictive)
Uncle Bert, being slightly deaf, moved forward. (nonrestrictive)

When the main clause of a sentence is preceded by a phrase or a subordinate clause, use a comma to set off these elements:
Partly by hard fighting, partly by diplomatic skill, they enlarged their dominions to the east.

Place a comma before a conjunction introducing an independent clause:
The early records of the city have disappeared, and the story of its first years can no longer be reconstructed.

Two-part sentences of which the second member is introduced by AS (in the sense of "because"), FOR, OR, NOR or WHILE (in the sense of "and at the same time") likewise require a comma before the conjunction.

If a dependent clause, or an introductory phrase requiring to be set off by a comma, precedes the second independent clause, no comma is needed after the conjunction:
The situation is perilous, but if we are prepared to act promptly, there is still one chance of escape.

When the subject is the same for both clauses and is expressed only once, a comma is useful if the connective is BUT. When the connective is AND, the comma should be omitted if the relation between the two statements is close or immediate:
I have heard his arguments, but am still unconvinced.
He has had several years' experience and is thoroughly competent.

Do not join independent clauses by a comma. If two or more clauses grammatically complete and not joined by a conjunction are to form a single compound sentence, the proper mark of punctuation is the semicolon.

An exception to the semicolon rule: a comma is preferable when the clauses are very short and alike in form, or when the tone of the sentence is easy and conversational:
Man proposes, God disposes.
The gates swung apart, the bridge fell, the porcullis was drawn up.

Do not break sentences in two. Do not use periods for commas:
I met them on a Cunard liner many years ago. Coming home from Liverpool to New York.
The period should be replaced by a comma. It is permissible to make an emphatic word or expression serve the purpose of a sentence and to punctuate it accordingly:
Again and again he called out. No reply.

The writer must, however, be certain that the emphasis is warranted, lest his clipped sentence seem merely a blunder in syntax or in punctuation. Generally speaking, the place for broken sentences is in dialogue, when a character happens to speak in a clipped or fragmented way.

Thursday, 16 July 2009

Grammar: Gerunds

Gerunds (-ing)



When a verb ends in -ing, it may be a gerund or a present participle. It is important to understand that they are not the same.

When we use a verb in -ing form more like a noun, it is usually a gerund:

  • Fishing is fun.

When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:

  • Anthony is fishing.
  • I have a boring teacher.

Gerunds as Subject, Object or Complement

Try to think of gerunds as verbs in noun form.

Like nouns, gerunds can be the subject, object or complement of a sentence:

  • Smoking costs a lot of money.
  • I don't like writing.
  • My favourite occupation is reading.

But, like a verb, a gerund can also have an object itself. In this case, the whole expression [gerund + object] can be the subject, object or complement of the sentence.

  • Smoking cigarettes costs a lot of money.
  • I don't like writing letters.
  • My favourite occupation is reading detective stories.

Like nouns, we can use gerunds with adjectives (including articles and other determiners):

  • pointless questioning
  • a settling of debts
  • the making of Titanic
  • his drinking of alcohol

But when we use a gerund with an article, it does not usually take a direct object:

  • a settling of debts (not a settling debts)
  • Making "Titanic" was expensive.
  • The making of "Titanic" was expensive.

Gerunds after Prepositions

This is a good rule. It has no exceptions!

If we want to use a verb after a preposition, it must be a gerund. It is impossible to use an infinitive after a preposition. So for example, we say:

  • I will call you after arriving at the office.
  • Please have a drink before leaving.
  • I am looking forward to meeting you.
  • Do you object to working late?
  • Tara always dreams about going on holiday.

Notice that you could replace all the above gerunds with "real" nouns:

  • I will call you after my arrival at the office.
  • Please have a drink before your departure.
  • I am looking forward to our lunch.
  • Do you object to this job?
  • Tara always dreams about holidays.

Gerunds after Certain Verbs

We sometimes use one verb after another verb. Often the second verb is in the infinitive form, for example:

  • I want to eat.

But sometimes the second verb must be in gerund form, for example:

  • I dislike eating.

This depends on the first verb. Here is a list of verbs that are usually followed by a verb in gerund form:

  • admit, appreciate, avoid, carry on, consider, defer, delay, deny, detest, dislike, endure, enjoy, escape, excuse, face, feel like, finish, forgive, give up, can't help, imagine, involve, leave off, mention, mind, miss, postpone, practise, put off, report, resent, risk, can't stand, suggest, understand

Look at these examples:

  • She is considering having a holiday.
  • Do you feel like going out?
  • I can't help falling in love with you.
  • I can't stand not seeing you.
Sources: Here and here

Wednesday, 15 July 2009

Grammar: Lay and Lie

Lay and Lie is one of the most common mistakes in the English language.

Lie is a STILL verb.

Lay is an ACTIVE verb.

Why do we make the mistake in these two verbs? Often it is because of the way they sound to our ears. (Lay down on the floor!) Also, it's that TO LIE is an oddly irregular verb that uses the word lay in its conjugation.

Today I LIE on the sofa.
Yesterday I LAY on the sofa.
Many times I have LAIN on the sofa.

Sometimes, they go hand-in-hand.

I LAY my beach towel on the sand, then I LIE down on it.
Mom LAYS the groceries on the kitchen counter, but then those lazy groceries just LIE there until she does something with them.

HOW DO THE VERBS WORK?

LIE (to lie down on a bed): lie, lay, lain, lying

Today I LIE in bed.
Yesterday I LAY in bed.
Many times I have LAIN in bed.
Yesterday I was LYING in bed all day.
LYING in bed all day is boring.

LAY (to place something, to set something down): lay, laid, laid, laying

Today I LAY the book on the counter.
Yesterday I LAID the book on the counter.
Many times I have LAID the book on the counter.
Yesterday I was LAYING the book on the counter when mom came home.
LAYING books on the kitchen counter is against the rules in my house.

LIE (to tell a fib): lie, lied, lied, lying




Tuesday, 14 July 2009

Passive vs Active Voice

I could write article after article as to my views on this topic. But, I will give a few different opinions and suggestions instead.

Active Voice

In sentences written in active voice, the subject performs the action expressed in the verb; the subject acts.

~I broke the window.

~The boys ate all of the pie.

~With the money from her mother's life insurance Diane

bought a new car and took a trip to Europe.

In each example above, the subject of the sentence performs the action expressed in the verb.

Passive Voice

In sentences written in passive voice, the subject receives the action expressed in the verb; the subject is acted upon. The agent performing the action may appear in a "by the . . ." phrase or may be omitted.

~The window was broken.
~The window was broken by me.
~All of the pie was eaten.
~All of the pie was eaten by the boys.
~With the money from her mother's life insurance a new car was bought and a trip to Europe was taken.
~With the money from her mother's life insurance a new car was bought
and a trip to Europe was taken by Diane.

Sometimes the use of passive voice can create awkward sentences, as in the last example above. Also, overuse of passive voice throughout an essay can cause your prose to seem flat and uninteresting. In scientific writing, however, passive voice is more readily accepted since using it allows one to write without using personal pronouns or the names of particular researchers as the subjects of sentences. This practice helps to create the appearance of an objective, fact-based discourse because writers can present research and conclusions without attributing them to particular agents. Instead, the writing appears to convey information that is not limited or biased by individual perspectives or personal interests.

You can recognize passive-voice expressions because the verb phrase will always include a form of be, such as am, is, was, were, are, or been. The presence of a be-verb, however, does not necessarily mean that the sentence is in passive voice. Another way to recognize passive-voice sentences is that they may include a "by the..." phrase after the verb; the agent performing the action, if named, is the object of the preposition in this phrase.

Choosing Active Voice

In most nonscientific writing situations, active voice is preferable to passive for the majority of your sentences. Even in scientific writing, overuse of passive voice or use of passive voice in long and complicated sentences can cause readers to lose interest or to become confused. Sentences in active voice are generally--though not always-- clearer and more direct than those in passive voice.

Sentences in active voice are also more concise than those in passive voice because fewer words are required to express action in active voice than in passive.

Changing Passive to Active

To change passive voice to active, identify the performer of the action. If the performer is in a "by the" phrase, move the performer to the subject position, just before the verb. If the writer did not name a performer, choose a subject that fits the context. "The test results will be announced next week" easily becomes "We will announce the test results next week" or "The researchers will announce the test results next week."

Avoid mixing active and passive voice in the same sentence. The first half of this sentence is active, but the second half is passive: "We found the lost contract, and the client was notified immediately." Instead, use active voice throughout: "We found the lost contract and notified the client immediately."

Choosing Passive Voice

While active voice helps to create clear and direct sentences, sometimes writers find that using an indirect expression is rhetorically effective in a given situation, so they choose passive voice. Also, as mentioned above, writers in the sciences conventionally use passive voice more often than writers in other discourses. Passive voice makes sense when the agent performing the action is obvious, unimportant, or unknown or when a writer wishes to postpone mentioning the agent until the last part of the sentence or to avoid mentioning the agent at all. The passive voice is effective in such circumstances because it highlights the action and what is acted upon rather than the agent performing the action.

active passive
The dispatcher is notifying police that three prisoners have escaped. Police are being notified that three prisoners have escaped.
Surgeons successfully performed a new experimental liver-transplant operation yesterday. A new experimental liver-transplant operation was performed successfully yesterday.

"Authorities make rules to be broken," he said defiantly.

"Rules are made to be broken," he said defiantly.

In each of these examples, the passive voice makes sense because the agent is relatively unimportant compared to the action itself and what is acted upon.

Changing active to passive

If you want to change an active-voice sentence to passive voice, consider carefully who or what is performing the action expressed in the verb, and then make that agent the object of a "by the..." phrase. Make what is acted upon the subject of the sentence, and change the verb to a form of be + past participle. Including an explicit "by the..." phrase is optional.

Some suggestions

Avoid starting a sentence in active voice and then shifting to passive.

Unnecessary shift in voice Revised
Many customers in the restaurant found the coffee too bitter to drink, but it was still ordered frequently. Many customers in the restaurant found the coffee too bitter to drink, but they still ordered it frequently.
He tried to act cool when he slipped in the puddle, but he was still laughed at by the other students. He tried to act cool when he slipped in the puddle, but the other students still laughed at him.

Don't trust the grammar-checking programs in word-processing software. Many grammar checkers flag all passive constructions, but you may want to keep some that are flagged. Trust your judgement, or ask another human being for their opinion about which sentence sounds best.

Sources: here and here

Monday, 13 July 2009

Grammar: Split Infinitives

What is a split infinitive, and why should I avoid using one?

This is a split infinitive:
    To boldly go where no man has gone before!

The infinitive is to go, and it has been 'split' by the adverb boldly. Split infinitives have been the cause of much controversy among teachers and grammarians, but the notion that they are ungrammatical is simply a myth: in his famous book Modern English Usage, Henry Fowler listed them among 'superstitions'!

Split infinitives are frequently poor style, but they are not strictly bad grammar. In the example above, to avoid the split infinitive would result either in weakness (to go boldly) or over-formality (boldly to go): either would ruin the rhythmic force and rhetorical pattern of the original. It is probably good practice to avoid split infinitives in formal writing, but clumsy attempts to avoid them simply by shuffling adverbs about can create far worse sentences.

And so, in my opinion, it's up to the writer and his or her style.

Source: Here

Saturday, 11 July 2009

Grammar: Verb Tenses Beware!

Verb Tense Consistency

As writers, it is very important to keep the same tense in the sentences and paragraphs.
There are three main verb forms for showing time or tense:

Simple Tense

  • does not use auxiliary verbs

  • refers to specific time period during which

    something happens
    OR
    something happened and is over
    OR
    something will happen


Simple present (action goes on now): I sit

Simple past: (action happened and is over): I sat

Simple future (action will happen): I will sit

Perfect Tense

  • uses have, has, or had as auxiliary verb
  • allows action to continue over time

Present perfect (action happened and may still be going on): I have sat

Past perfect (action happened before something happened in the past): I had sat

Future perfect (action will be considered in the future, by which time it will have already happened): I will have sat

Progressive Tense

  • uses is, are, was, or were as auxiliary verb with -ing ending on main verb
  • focuses on “progress” of action

Present progressive (action is in progress right now): I am sitting

Past: progressive (action was in progress in the past): I was sitting

Future progressive (action will be in progress in the future): I will be sitting

Each of the above tenses denotes a specific time for an action or event to take place. Writers should be careful to use the exact tense needed to describe, narrate, or explain.

In general . . .

  • Do not switch from one tense to another unless the timing of an action demands that you do.

  • Keep verb tense consistent in sentences, paragraphs, and essays.

Verb tense consistency on the sentence level

  • Keep tenses consistent within sentences.

  • Do not change tenses when there is no time change for the action.

INCORRECT:


CORRECT:

Since there is no indication that the actions happened apart from one another., there is no reason to shift the tense of the second verb.

Note another example.

INCORRECT:

CORRECT:

The above sentence means that Mary walks into a room at times. The action is habitual present. The second action happens when the first one does. Therefore, the second verb should be present as well.

Change tense only when there is a need to do so.
Usually, the timing of actions within a sentence will dictate when the tense must change.

CORRECT:

The first action will take place in the future; therefore, the second one will as well.

CORRECT:

The second action took place in the past; the first action occurred before the past action. Therefore, the first action requires the past perfect tense (had + verb).

Verb tense consistency on the paragraph level

  • Generally, establish a primary tense and keep tenses consistent from sentence to sentence.

  • Do not shift tenses between sentences unless there is a time change that must be shown.

PRESENT TENSE PARAGRAPH

All actions in the above paragraph happen in the present except for the future possibility dependent upon a
present action taking place: " If a cat sees the bird, the cat will kill it."

PAST TENSE PARAGRAPH

All of the actions in the above paragraph happen in the past except for the possibility dependent upon
one action taking place: "If a cat saw the bird, the cat would kill it."


In the following paragraph, some of the sentences contain errors in verb tense. Write out the correct form of any verb that is used incorrectly, and then compare your answers with those at the bottom of the page.

Hard Luck

A bank teller in Italy was jilted by his girlfriend and decide the only thing left to do was kill himself. He stolen a car with the idea of crashing it, but the car broken down. He steal another one, but it was too slow, and he barely dent a fender when he crashed the car into a tree. The police arrive and charge the man with auto theft. While being questioned, he stab himself in the chest with a dagger. Quick action by the police officers saved the man's life. On the way to his cell, he jumped out through a third-story window. A snowdrift broken his fall. A judge suspends the man's sentence, saying, "I'm sure fate still has something in store for you."

  1. Hard Luck

    A bank teller in Italy was jilted by his girlfriend and decided the only thing left to do was kill himself. He stole a car with the idea of crashing it, but the car broke down. He stole another one, but it was too slow, and he barely dented a fender when he crashed the car into a tree. The police arrived and charged the man with auto theft. While being questioned, he stabbed himself in the chest with a dagger. Quick action by the police officers saved the man's life. On the way to his cell, he jumped out through a third-story window. A snowdrift broke his fall. A judge suspended the man's sentence, saying, "I'm sure fate still has something in store for you."

Sources: here

Thursday, 9 July 2009

Grammar: Pronouns & Antecedents

Pronouns are a handy way to keep from repeating nouns too much. Consider the following:

* When Big Dog snuck under the fence, Big Dog ran to the dumpster.
* When Big Dog snuck under the fence, he ran to the dumpster.

Clearly the second sentence sounds better.

A pronoun renames (takes the place of) a noun that comes before it.

An antecedent is what we call the noun that comes before the pronoun.
Two examples should be enough:

1. I get worried when the neighbors let their dog out.
2. The dog goes wild, and he always messes up my front yard.

In number 1, neighbors is the antecedent; their is the pronoun. They agree because both are plural. In number 2, dog is the antecedent, and he is the pronoun. They agree since both are singular. If you are having problems with pronoun-antecedent agreement, underline all your pronouns; then, locate the antecedent for each. Make sure that both are the same in number. That's all you have to do.

A common stylistic problem in writing, often leading to ambiguity, is the use of a pronoun for which the antecedent is not clear, as in the following example:

* I met John at Mike's party. He told me about his new friend.

Did John tell the speaker about his own new friend? Did John tell the speaker about Mike's new friend? Did Mike tell the speaker about his own new friend? Or did Mike tell the speaker about John's new friend? Generally most competent speakers would agree that "he" refers to "John."

Another issue is the use of a pronoun and anaphor which differ in number, for example "Everyone had their own sleeping bag." The words everyone and everybody are singular, meaning every "one" and every "body". Thus neither of those words should be used with the plural anaphor "their." "Each student" is singular, but requires the use of the gender-inclusive "his or her" which is often seen as awkward. The sentence "Each camper had his or her own sleeping bag" is thus correct but inelegant. This is a question of writing style rather than grammar when analyzed to this point. The sentence "All the campers had their sleeping bags" is clearer.


You can find my sources here and here and here

Taken from the book Painless Grammar (Painless Series)
by Rebecca Elliott

Wednesday, 8 July 2009

Grammar: Possessive Nouns

Some Rules:

If two people own one thing, use an apostrophe for the second person only.

Ex. Ann and Rick's car (they own one car)

If two people don't own one thing, use an apostrophe for both.

Ex. Ann's and Rick's toes (they each have their own toes)

*Now, if a plural ends in s (boys) just add an apostrophe. Ex. The boys' jackets

*If the plural does not end in s (women, children) add an apostrophe and an s. Ex. The children's toys

Here's a cheatsheet:

The girl's coat= one girl, one coat
The girls' coat= two (or more) girls sharing the same coat
The girls' coats = two (or more) girls with different coats

Taken from the book Painless Grammar (Painless Series)
by Rebecca Elliott

Monday, 6 July 2009

Grammar: Nouns and When to Capitalize Them

I have started a series of grammar blogs. It will discuss the basics. I need the basics.

First Lesson: Nouns and When to Capitalize Them

Rules:

Capitalize:

1) Names of specific people: Ann, the Altman family, Roger
2) Days of the week, months, and holidays
3) Ranks and titles used with particular person's name: Doctor Handslip, Auntie Social, General Lee
4) Geographic Areas: Mexico, Ohio River, Pacific Ocean
5) Regions: North, Midwest
6) Historical Periods: World War II, Civil War
7) Religions, Nationalities, Races, Languages: Christians, Asians, English, German measles
8) School courses: Algebra 101, History of Rome
9) Names of schools, businesses, organizations, brand names, clubs and their members
10) Planets
11) Letters that stand alone: T-shirt or X-ray
12) Titles of movies, books, articles

When do you not capitalize?

1) You capitalize "Dad" and "Mom" when you call them but not when you say, "my dad"
2) You don't capitalize the seasons
3) You capitalize North when you are referring to a region but not when you are giving directions.
4) Do not capitalize the sun or moon. Do not capitalize the word earth unless you are referring to it as a planet.
5) In title names, do not capitalize "a, an, the, and, but, in, of, with, etc." unless they are
a) the beginning word or
b) they are part of the verb: Hold Up

Taken from the book Painless Grammar (Painless Series)
by Rebecca Elliott