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Stutzman, C. “Types of Phrases.” HCRHS English Dept. 2006.
Types of Phrases
Prepositional Phrase: a group of words beginning with a preposition and usually ending with a noun or pronoun. A prepositional phrase may be used as an adjective or adverb.
Ex. In the morning Jen went to the shore and library.
Adjective Phrase: a prepositional phrase that modifies a noun or a pronoun
Ex. The bright red label of that product has always been its trademark.
Adverb Phrase: a propositional phrase that modifies a verb, adjective, or another adverb.
Ex. I put the jar on the porch.
Ex. I am not always wise with my money.
Ex. We go to school late in the day now.
Participial Phrase: consists of a participial (a verb form used as an adjective) and its related words, such as modifiers and complements, all of which act together as an adjective.
Ex. The person sitting there now is my friend.
Gerund Phrase: consist of a gerund (a verb form ending in –ing that is used as a noun) together with its complements and modifiers, all of which act together as a noun.
Ex. Going to school without breakfast is not a good idea.
Infinitive Phrase: consist of an infinitive together with its complements or modifiers which can consist of prepositional phrases.
Ex. I learned to play chess blindfolded.Ex. In blindfolded chess, it is necessary to remember all of the moves and to visualize the chessboard in your mind.
Appositive Phrase: consists of an appositive (a noun or pronoun that follows another noun or pronoun to identify or explain it) and all of its modifiers.
Ex. The car, a green sedan, passed us on the hill.
SUBJECT: The cow jumped over the moon.
ADVERB: Fearlessly, he leapt over the railing.
PREPOSITIONAL PHRASE: On top of my spaghetti, meatballs are delicious.
ADVERBIAL CLAUSE: When he got home from work, he was too tired to mow the lawn.
ADJECTIVE PHRASE: Evil and mean, Barbara teased the kids mercilessly.
PRESENT PARTICIPIAL: Frowning, he looked at my report card.
PAST PARTICIPIAL: Crushed, he left the dance floor alone.
INFINITIVE: To skip class is stupid.
APPOSITIVE: The best teacher around, Ms. Woods was nominated for Teacher of the Year, again.
INTERJECTION: Uhg, that tenth piece of cake was not a good idea.
COMMON PREPOSITIONS:
aboutaboveacrossafteragainstaroundatbeforebehindbelowbeneathbesidebesidesbetweenbeyond
bydownduringexceptforfromininsideintolikenearofoffonout
outsideoversincethroughthroughouttilltotowardunderuntilupuponwithwithout
according tobecause ofby way ofin addition toin front ofin place ofin regard toin spite ofinstead ofon account ofout of
GRAMMAR’S DEADLIEST DEVIANTS!
AFFECT—a verb meaning to influence. “Bad news does not affect him at all.”EFFECT—as a verb it means to accomplish. “The new drug effected an aimed at cure.” As a noun is means the result of some action. “The effect of the coach’s speech was immediate.”
AND ETC.—this term is redundant. Et cetera is Latin for “and other things,” to say “and etc.” you are essentially saying “and and other things.” Always use it alone.
AT—never use after “where,” as in “where is he at?” this is incorrect. Always say “Where is he?”
BAD, BADLY—bad is an adjective, badly is an adverb. Thus, “the play was bad” or “the play was written badly.” “The fish smelled bad.” If you were to say “the fish smelled badly” you are saying that the perfectly fresh fish has something wrong with his sense of smell. By using badly in this manner you are implying that an object or person’s sense of touch, smell, etc. is in bad shape.
BEING AS or BEING THAT—both are substandard English; use because or since instead.
FEWER or LESS—use fewer with plural words, as in “fewer checks, fewer tests, fewer errors, etc.” Use less with singular words as in “less milk, less money, less change, less trouble, etc.”
FURTHER or FARTHER—use further to denote advancement to greater degree, as in time. EX. You read further in the book. Use farther to denote physical advancement or distance. EX. It is farther down the road.
LIE and LAY—“Lie” means to recline. Its conjugation is: lie, lay, lain (have lain). “Lay” means to put or place. Its conjugation is: lay, laid, laid (have laid). In the sentence, “After school I lay on the grass” this is correct because it is the past tense of lie. “The dog laid the stick at my feet,” the correct verb is laid because it is the past tense of the verb lay (to place).
PASSED and PAST—passed is a verb; past is a noun.
THEN and THAN—then is an adverb telling “when”, “he mixed the batter, then poured it into the pan.” Than is a conjunction used only for comparisons, as in “He’s taller than I.”
LOOSE and LOSE—you lose your money when your pants are too loose.
I.E. and E.G.—when eluding to examples in your writing, make sure you use the correct abbreviation. i.e. means that is, whereas e.g. means for example
Levecchi, J. “Grammar Deviants” HCRHS English Dept. 1998.
4 Steps to avoid subject-verb embarrassment!
1. Find the main verb—don’t be distracted by all the other “stuff”
2. Ask yourself, “Who or what is doing the action?” The answer to this question will be the subject.
3. Is the subject singular or plural? Most of the time a plural subject will end in –s, BUT there are plenty of exceptions.
4. If your subject is singular match it with the correct verb. If your subject is plural match they with the correct verb.
Rules of Subject-Verb Agreement:
1. Subjects connected by and are PLURAL: Bob and Dick are here.
2. Certain expressions (as well as, also, including, together with, with, etc.) DO NOT change a singular subject to plural!! These expressions will be set off from the subject by commas.
Bob, along with Dick and Harry, is going on vacation.
Dick, as well as Bob, plans to vacation in his living room.
Quick random Subject-Verb Exercise!
Underline the subject and circle the correct verb.
1. Wearing a hat and red socks, Bob ( were sitting was sitting ) in a recliner.
2. Bob, distracted by daydreams, ( is are ) eating Doritos and licking his fingers.
3. Many of the causes of gaining weight ( is are ) unknown to Bob.
4. The danger of eating too many chips ( do does ) not worry him.
5. The dangers of eating too many chips ( do does ) not worry him.
Basic rule of Subject Verb Agreement:Singular subjects take singular verbs, and plural subjects take plural verbs.
3. Singular subjects connected by either-or, neither-nor, or, and nor stay singular.
Neither Bob nor Harry is able to get up from the recliner.
4. If a singular and plural subject are connected by either-or, neither-nor, or, or nor either-or, neither-nor, or, and nor the verb should agree with the subjectclosest to it.
Neither Bob nor the others were able to get up from the recliner.
Neither the others nor Bob is able to get up from the recliner.
Sweet! More Rules of Subject-Verb Agreement:
5. There is never the subject of a sentence. Look for the subject to follow the verb: There are many reasons to buy a recliner.
6. Be careful with relative pronouns who, which and that. Look to see which known the relative pronoun is standing in for, and make your verb appropriately singular or plural to match it.
Ladies who lunch on Tuesdays eat egg drop soup.A lady who lunches on Tuesday eats egg drop soup.
* Bob is one of the men who eat tortilla chips before dinner. Bob is one man who eats tortilla chips before dinner.
In this example we see that Bob is part of the men, “one of the men,” and “who” is referring to that group of men, not just Bob. This is tricky, but you’ll get it!
Quick random Subject-Verb Exercise!
Underline the subject and circle the correct verb.
1. To the naked eye, Bob and Harry ( look looks ) too fat to get up from the recliner.
2. Dick, together with Harry, ( is yearning are yearning ) for some ice cream.
3. Either Bob or Dick ( want wants ) nuts and fudge to go with the ice cream.
4. Neither the boys nor Bob ( desire desires ) green vegetables.
5. Neither Bob nor the boys ( desire desires ) green vegetables.
More on this tricky rule…
A hammer is one of the tools that are indispensable.
At the hardware store, Bob looked at rakes that were on sale.
This rake is the only one of all these tools that is made in America.
7. Collective nouns such as family, committee, jury, crowd, and group are almost always singular.
8. Numbers that represent a single unit are singular.
A million dollars is a lot of money to keep under your mattress.
Fifty percent is a big commission.
Ten years is a long time to be without work.
Quick random Subject-Verb Exercise!
Underline the subject and circle the correct verb.
1. Each of the men ( are is ) nearly buried in a mountain of tortilla chips.
2. Dick’s family ( is are ) wondering whether there ( are is ) anything they can do, short of renting a forklift, that will get Dick out of his recliner.
3. Harry is one of the men who ( is are ) refusing to wear anything but bathrobes.
4. Everyone who ( come comes ) to visit ( see sees ) that the chips ( has have ) been eaten by Dick and Bob.
5. Every one of the ice cream flavors ( has have ) been sampled by Bob; the newly formed committee for the Promotion of Junk Food ( has have ) named Bob its honorary chairman.
Staff of Princeton Review. “Putting It All Together.” Grammar Smart. 2nd Ed. 2001. 84-89.
Making Subjects and Verbs Agree: ExercisesBrought to you by the Purdue University Online Writing Lab
Underline the subject and choose the correct form of the verb that agrees with the subject.
1. Annie and her brothers (is, are) at school.
2. Either my mother or my father (is, are) coming to the meeting.
3. The dog or the cats (is, are) outside.
4. Either my shoes or your coat (is, are) always on the floor.
5. George and Tamara (doesn't, don't) want to see that movie.
6. Benito (doesn't, don't) know the answer.
7. One of my sisters (is, are) going on a trip to France.
8. The man with all the birds (live, lives) on my street.
9. The movie, including all the previews, (take, takes) about two hours to watch.
10. The players, as well as the captain, (want, wants) to win.
11. Either answer (is, are) acceptable.
12. Every one of those books (is, are) fiction.
13. Nobody (know, knows) the trouble I've seen.
14. (Is, Are) the news on at five or six?
15. Mathematics (is, are) John's favorite subject, while Civics (is, are) Andrea's favorite subject.
16. Eight dollars (is, are) the price of a movie these days.
17. (Is, Are) the tweezers in this drawer?
18. Your pants (is, are) at the cleaner's.
19. There (was, were) fifteen candies in that bag. Now there (is, are) only one left!
20. The committee (debates, debate) these questions carefully.
Agreement: Doesn’t & Don’tUse doesn’t with singular subjects except I and you. Use don’t with plural subjects and with the subjects I and you.
EXERCISE: Complete each sentence correctly by filling in the blank with doesn’t or don’t.
Example: It __________________ matter what you say.
1. The students in Mr. Arcero’s crafts class _______________________ have enough clay for their projects.
2. The jacket _______________________ fit very well through the shoulders.
3. Wilma and Ward Johnson ______________________ want to move away from Maine.
4. _____________________ anyone have a key to the cafeteria?
5. Don’t think for one minute that I _______________________ want to go with you.
6. Watching a hockey game ____________________ seem as exciting as playing in one.
7. Karen, ____________________ you want some of the delicious lentil soup?
8. These ski slopes ____________________ seem as steep as Diamond Hill.
9. The neighbors ____________________ think Mr. Krescov’s idea will help them.
10. It looks as if the black cocker spaniel ____________________ like walking around the show ring to be judged.
11. ____________________ try to give Mrs. Laws excuses about forgetting homework.
12. There ____________________ seem to be enough spaghetti here to feed all these unexpected guests you’ve brought, Sue.
13. The crosstown bus ____________________ stop at Popular Circle any more.
14. If the play is over late, ____________________ forget to wait for me.
15. Somebody in my exercise class ____________________like doing sit-ups.
16. ____________________ your father work at the new convention center?
17. Anyone in the cooking group who ____________________ want to make the eggplant casserole should suggest something.
18. He ____________________ like to get up early on the weekend.
19. The radio ____________________ work too well.
20. ____________________ she already have pierced ears?
Antecedent : The word for which the pronoun stands in for is called its antecedent.
Ex. The boy threw the ball; he threw it down the stairs. Boy is the antecedent for he. Football is the antecedent for it.
Examples:Bob and Harry are eating their tortilla chips.Neither Bob nor Harry is eating his tortilla chips.Each of the men is eating his tortilla chips.Everyone should eat his pizza.Everyone should eat her pizza.NOT: Everyone should eat their pizza.
Everyone is SINGULAR. It sounds awkward to you, but it’s the truth! If it sounds too weird for you, change the whole sentence. Instead of Everyone should eat their pizza, (Which is wrong but sounds better) write, Boys and girls should eat their pizza.
When it comes to this rule, things can be sloppy or awkward, for example:
Sloppy: When a man or a woman fall in love, they become absent-minded. Man or woman is singular—“they” is plural! Bad grammar!
Over Politically Correct: When a man or woman falls in love, he or she becomes absent-minded.
Better to Rewrite: When men and women fall in love, they become absent-minded.
Last words on pronoun agreement!1. Be consistent in your use of pronouns.
You must pick up your ticket before taking your seat. NOT One must pick up one’s ticket before taking your seat.
2. Nouns connected to singular pronouns should also be singular; nouns connected to plural nouns should be plural.
Each of the men asked for a raise.NOT Each of the men asked for raises.
Basic rule of Pronoun Agreement:Use a singular pronoun with a singular antecedent; use a plural pronoun with a plural antecedent.
All of the men wore dresses.NOT All of the men wore a dress.
What are you saying? That a group of men squeezed into a single dress? I don’t think so. Watch out for these tricky errors.
3. Make sure it is obvious which noun your pronoun refers to.
Ralphie and Randy fell down, and he broke his leg.
Who broke his leg? Ralphie or Randy? We don’t know! In a more complicated sentence either the reader would be confused (not a good thing) or she will make an arbitrary decision about which pronoun it refers to (not good either).
Quickie Pronoun Exercise!
Underline the subject and circle the correct pronoun.
1. Neither Bob nor Harry will be going to ( his their ) dentist on Tuesday.
2. Everyone should get ( their his ) own slice of cake.
3. Bob and Carl went to the track and bought ( himself themselves ) popcorn.
4. Either Ralphie or Randy will receive ( his their ) own pair of snow pants for Christmas.
5. You must wash ( your one’s ) hands before returning to work.
Agreement: Indefinite PronounsThe indefinite pronouns each, either, neither, one, everyone, no one, nobody, anyone, anybody, someone, and somebody are singular. The indefinite pronouns several, few, both, and many are plural. The pronouns some, all, many, most, and none may be either singular or plural, depending on the meaning of the sentence.
EXERCISE: Underline the indefinite pronoun subject in the sentence and circle the correct verb for each indefinite pronoun subject.
Example: One of the counselors (have, has) approved my schedule for next fall.
1. (Does, Do) all of the children require hearing tests?
2. Some of the dancers (is, are) rehearsing on the auditorium stage.
3. Both of the musicians (has, have) agreed to play a piano duet.
4. Each of the local newspapers (have, has) headlines about the new mayor’s plans for the city.
5. Someone working in the supermarket always (place, places) the vegetable soup on the wrong shelf.
6. Neither of us (know, knows) where the new community center is being built.
7. Many of the passengers on the subway (is, are) getting off at Union Station.
8. (Were, Was) anyone here when the accident took place?
9. None of the firewood (is, are) dry.
10. Too few of the math students (is, are) attending this review section.
11. One of the floodlights (are, is) broken.
12. (Are, Is) everyone ready to leave for the Greenvale Mountains?
13. There (are, is) several of the campers who shared our campsite yesterday.
14. Either of the vegetables (is, are) perfect for dinner.
15. (Is, Are) nobody home at Lee’s home?
16. Some of the paper (are, is) missing from the storeroom.
17. All of the paint (have, has) the greenish color.
18. Everyone in the class (is, are) required to write a lyric poem by Thursday.
19. One of the pillows I made (has, have) a floral design on it.
20. None of the mice (was, were) caught in the trap.
Agreement: Pronoun and AntecedentEXERCISE: Underline the correct pronoun in each sentence. Write its antecedent on the line provided. Some pronouns have more than one antecedent.
Example: The members of the gulf team brought (his, their) clubs __members __ to the practice course.
1. The women on the finance committee discussed (its, their) __________________ opinions on the new budget.
2. Each of the lost animals was returned to (its, their) owner. __________________
3. I recognized one of my neighbors at the garage sale, but I __________________ didn’t speak to him.
4. Neither Sara nor Naomi had (their, her) math project finished. __________________
5. If you mail all of these letters today, people should receive __________________ (it, them) by Friday.
6. When that employer interviews you for a summer job, one of __________________ the things (she, they) will look for is previous experience.
7. Everyone has a right to (their, his or her) own opinion about __________________ how money should be spent.
8. Either Andy or Adam will lend us (his, their) lecture notes. __________________
9. Each of the winning entries has (their, its) own special slogan. __________________
10. In the attic there are six cartons filled with china, and (it, __________________ they) can be given to the thrift shop.
11. Can Sally or Lynn bring (their, her) tape recorder to the party? __________________
12. Anton and his brother helped (their, his) Uncle Oscar build a __________________ dining room table.
13. The kittens don’t like (its, their) new bed. __________________
14. After Alonzo and I planted the tree cuttings, we watered __________________ (them, it) carefully.
15. Nina and Grace each built (their, her0 own kite for a school __________________ contest.
16. Mr. Wilkins brought in a small telescope and set (it, them) __________________ on the lab table.
1986 by Harcourt Brace Jovanovich, Inc.
Using Pronouns Correctly: Incomplete ConstructionAfter than and as in an incomplete construction, use the form of the pronoun you would use if the construction were completed. The case of the pronoun depends on the meaning the speaker wishes to convey.
EXERCISE: On the line provided, write the omitted part of the incomplete construction.
Example: a. Do you trust Laura more than me?than you trust me? b. Do you trust Laura more than I?than I trust Laura?
1. a. The head coach gave them more time to practice than us.
_____________________________________________________________________
b. The head coach gave them more time to practice than we.
_____________________________________________________________________
2. a. Our piano teacher praised us as much as them.
_____________________________________________________________________
b. Our piano teacher praised us as much as they.
_____________________________________________________________________
3. a. My parents gave my younger sister no more advice than me.
_____________________________________________________________________
b. My parents gave my younger sister no more advice than I.
_____________________________________________________________________
4. a. My older brother is more compatible with me than her.
_____________________________________________________________________
b. My older brother is more compatible with me than she.
_____________________________________________________________________
5. a. The skiing instructor taught Robert more difficult maneuvers than me.
_____________________________________________________________________
b. The skiing instructor taught Robert more difficult maneuvers than I.
_____________________________________________________________________
Commas, Commas, Everywhere!The simple curve of a line creates the notorious “comma” – a punctuation mark noted for its hazy beginnings and seeming ability to go anywhere. WELL IT DOESN’T! Commas have a very specific place in writing…let’s review them shall we?
WHEN TO (REALLY) USE A COMMA:1. Introductory ClausesIntroductory clauses are dependent clauses that provide background information or "set the stage" for the main part of the sentence, the independent clause.
Examples:
After catching his breath, Bob squatted down next to the man and took his pulse. Introductory phrase Independent clause
When he felt nothing, Bob picked up the trombone and blew.
Although he had never played the trombone before, he managed to make beautiful music.
If the introductory phrase is short, you may omit the comma—
When he stopped playing it was dark outside.
2. Introductory WordsIntroductory words like however, still, furthermore, and meanwhile create continuity from one sentence to the next.
Examples:
The coaches reviewed the game strategy. Meanwhile, the athletes trained on the Nautilus equipment
3. Separate Two Independent ClausesUse a comma to separate two independent clauses separated by and, but, or, nor for.
Examples:
The strange man lying under the table appeared to be dead, or just possibility he was only napping.
Bob was usually a quiet man, but he screamed upon entering the room.
If the independent clause is short, again, you may omit the comma.
His hat was on but his pants were off.
However, if the phrase is short, but is an infinitive, participial, or a gerund, use a comma so that the sentence makes sense.
When Bob began to eat, rats ran across the carpet
NOT: When Bob began to eat rats ran across the carpet.
4. Use Commas to Separate Elements in a SeriesThe comma is the substitute for and. Don’t omit the final comma.
Examples:
Bob tried to breathe, to keep from fainting, and to remember his first aid.
5. In a series of adjectives use a comma if they can be separated by and.
The nimble, fat, and furry raccoon began to poke at the water balloons.[Could write as: The nimble and fat and furry raccoon…]
If “and” doesn’t fit, leave out the commas.The man’s white cotton shirt was balled up in a corner.[Wouldn’t write: The man’s white and cotton shirt…]
Trick? If you can switch the words around in a sentence, use commas.
The handsome, brilliant scholar. The brilliant, handsome scholar.
The frilly party dress.NOT: The party frilly dress.
6. Use Commas to set off clauses, but don’t use commas for defining clauses.
Quick Review: A defining or restrictive clause is one that can’t be left out of a sentence. Clauses that don’t define can be lifted from sentences without changing the meaning.
Bananas that are green taste tart. Defining clause
We cannot take out the defining phrase “that are green” because it tells us what bananas are being discussed.
Bananas, which grow in the tropics, do not need refrigeration. Can be lifted from sentence without changing the meaning—must use commas.
7. Interrupters!When a phrase interrupts a sentence use a comma.
Examples:
Now then, let’s get down to work.
“Save me,” he said, before falling down the stairs.
On the other hand, error can lead to revelation.
What the other candidate promised, in fact, is impossible to achieve.
Hello, I must be going.
8. Use a comma to set off an appositive (a noun or pronoun that explains or introduces the noun that precedes it)
Examples:
Mrs. Dingdong, my favorite teacher, is wearing a wig.
Ralphie, the president of the student council, just got out of jail.
LAST BUT NOT LEAST!
Don’t forget that commas are to help your sentences make sense and read correctly, placement of the comma alone can completely change the meaning of a sentence.
Example:
Although I wanted to kill Max, I controlled myself. sounds like he wanted to kill this Max person.
Although I wanted to kill, Max, I controlled myself. sounds like they are talking to Max about killing.
It is because of this that you should always be weary of your comma usage!
Semicolons: The Under Appreciated, Though Very Valuable Punctuation
What’s that funny looking comma with a hat? Maybe someone just dropped there pen? Oh, wait, no, it’s just a semicolon! The semicolon is most useful when trying to combine sentences so your writing doesn’t sound choppy.
HOW TO PROPERLY USE THE SEMICOLON:
1. Use a semicolon to link two independent clauses (i.e. clauses that can be complete sentences on their own). Make sure the two clauses are connected in thought.
Example:
To give a good party, you must consider the lighting; no one feels comfortable under the bright glare of fluorescent light.
2. Use a semicolon to separate elements in a list if the elements are long or if the elements themselves have commas in them.
Example:
To get completely ready for your party, you should clean your house; make sure your old, decrepit stereo works; prepare a lot of delicious, strange food; and expect odd, frivolous, and antisocial behavior on part of your guests.
THE COLONBasically, the colon tells a reader to pay attention to what follows.
USE NO COLON before a list of predicate nominatives, direct objects, or objects of the preposition. A colon should not hinder the natural flow of the sentence.
Example: We will need flour, milk, and sugar. (direct objects)
EXERCISE: Place colons where needed.
1. You need these guys Will, Boyd, Jeff, and Jim.
2. She had three personality flaws pride, selfishness, and a temper.
3. The singers will be you, Pam, and Becky.
4. For the campout we will need the following things a tent, three sleeping bags, and a gas lantern.
5. Next semester I will be taking four courses Algebra II, English Literature, American History, and Biology III.
Staff of Princeton Review. “Putting It All Together.” Grammar Smart. 2nd Ed. 2001. 132.
RULES for colons:
1. Use a colon when making a list.
There are four ingredients necessary to a good party: music, lighting, food, and personality.
2. A colon is sometimes used to introduce a quotation or an explanation.
On Saturday President Bush made the following statement: “This country’s economy is in trouble!”
HyphensThe hyphen separates compound words. Here’s a quick review on when to use one.
1. If the pair of words forms an adjective that comes before the noun, use a hyphen.
Example:
Well-known felonFirst-class work
2. If the adjective pair comes after the noun, you don’t need a hyphen.
Example:
His crimes are well known.His work is always first class.
3. Use a hyphen for fractions acting as adjectives.
Example:
He drank one and two-thirds cans of beer.
But not fractions acting as nouns! Ex. Two thirds of the people have gone home.
4. Use a hyphen to differentiate certain words:
He recollected his adventure in Guam.He re-collected the money.She recovered from the flu.She re-covered the sofa.
The Dash—how dashing!What kind of punctuation is better than the dash—a punctuation with no real rules! You can use them, or you don’t have to—it’s a total preference based punctuation!
1. Use dashes to separate an aside from the rest of the sentence.
Example:
At the boisterous party—people were hanging from the rafters—Pinky and Darlene hatched a scheme for revenge.
2. You can use dashes instead of parenthesis.
Example:
If you come to my house—take a left after crossing the bridge—please bring some turnips and an oboe.
Apostrophes
You would think at this level we would not have to review the apostrophe, but it would seem that many still need some clarification as to its rules…
The rules concerning the use of Apostrophes in written English are very simple:
1. They are used to denote a missing letter or letters, for example:
I can't instead of I cannotI don't instead of I do notit's instead of it is
2. They are used to denote possession, for example:
the dog's bonethe company's logoJones's bakery (but Joneses' bakery if owned by more than one Jones)
... but please note that the possessive form of it does not take an apostrophe any more than ours, yours or hers do
the bone is in its mouth
... however, if there are two or more dogs, companies or Joneses in our example, the apostrophe comes after the 's':
the dogs' bonesthe companies' logosJoneses' bakeries
3. Apostrophes are NEVER ever used to denote plurals! Common examples of such abuse (all seen in real life!) are:
Banana's for sale which of course should read Bananas for saleMenu's printed to order which should read Menus printed to order1000's of bargains here! which should read 1000s of bargains here!New CD's just in! which should read New CDs just in!
Note: Special care must be taken over the use of your and you're as they sound the same but are used quite differently:your is possessive as in this is your penyou're is short for you are as in you're coming over to my house
Writing Complete Sentences: Sentence FragmentsA sentence fragment is a group of words that does not express a complete thought. Since it is only part of a sentence, a sentence fragment should not be allowed to stand by itself.
EXERCISE: On the line provided, write F if the numbered item is a fragment and S if it is a complete sentence.
1. The delicately sculptured, alabaster Chinese statue. _____
2. Yearning for meaning in one’s life. _____
3. John is forever teasing his younger sister. _____
4. Glancing at the thick Sunday paper. _____
5. Christy, who is talking on the telephone. _____
6. To enjoy the warmth of a summer day and the luxury of a cool swim in the _____
city pool.
7. The small, four-seater aircraft that just took off is going from Des Moines, _____
Iowa, to Denver, Colorado.
8. Although, he frowned menacingly at the two small children who were _____
wearing dirty overalls.
9. At St. Croix in the Virgin Islands where the water is warm. _____
10. Before marching down the deck, the sailor saluted the captain. _____
11. On the scorching summer day when children and adults alike enjoy the cool, _____
fresh fruit and sip tall, icy glasses of lemonade.
12. Rosa, sitting and basking in the golden rays of the sun. _____
13. The painting of a little girl with somber, brown eyes. _____
14. Jonathan, the outstanding baseball player. _____
15. Casually pursuing the friendly discussion. _____
16. After the violent, summer storm, we were content to stay at home. _____
17. Stretching on for miles through golden, barren, and rocky terrain. _____
18. Mr. Michaels, who is an Oxford scholar. _____
19. Where the humans began their existence. _____
20. Lois Lane, the Daily Planet’s star reporter, whom Superman loved. _____
Writing Complete Sentences: Run-on SentencesEXERCISE: Correct the following run-ons. On the line provided, write the last word of the first sentence, followed by a period. Then write the first word of the next sentence, beginning it with a capital letter.
1. In the early nineteenth century, Paris was Europe’s artistic ___________________ capital painting was changing at this time.
2. Most French painters followed established techniques, ___________________ revolutionaries followed their imagination.
3. Ingres was the leading conservative painter during this ___________________ period he was a master of detail.
4. Delacroix was a revolutionary painter, for him color and ___________________ imagination were most important.
5. Courbet extended the revolution to subject matter, there were ___________________ no pretty poses or precise arrangements in his work.
6. Many artists followed Courbet’s lead this movement came ___________________ to be known as realism.
7. Another style of painting was developed by Edouard ___________________ Manet it was called impressionism.
8. The impressionists’ work showed the dramatic colors and ___________________ contrasts of light and shadow on objects, the traditionalists depicted subjects in artificial light.
9. Impressionists applied color to canvas as blotches, dots, or ___________________ lines, viewers would blend the colors in their eyes and minds.
10. Many painters used these techniques, they included Renoir, ___________________ Monet, Cezanne, Cassatt, and van Gogh.
11. These artists wanted to pain the world they way we ___________________ actually see it, previous artists had painted the world as we expected to see it.
12. Impressionists were primarily interested in how we see ___________________ objects relative to light, shadow, color, and movement, they were anxious to use conventionally pleasant subjects for their paintings.
13. The public was slow to accept impressionism, people were ___________________ quick to ridicule the new style.
14. Today impressionists paintings are extremely valuable, they ___________________
are exhibited throughout the world.
Active and Passive VoiceMany students unknowingly use passive voice when they shouldn’t. It is a very rare occasion when passive voice should be used. The first thing we need to address is how to identify passive and active voice.
In sentences written in ACTIVE VOICE, the subject performs the action expressed in the verb; the subject acts.
In each example above, the subject of the sentence performs the action expressed in the verb.
In sentences written in PASSIVE VOICE, the subject receives the action expressed in the verb; the subject is acted upon.
(agent performing action has been omitted.)
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 (see the third example above).
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.
passive (indirect) active (direct):
passive (more wordy) active (more concise)
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
If you want to change a passive-voice sentence to active voice, find the agent in a "by the..." phrase, or consider carefully who or what is performing the action expressed in the verb. Make that agent the subject of the sentence, and change the verb accordingly. Sometimes you will need to infer the agent from the surrounding sentences which provide context.
Passive Voice Agent Changed to Active Voice
most of the class
agent not specified; most likely agents such as "the researchers"
the CIA director and
his close advisors
THE ACTIVE VOICE KILLERS: The following forms of “to be” and “to have” are the killers of active voice. If you see these words—check your wording—you could be in trouble!
AmIs
AreWasWere
CanBe
Could beMay
Might
Must beShall
Should beWill
Would be
HasHave
Had beenCould have
beenMust have been
Would have beenAre
Are beingWere being
ExercisesFor each passive sentence re-write it so that it is an “active” sentence.
1. The casserole was improved by the chef with a special ingredient.
2. The paper for the course was written after the assignment had been explained.
3. The bill was passed by the Senate after its fine points had been debated.
4. Kuwait was surrendered at the close of the Gulf War.
5. The character of Hector in the Iliad is depicted as selfish.
Active and Passive VoiceIndicate in the following sentences whether the verbs in bold are in the active (A) or passive (P) voice.
1. The dog ate its master's food and his master punished him for the misbehavior.
____
2. This passage is used by the author to bring out the ambiguous nature of the setting.
____
3. It has been determined that the fees at Malaspina University-College are much too
____low. The students do not agree.
____
4. When the general meaning of this passage is considered, we see that it has an effect different from the rest of this chapter.
____ ____
5. Shakespeare has been dead for many years, but his plays are still read by millions
____ ____of people every year, and productions of his plays are often put on by amateur and professional theatre companies all over the world. ____
6. The research team found that the accident was caused by a faulty O-ring in one of the
____ ____main engines; this item was shrunk beyond specification by the unusually cold weather.
____
7. The surveying team arrived at the site at 10:00 a.m. First, a baseline was measured, and
____ ____then random plots were designed, and finally, the standard sampling was done.
____ ____
8. The imagery in this poem is used to create a sense of despair, and this sense is
____
reinforced by the words which have been chosen by the author. ____ ____
9. Once it is recommended by the courts that the government owes its workers a massive
____sum for pay equity, then the government must abide by the decision.
10. Scientists have discovered that AIDS is caused by a complex combination of viral agents. ____ ____
Active and Passive Voice ExercisesChange the following from passive to active voice.
1. The poem was read aloud by Margaret.
______________________________________________________________________________
2. The Yankees were beaten by the Tigers in the playoffs.
______________________________________________________________________________
3. Her personal computer was given to Edith by her parents.
______________________________________________________________________________
4. The turnoff for Route 287 was finally reached by Carla.
______________________________________________________________________________
5. Many letters have been sent by me to your office.
______________________________________________________________________________
6. Kim was invited to a party by Raymund.
______________________________________________________________________________
7. The truth was suddenly realized by the contestants.
______________________________________________________________________________
8. Projects were judged by the teachers.
______________________________________________________________________________
9. A brilliant performance was given by the choir.
______________________________________________________________________________
10. Adam and JoAnne were married by the priest.
______________________________________________________________________________
Parallel structureAll parallel structure merely means that you stay consistent with the way you’re writing. Sound easy enough? Let’s see…
1. Words and Phrases
With the -ing form (gerund) of words:Example: Mary likes hiking, swimming, and bicycling.
In the above example, the three objects of the verb likes are hiking, swimming, and bicycling. Notice how they are parallel (or similar) in form.
It would sound very awkward to say I like skiing and to skate or I like to ski and skating. These structures sound awkward because they are not parallel.
With infinitive phrases:Parallel: Mary likes to hike, to swim, and to ride a bicycle.ORMary likes to hike, swim, and ride a bicycle.
Do NOT mix forms.
Another example:
BAD: Sue has trouble doing algebra, physics, and understanding grammar.
Again, there are two ways to correct this non-parallel structure:
1. Sue has trouble doing algebra, learning physics, and understanding grammar.
(A series of -ing word groups)
2. Sue has trouble with algebra, physics, and grammar.
(A series of nouns sharing the preposition with)
One more…
Incorrect:My degree, my work experience, and ability to complete complicated projects qualify me for the job.
Correct: My degree, my work experience, and my ability to complete complicated projects qualify me for the job.
Still with me? Let’s find out…For the following exercise, fix the sentences so that they all are parallel—two are correct.
1. I went to work in the morning, studied most of the afternoon, and my three classes were in the evening.
2. Sam spends most of his free time reading, listening to music, and he watches movies.
3. Every night my cat scratches at the door, hisses at the dog, and stares at the moon.
4. "Ask not what your country can do for you but what you can do for your country."
5. After the camping trip, I was exhausted, thirsty, and wanted to eat.
6. Many people get up early to jog in the park, to observe the wonders of nature, or just so they can watch the sun come up.
2. Clauses
A parallel structure that begins with clauses must keep on with clauses. Changing to another pattern or changing the voice of the verb (from active to passive or vice versa) will break the parallelism.
Example 1Not Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.
Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game. ORParallel: The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.
Example 2
Not Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that questions would be asked by prospective buyers.(passive)
Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions.
3. Lists after a colon
Be sure to keep all the elements in a list in the same form.
Example:
Not Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and looking up irregular verbs.
Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs.
Proofreading Strategies to Try:
Skim your paper, pausing at the words "and" and "or." Check on each side of these words to see whether the items joined are parallel. If not, make them parallel.
If you have several items in a list, put them in a column to see if they are parallel.
Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds? For example, is there a series of "-ing" words beginning each item? Or do your hear a rhythm being repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel.
Don’t forget…It is important also to use parallel structure with correlative conjunctions. Correlative conjunctions are two-part conjunctions:
In other words, you wouldn’t say: Both Bob or Carl will go to the racetrack. You would say: Both Bob and Carl will go to the racetrack.
o Both…ando Either…oro Neither…noro Not only…but alsoo Whether…or
Dangling ModifiersDefinition:
A dangling modifier is a word or phrase that modifies a word not clearly stated in the sentence. A modifier describes, clarifies, or gives more detail about a concept.
Consider this sentence:
"Having finished" states an action but does not name the doer of that action. In English sentences, the doer must be the subject of the main clause that follows. In this sentence, it is Jill. She seems logically to be the one doing the action ("having finished"), and this sentence therefore does not have a dangling modifier.
Now consider this sentence:
Having finished is a participle expressing action, but the doer is not the TV set (the subject of the main clause): TV sets don't finish assignments. Since the doer of the action expressed in the participle has not been clearly stated, the participial phrase is said to be a dangling modifier.
Examples of dangling modifiers and revisions:
dangling modifier:
(The article--the subject of the main clause--did not read the original study.)
Possible revisions:
-or-The article remains unconvincing in light of the original study. (no modifying phrase)
dangling modifier:
(Your home--the subject of the main clause--is not relieved of your responsibilities.)
possible revision:
Characteristics of dangling modifiers:
They most frequently occur at the beginning of sentences (often as introductory clauses or phrases) but can also appear at the end.
dangling modifier at end of sentence:
(The experiment--the subject of the main clause--is not supposed to study the lab manual.)
possible revision:
They often have an -ing word (gerund) or a to+verb (infinitive) phrase near the start of the sentence.
Squinting modifiers:
Related to dangling modifiers, squinting modifiers occur when the word modified is not clear or could be more than one word. These problems can usually be solved by rearranging the elements already present in the sentence.
Squinting modifier:
Possible revisions:
Strategies for revising dangling modifiers:1. Name the appropriate or logical doer of the action as the subject of the main clause:
dangling modifier:
Who arrived late? This sentence says that the written excuse arrived late. To revise, decide who actually arrived late.
possible revision: The main clause now names the person (the captain)
who did the action in the modifying phrase (arrived late).
2. Change the phrase that dangles into a complete introductory clause by naming the doer of the action in that clause:
dangling modifier:Who didn't know his name? This sentence says that "it"
didn't know his name. To revise, decide who was trying to introduce him.
possible revision:
Because Maria did not know his name, it was difficult to introduce him.
The phrase is now a complete introductory clause; it does not modify any other part of the sentence, so is not considered "dangling."
3. Combine the phrase and main clause into one:
dangling modifier:Who wanted to improve results? This sentence says that the
experiment was trying to improve its own results. To revise, combine the phrase and the main clause into one sentence.
possible revision: He improved his results by doing the experiment
again.
Brought to you by the Purdue University Online Writing Lab.Graphics for this handout were produced by Michelle Hansard.
Using Modifiers Correctly: Dangling ModifiersEXERCISE: Each of the following sentences contains a dangling modifier in italics. Making no changes in the dangling word group, rewrite the rest of the sentence so that the italicized modifier clearly and sensibly modifies the appropriate word. You may have to omit or add some words to complete the sentence. Each sentence will still begin with the italicized phrase.
21. After frying the onion, the mushrooms were added by the cook.
___...the cook added the mushrooms._________________________________________
2. Sitting in the back row, the ballet could hardly be seen by us.
__________________________________________________________________________________
3. Impressed by my experience, I was offered a job by the director.
__________________________________________________________________________________
4. After inviting the guests to sit down, dinner was served by the hostess.
__________________________________________________________________________________
5. While jogging on the sidewalk, Mary’s ankle twisted.
__________________________________________________________________________________
6. Lying on the beach, mosquitoes attacked me.
__________________________________________________________________________________
7. Made of tough rubber, most dogs cannot chew through these toy bones.
__________________________________________________________________________________
8. Needing relief for the pain in his back, a doctor was consulted by the football player.
__________________________________________________________________________________
9. Buried deep in the earth, archeologists discovered the hidden treasures.
__________________________________________________________________________________
10. After studying all semester, the test was considered easy by Jerry.
__________________________________________________________________________________
11. Having graduated first in her class, Mr. Snider, our principal, awarded Sara a certificate.
__________________________________________________________________________________
1. Eliminate unnecessary determiners and modifiers
Writers sometimes clog up their prose with one or more extra words or phrases that seem to determine narrowly or to modify the meaning of a noun but don't actually add to the meaning of the sentence. Although such words and phrases can be meaningful in the appropriate context, they are often used as "filler" and can easily be eliminated.
Wordy
Any particular type of dessert is fine with me.
Balancing the budget by Friday is an impossibility without some kind of extra help.
More Concise
Any dessert is fine with me.
Balancing the budget by Friday is impossible without extra help.
Here's a list of some words and phrases that can often be pruned away to make sentences clearer:
kind ofsort oftype ofreallybasicallyfor all intents and purposes
definitelyactuallygenerallyindividualspecificparticular
Wordy
For all intents and purposes, American industrial productivity generally depends on certain factors that are really more psychological in kind than of any given technological aspect.
More Concise
American industrial productivity depends more on psychological than on technological factors.
2. Change phrases into single words
Using phrases to convey meaning that could be presented in a single word contributes to wordiness. Convert phrases into single words when possible.
Wordy ConciseThe employee with ambition... The ambitious employee...
The department showing the best performance...
The best-performing department...
Jeff Converse, our chief of consulting, suggested at our last board meeting the installation of microfilm equipment in the department of data processing.
At our last board meeting, Chief Consultant Jeff Converse suggested that we install microfilm equipment in the data processing department.
As you carefully read what you have written to improve your wording and catch small errors of spelling, punctuation, and so on, the thing to do before you do anything else is to try to see where a series of words expressing action could replace the ideas found in nouns rather than verbs. As you edit, first find nominalizations that you can replace with verb phrases.
3. Change unnecessary that , who , and which clauses into phrases
Using a clause to convey meaning that could be presented in a phrase or even a word contributes to wordiness. Convert modifying clauses into phrases or single words when possible.
Wordy ConciseThe report, which was released recently...
The recently released report...
All applicants who are interested in the job must...
All job applicants must...
The system that is most efficient and accurate...
The most efficient and accurate system…
1995-2004 by OWL at Purdue University and Purdue University. All rights reserved.
Directions: Revise these sentences to state their meaning in fewer words. Avoid passive voice, needless repetition, and wordy phrases and clauses. The first sentence has been done as an example.
1. There are many farmers in the area who are planning to attend the meeting which is scheduled for next Friday.
1. Many area farmers plan to attend next Friday's meeting.
2. Although Bradley Hall is regularly populated by students, close study of the building as a structure is seldom undertaken by them.
3. He dropped out of school on account of the fact that it was necessary for him to help support his family.
4. It is expected that the new schedule will be announced by the bus company within the next few days.
5. There are many ways in which a student who is interested in meeting foreign students may come to know one.
4. Avoid overusing expletives at the beginning of sentencesExpletives are phrases of the form it + be-verb or there + be-verb. Such expressions can be rhetorically effective for emphasis in some situations, but overuse or unnecessary use of expletive constructions creates wordy prose.
Take the following example: "It is imperative that we find a solution." The same meaning could be expressed with this more succinct wording: "We must find a solution." But using the expletive construction allows the writer to emphasize the urgency of the situation by placing the word imperative near the beginning of the sentence, so the version with the expletive may be preferable. Still, you should generally avoid excessive or unnecessary use of expletives.
The most common kind of unnecessary expletive construction involves an expletive followed by a noun and a relative clause beginning with that, which, or who. In most cases, you can create a more concise sentence by eliminating the expletive opening, making the noun the subject of the sentence, and eliminating the relative pronoun.
Wordy ConciseIt is the governor who signs or vetoes bills.
The governor signs or vetoes bills.
There are four rules that should be observed: ...
Four rules should be observed:...
There was a big explosion, which shook the windows, and people ran into the street.
A big explosion shook the windows, and people ran into the street.
5. Reword unnecessary infinitive phrases
Some infinitive phrases can be converted into finite verbs or brief noun phrases. Making such changes also often results in the replacement of a be-verb with an action verb.
Wordy ConciseThe duty of a clerk is to check all incoming mail and to record it.
A clerk checks and records all incoming mail.
A shortage of tellers at our branch office on Friday and Saturday during rush hours has caused customers to become dissatisfied with service.
A teller shortage at our branch office on Friday and Saturday during rush hours has caused customer dissatisfaction.
6. Use Active Rather Than Passive Verbs
In sentences written in Active voice, the subject performs the action expressed in the verb; the subject acts. In Passive voice, objects receive the action—this method can make for awkward or wordy sentences.
Wordy ConciseAn account was opened by Mrs. Simms.
Mrs. Simms opened an account.
Your figures were checked by the research department.
The research department checked your figures.
7. Avoid overusing noun forms of verbs
Use verbs when possible rather than noun forms known as nominalizations. Sentences with many nominalizations usually have forms of be as the main verbs. Using the action verbs disguised in nominalizations as the main verbs—instead of forms of be--can help to create engaging rather than dull prose.
Wordy ConciseThe function of this department is the collection of accounts.
This department collects accounts.
The current focus of the medical profession is disease prevention.
The medical profession currently focuses on disease prevention.
8. Omit words that explain the obvious or provide excessive detail
Be sure always to consider your readers as you draft and revise your writing. If you find passages that explain or describe in detail what would already be obvious to readers, delete or reword them.
Wordy ConciseI received your inquiry yesterday. Yes, we do have...
Yes, we do have...
It goes without saying that we are acquainted with your policy on filing tax returns, and we have every intention of complying with the regulations that you have mentioned.
We intend to comply with the tax-return regulations that you have mentioned.
Imagine a mental picture of someone engaged in the intellectual activity of trying to learn what the rules are for how to play the game of chess.Baseball, one of our oldest and most popular outdoor summer sports in terms of total attendance at ball parks and viewing on television, has the kind of rhythm of play on the field that alternates between times when players passively wait with no action taking place between the pitches to the batter and then times when they explode into action as the batter hits a pitched ball to one of the players and the player fields it.
Imagine someone trying to learn the rules of chess. Baseball has a rhythm that alternates between waiting and explosive action.
9. Replace circumlocutions with direct expressionsCircumlocutions are commonly used “roundabout expressions” that take several words to say what could be said more succinctly. We often overlook them because many such expressions are habitual figures of speech. In writing, though, they should be avoided since they add extra words without extra meaning. Of course, occasionally you may for rhetorical effect decide to use, say, an expletive construction instead of a more succinct expression. These guidelines should be taken as general recommendations, not absolute rules.
Wordy ConciseAt this/that point in time... Now/then...
In accordance with your request... As you requested...
Here are some other common circumlocutions that can be compressed into just one word:
the reason forfor the reason thatowing/due to the fact thatin light of the fact thatconsidering the fact thaton the grounds thatthis is why
=because, since, why
on the occasion ofin a situation in whichunder circumstances in which
=when
as regardsin reference towith regard toconcerning the matter ofwhere ________ is concerned
=about
it is crucial thatit is necessary thatthere is a need/necessity forit is important thatcannot be avoided
=must, should
is able tohas the opportunity tohas the capacity forhas the ability to
=can
it is possible thatthere is a chance thatit could happen thatthe possibility exists for
=may, might, could
Wordy ConciseIt is possible that nothing will come of these preparations.
Nothing may come of these preparations.
She has the ability to influence the outcome.
She can influence the outcome
It is necessary that we take a stand on this pressing issue.
We must take a stand on this pressing issue.
10. Omit repetitive wording
Watch for phrases or longer passages in your writing in which you repeat words with similar meanings. Below are some general examples of unnecessary repetition contrasted with more concise versions, followed by lists and examples of specific redundant word pairs and categories.
Wordy ConciseThe supply manager considered the correcting typewriter an unneeded luxury.
The supply manager considered the correcting typewriter a luxury.
I would appreciate it if you would bring to the attention of your drafting officers the administrator's dislike of long sentences and paragraphs in messages to the field and in other items drafted for her signature or approval, as well as in all correspondence, reports, and studies. Please encourage your section to keep their sentences short.
Please encourage your drafting officers to keep sentences and paragraphs in letters, reports, and studies short. Dr. Lomas, the administrator, has mentioned that reports and memos drafted for her approval recently have been wordy and thus time-consuming.
Our branch office currently employs five tellers. These tellers do an excellent job Monday through Thursday but cannot keep up with the rush on Friday and Saturday.
Our branch office currently employs five tellers, who do an excellent job Monday through Thursday but cannot keep up with Friday and Saturday rush periods.
Redundant PairsMany pairs of words imply each other. Finish implies complete, so the phrase completely finish is redundant in most cases. So are many other pairs of words:
A related expression that's not redundant as much as it is illogical is very unique. Since unique means "one of a kind," adding modifiers of degree such as very, so, especially, somewhat, extremely, and so on is illogical. One-of-a-kind-ness has no gradations; something is either unique or it is not.
Wordy ConciseBefore the travel agent was completely able to finish explaining the various differences among all of the many very unique vacation packages his travel agency was offering, the customer changed her future plans.
Before the travel agent finished explaining the differences among the unique vacation packages his travel agency was offering, the customer changed her plans.
past memoriesvarious differenceseach individual _______basic fundamentalstrue factsimportant essentialsfuture plans
terrible tragedyend resultfinal outcomefree giftpast historyunexpected surprisesudden crisis
Redundant CategoriesSpecific words imply their general categories, so we usually don't have to state both. We know that a period is a segment of time, that pink is a color, that shiny is an appearance. In each of the following phrases, the general category term can be dropped, leaving just the specific descriptive word:
large in sizeoften timesof a bright colorheavy in weightperiod in timeround in shapeat an early timeeconomics field
of cheap qualityhonest in characterof an uncertain conditionin a confused stateunusual in natureextreme in degreeof a strange type
Wordy ConciseDuring that time period, many car buyers preferred cars that were pink in color and shiny in appearance.
During that period, many car buyers preferred pink, shiny cars.
The microscope revealed a group of organisms that were round in shape and peculiar in nature.
The microscope revealed a group of peculiar, round organisms.
1995-2004 by OWL at Purdue University and Purdue University. All rights reserved.
Conciseness ExerciseRewrite the passages to make them less wordy and more precise. Think back to the rules and strategies from the handout.
A large number of people enjoy reading murder mysteries regularly. As a rule, these people are not themselves murderers, nor would these people really ever enjoy seeing someone commit an actual murder, nor would most of them actually enjoy trying to solve an actual murder. They probably enjoy reading murder mysteries because of this reason: they have found a way to escape from the monotonous, boring routine of dull everyday existence.
To such people the murder mystery is realistic fantasy. It is realistic because the people in the murder mystery are as a general rule believable as people. They are not just made up pasteboard figures. It is also realistic because the character who is the hero, the character who solves the murder mystery, solves it not usually by trial and error and haphazard methods but by exercising a high degree of logic and reason. It is absolutely and totally essential that people who enjoy murder mysteries have an admiration for the human faculty of logic.
But murder mysteries are also fantasies. The people who read such books of fiction play a game. It is a game in which they suspend certain human emotions. One of these human emotions that they suspend is pity. If the reader stops to feel pity and sympathy for each and every victim that is killed or if the reader stops to feel terrible horror that such a thing could happen in our world of today, that person will never enjoy reading murder mysteries. The devoted reader of murder mysteries keeps uppermost in mind at all times the goal of arriving through logic and observation at the final solution to the mystery offered in the book. It is a game with life and death. Whodunits hopefully help the reader to hide from the hideous horrors of actual life and death in the real world.
1995-2004 by OWL at Purdue University and Purdue University. All rights reserved.
Tips to make your sentences clearer:
1. Choose action verbs over forms of be
When possible, avoid using forms of be as the main verbs in your sentences and clauses. This problem tends to accompany nominalization (see above). Instead of using a be verb, focus on the actions you wish to express, and choose the appropriate verbs. In the following example, two ideas are expressed: 1) that there is a difference between television and newspaper news reporting, and 2) the nature of that difference. The revised version expresses these two main ideas in the two main verbs.
Unclear (overuse of be verbs):
One difference between television news reporting and the coverage provided by newspapers is the time factor between the actual happening of an event and the time it takes to be reported. The problem is that instantaneous coverage is physically impossible for newspapers.
Clearer:
Television news reporting differs from that of newspapers in that television, unlike newspapers, can provide instantaneous coverage of events as they happen.
2. Avoid unclear pronoun references
Be sure that the pronouns you use are appropriate for the type of antecedent in your sentences. All people should be referred to as “who” and all objects should be referred to as “that” or “which.”
Unclear:
The Shaper is a minstrel which creates identities for Hrothgar and his men through his stories.
Clearer:
The Shaper is a minstrel who creates identities for Hrothgar and his men through his stories.
Combining Sentencesor, Don’t Be a Hemingway!
Ernest Hemingway liked to use short, choppy sentences in his writing. While this was great for Hemingway, it’s not so great for us. Using complex sentences (as opposed to simple sentences) creates a smoother flow for the reader.
There are a few ways to go about combining sentences. You can use adverbs, adjectives, prepositional phrases, or appositive phrases.
Using Adjectives to Combine Sentences
Two sentences: The coach praised the players. The coach was delighted.
One sentence: The delighted coach praised the players.
Using Adverbs to Combine Sentences
Two sentences: The tired fans left the stadium. The fans left quietly.
One sentence: Quietly, the tired fans left the stadium.
Using Prepositional Phrases to Combine Sentences
Three sentences: The deer were feeding. The deer were on the hill. The hill was behind our house.
One sentence: The deer were feeding on the hill behind our house.
Using Appositive Phrases to Combine Sentences
Two sentences: The Shetland stands about one meter tall at the shoulders. The Shetland is the smallest of ponies.
One sentence: The Shetland, the smallest of ponies, stands about one meter tall at the shoulders.
Practice Combining SentencesCombine each group of sentences below into one sentences using adjectives, adverbs, or prepositional phrases. There may be more than one correct way to combine the sentences.
1. Basketball has a history. The history is interesting.
___________________________________________________________________
2. The inventor was James Naismith. He was the inventor of basketball.
__________________________________________________________________
3. In the first games, players shot a soccer ball at a peach basket. There were nine players on each team. The peach basket was suspended.
_______________________________________________________________________
4. Basketball rules have changed. The rules have changed since 1891. The rules have changed greatly.
_______________________________________________________________________
5. Basketball is popular. It is popular today. It is popular among men and women. It is popular all over the country.
_______________________________________________________________________
6. Women basketball players compete. They are professional players. They compete before large crowds. They compete regularly.
_______________________________________________________________________
7. The speed of modern basketball is surprising. It is often surprising. It is surprising to the spectator.
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8. Dribbling, leaping, and shooting are the skills players practice. Dribbling, leaping, and shooting are skills in basketball.
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9. Players concentrate on passing, shot blocking, and play making. They concentrate during team practice. They concentrate under a coach’s direction. They usually concentrate.
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10.Players may organize a play and then execute the play. They may organize a play for hours. They execute the play during the game. They execute the play in seconds.
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