A preposition usually connects - comes between - two words or phrases. The written word or phrase before or to the left of the preposition is, or contains, 1) a (PRO)noun, 2) a verb, or 3) an adjective: 1) a book of poems; a pain in the neck 2) she talked about quitting; we all voted against his proposal 3) they're ready for action; she's really good at math.
Right after the preposition, to the right of it in writing, there is a word or phrase that is the preposition's object, or complement. This complement is 4) a noun (phrase), 5) a gerund (phrase), or 6) a how or wh- phrase: 4) a glass of water; a letter from my sister 5) they were fired for fighting on the job; the director gave a talk on cutting costs 6) the cops asked questions about how the fight started; I'm interested in what you think of the idea [A preposition cannot have as complement/object the subjective form of a personal pronoun, a to- infinitive clause, or a that finite clause. So utterances such as I looked at she, We're surprised for to see you, and They're mad about that you did that are all unacceptable English.]
Thus a prepositional phrase - a preposition followed by its complement/object - can be used to complete the meaning of a noun, a verb, or an adjective, and the prepositional complement/object - what follows the preposition and completes the meaning - can be a noun, a gerund, or a how or wh- phrase. Below are examples of the nine syntax patterns that are possible:
I noun + preposition + noun: a trip to the store
II noun + preposition + gerund: a manual on dieting
III noun + preposition + how/wh-: an explanation of how to clear a plugged sink
IV verb + preposition + noun: she laughed at me
V verb + preposition + gerund: they're thinking about leaving
VI verb + preposition + how/wh-: we knew from what we'd heard that....
VII adjective + preposition + noun: fit for service
VIII adjective + preposition + gerund: excited about getting the offer
IX adjective + preposition + wh-/how: surprised at what she said
Stranded Prepositions
A preposition remains alone at the end of its clause when:
1) the prepositional complement replaces anticipatory IT as grammatical subject
It's fun to work with her.
She's fun to work with.
2) the prepositional complement becomes the subject of a passive construction
We've paid for the room.
The room's been paid for.
3) the prepositional complement has how or a wh- word as its first word
Where are you from? I'm from Ontario.
4) the prepositional complement is a relative pronoun that is not the clause subject
There's the house [that] I'm talking about.
Independent English Prepositional phrases
A prepositional phrase can stand alone, not grammatically connected to the language it modifies, and it can be like an incidental comment on a whole sentence or even a paragraph. The utterance that such a prepositional phrase modifies is always grammatically complete without the prepositional phrase:
By the way - you still owe me fifty euros.
On the other hand, she may be right.
In the long run, we'll be better off, because.... (Grammarians call phrases like these adverbial disjuncts.)
There may be at least hundreds of such prepositional phrases in the English language and a lot of them, like the three italicized above, are idioms - phrases that pose problems of semantics because they have to be learned and memorized as a unit. The sharper ESL students may have questions about them.
This paper gives a grammatical description - it names the three different permissible parts of speech - of the word that an English preposition can modify. And it describes the three different parts of speech that can occur in that modification (in the prepositional phrase). It also names three fairly common mistakes made by ESL students who are studying prepositions. In short, it describes the linguistic context where a preposition does (or should not) occur.
For more help with English grammar, syntax,or semantics Click Here
Sunday, May 30, 2010
Methods of Teaching Grammar in the 'English As a Second and Foreign Language' Classrooms by Dorit Sasson
The role of grammar needs to be demythisized in today's ESL/EFL classroom. There is too much speculation that pupils will gain a new grammatical structure simply by noticing it and writing down its rules. Learning to understand its complexity is part of the problem. The other part is how to go about teaching it.
What is Your Purpose Teaching Grammar?
Depending on the level of the class, teaching grammar can either be an inductive or deductive experience. Depending on the class, sometimes I elicit the rules and forms and uses after showing the students a few examples. This is inductive teaching where students come up with the rules and uses on their own. In other instances, I provide students with the rule and explain it step by step using a few examples. This is deductive teaching.
How Should Teaching Grammar Be Done?
Strong grammarians don't necessarily make better teachers. Personally, I don't make a big thing out of grammar lessons in terms of teaching them as a set of rules. However the neat order of rules and forms gives students something to hold unto, and they feel that they are actually learning a language. But, learning a bunch of grammatical rules is not learning English. The approach behind your teaching is communicative. Memorizing rules will not necessarily help.
It is always easy to teach students a nice neat set of rules. However it is much more difficult to encourage them to use forms to communicate. The grammar debate is an ongoing one that faces ESL/EFL classrooms that needs rethinking and restructuring as the globalization of English continues.
To receive your free ebook, Taking Charge in the Classroom and other information for new teachers, visit the New Teacher Resource Center at http://www.newteacherresourcecenter.com/
Dorit Sasson is a freelance writer, educator and founder and director of the New Teacher Resource Center.
What is Your Purpose Teaching Grammar?
Depending on the level of the class, teaching grammar can either be an inductive or deductive experience. Depending on the class, sometimes I elicit the rules and forms and uses after showing the students a few examples. This is inductive teaching where students come up with the rules and uses on their own. In other instances, I provide students with the rule and explain it step by step using a few examples. This is deductive teaching.
How Should Teaching Grammar Be Done?
Strong grammarians don't necessarily make better teachers. Personally, I don't make a big thing out of grammar lessons in terms of teaching them as a set of rules. However the neat order of rules and forms gives students something to hold unto, and they feel that they are actually learning a language. But, learning a bunch of grammatical rules is not learning English. The approach behind your teaching is communicative. Memorizing rules will not necessarily help.
It is always easy to teach students a nice neat set of rules. However it is much more difficult to encourage them to use forms to communicate. The grammar debate is an ongoing one that faces ESL/EFL classrooms that needs rethinking and restructuring as the globalization of English continues.
To receive your free ebook, Taking Charge in the Classroom and other information for new teachers, visit the New Teacher Resource Center at http://www.newteacherresourcecenter.com/
Dorit Sasson is a freelance writer, educator and founder and director of the New Teacher Resource Center.
Grammar For Kids by Barbara Feldman
My 1979 edition of Strunk and White's The Elements of Style reigns over my workspace from its place of honor on my bookshelf. It's a slim volume because, like all good writing, the needless words have been omitted. The original, written as a college textbook in 1918 by Professor William Strunk, Jr., is available at Bartleby.com. The following recommendations bring the study of grammar into the Internet age with their use of email, forums, and the Web.
11 Rules of Writing
Today's first site condenses English grammar down to just eleven rules. Drawing heavily from The Elements of Style, an anonymous college teacher created these rules based on his experience grading freshman papers. Each rule is hyperlinked to examples of correct and incorrect usage. For questions not covered by the eleven rules, peruse the Frequently Asked Questions page. And for extra credit, click on the New Word of the Day (at the bottom of the page) to scroll through some high-school level vocabulary.
Blue Book of Grammar and Punctuation
"Effective Writing. Rule 1. Use concrete rather than vague language." As the title implies, Jane Straus's guide is divided into two sections: grammar and punctuation. Each is further organized into rules with examples (navigate these with the drop-down menus), exercises and tests. The quizzes are not interactive (try printing them instead) and include answer keys on the same page. A print edition of The Blue Book is also available for purchase.
Common Errors In English
From "AM/PM" to "your/you're," this clickable alphabetic list of errors is fun to peruse. Sometimes the easiest way to learn proper grammar, is to learn what NOT to say. For example, did you know a "pompom" is a large gun, but the fuzzy end of ski hat is a "pompon"? And a narrow confining garment is a "straitjacket" not a "straightjacket." Just click on any phrase for the complete skinny.
For more grammar picks, and links to the free sites reviewed here, visit Grammar at Surfing the Net with Kids.
11 Rules of Writing
Today's first site condenses English grammar down to just eleven rules. Drawing heavily from The Elements of Style, an anonymous college teacher created these rules based on his experience grading freshman papers. Each rule is hyperlinked to examples of correct and incorrect usage. For questions not covered by the eleven rules, peruse the Frequently Asked Questions page. And for extra credit, click on the New Word of the Day (at the bottom of the page) to scroll through some high-school level vocabulary.
Blue Book of Grammar and Punctuation
"Effective Writing. Rule 1. Use concrete rather than vague language." As the title implies, Jane Straus's guide is divided into two sections: grammar and punctuation. Each is further organized into rules with examples (navigate these with the drop-down menus), exercises and tests. The quizzes are not interactive (try printing them instead) and include answer keys on the same page. A print edition of The Blue Book is also available for purchase.
Common Errors In English
From "AM/PM" to "your/you're," this clickable alphabetic list of errors is fun to peruse. Sometimes the easiest way to learn proper grammar, is to learn what NOT to say. For example, did you know a "pompom" is a large gun, but the fuzzy end of ski hat is a "pompon"? And a narrow confining garment is a "straitjacket" not a "straightjacket." Just click on any phrase for the complete skinny.
For more grammar picks, and links to the free sites reviewed here, visit Grammar at Surfing the Net with Kids.
Sunday, May 23, 2010
American and British English: Differences in Grammar by Manjusha Nambiar
These two varieties of English are very similar that most American and British speakers can understand each other without great difficulty. There are, however, a few differences of grammar, vocabulary and spelling. The following guide is meant to point out the principal differences between American English (AE) and British English (BE).
Differences in Grammar
Use of the Present Perfect
The British use the present perfect to talk about a past action which has an effect on the present moment. In American English both simple past and present perfect are possible in such situations.
I have lost my pen. Can you borrow me yours? (BE)
I lost my pen. OR I have lost my pen. (AE)
He has gone home. (BE)
He went home. OR He has gone home. (AE)
Other differences include the use of already, just and yet. The British use the present perfect with these adverbs of indefinite time. In American English simple past and present perfect are both possible.
He has just gone home. (BE)
He just went home. OR He has just gone home. (AE)
I have already seen this movie. (BE)
I have already seen this movie. OR I already saw this movie. (AE)
She hasn't come yet. (BE)
She hasn't come yet. OR She didn't come yet. (AE)
Possession
The British normally use have got to show possession. In American English have (in the structure do you have) and have got are both possible.
Have you got a car? (BE)
Do you have a car? OR Have you got a car? (AE)
Use of the verb Get
In British English the past participle of get is got. In American English the past participle of get is gotten, except when have got means have.
He has got a prize. (BE)
He has gotten a prize. (AE)
I have got two sisters. (BE)
I have got two sisters. (=I have two sisters.)(AE)
Will/Shall
In British English it is fairly common to use shall with the first person to talk about the future. Americans rarely use shall.
I shall/will never forget this favour. (BE)
I will never forget this favour. (AE)
In offers the British use shall. Americans use should.
Shall I help you with the homework? (BE)
Should I help you with the homework? (AE)
Need
In British English needn't and don't need to are both possible. Americans normally use don't need to.
You needn't reserve seats. OR You don't need to reserve seats. (BE)
You don't need to reserve seats. (AE)
Use of the Subjunctive
In American English it is particularly common to use subjunctive after words like essential, vital, important, suggest, insist, demand, recommend, ask, advice etc. (Subjunctive is a special kind of present tense which has no -s in the third person singular. It is commonly used in that clauses after words which express the idea that something is important or desirable.) In British English the subjunctive is formal and unusual. British people normally use should + Infinitive or ordinary present and past tenses.
It is essential that every child get an opportunity to learn. (AE)
It is essential that every child gets an opportunity to learn. (BE)
It is important that he be told. (AE)
It is important that he should be told. (BE)
She suggested that I see a doctor. (AE)
She suggested that I should see a doctor. (BE)
She insisted that I go with her. (AE)
She insisted that I should go with her. (BE)
Collective Nouns
Collective nouns like jury, team, family, government etc., can take both singular and plural verbs in British English. In American English they normally take a singular verb.
The committee meets/meet tomorrow. (BE)
The committee meets tomorrow. (AE)
The team is/are going to lose. (BE)
The team is going to lose. (AE)
Auxiliary verb + do
In British English it is common to use do as a substitute verb after an auxiliary verb. Americans do not normally use do after an auxiliary verb.
May I have a look at your papers? You may (do) (BE)
You may. (AE)
'Have you finished your homework?' 'I have (done).' (BE)
'I have.' (AE)
As if/ like
In American English it is common to use like instead of as if/ as though. This is not correct in British English.
He talks as if he knew everything. (BE)
He talks like/as if he knew everything. (AE)
In American English it is also common to use were instead of was in unreal comparisons.
He talks as if he was rich. (BE)
He talks as if he were rich. (AE)
The indefinite pronoun One
Americans normally use he/she, him/her, his/her to refer back to one. In British English one is used throughout the sentence.
One must love one's country. (BE)
One must love his/her country. (AE)
Mid position adverbs
In American English mid position adverbs are placed before auxiliary verbs and other verbs. In British English they are placed after auxiliary verbs and before other verbs.
He has probably arrived now. (BE)
He probably has arrived now. (AE)
I am seldom late for work. (BE)
I seldom am late for work. (AE)
The author is an English language instructor based in Mumbai. Visit her website http://www.perfectyourenglish.com/ for more lessons on English grammar and practical English usage.
Differences in Grammar
Use of the Present Perfect
The British use the present perfect to talk about a past action which has an effect on the present moment. In American English both simple past and present perfect are possible in such situations.
I have lost my pen. Can you borrow me yours? (BE)
I lost my pen. OR I have lost my pen. (AE)
He has gone home. (BE)
He went home. OR He has gone home. (AE)
Other differences include the use of already, just and yet. The British use the present perfect with these adverbs of indefinite time. In American English simple past and present perfect are both possible.
He has just gone home. (BE)
He just went home. OR He has just gone home. (AE)
I have already seen this movie. (BE)
I have already seen this movie. OR I already saw this movie. (AE)
She hasn't come yet. (BE)
She hasn't come yet. OR She didn't come yet. (AE)
Possession
The British normally use have got to show possession. In American English have (in the structure do you have) and have got are both possible.
Have you got a car? (BE)
Do you have a car? OR Have you got a car? (AE)
Use of the verb Get
In British English the past participle of get is got. In American English the past participle of get is gotten, except when have got means have.
He has got a prize. (BE)
He has gotten a prize. (AE)
I have got two sisters. (BE)
I have got two sisters. (=I have two sisters.)(AE)
Will/Shall
In British English it is fairly common to use shall with the first person to talk about the future. Americans rarely use shall.
I shall/will never forget this favour. (BE)
I will never forget this favour. (AE)
In offers the British use shall. Americans use should.
Shall I help you with the homework? (BE)
Should I help you with the homework? (AE)
Need
In British English needn't and don't need to are both possible. Americans normally use don't need to.
You needn't reserve seats. OR You don't need to reserve seats. (BE)
You don't need to reserve seats. (AE)
Use of the Subjunctive
In American English it is particularly common to use subjunctive after words like essential, vital, important, suggest, insist, demand, recommend, ask, advice etc. (Subjunctive is a special kind of present tense which has no -s in the third person singular. It is commonly used in that clauses after words which express the idea that something is important or desirable.) In British English the subjunctive is formal and unusual. British people normally use should + Infinitive or ordinary present and past tenses.
It is essential that every child get an opportunity to learn. (AE)
It is essential that every child gets an opportunity to learn. (BE)
It is important that he be told. (AE)
It is important that he should be told. (BE)
She suggested that I see a doctor. (AE)
She suggested that I should see a doctor. (BE)
She insisted that I go with her. (AE)
She insisted that I should go with her. (BE)
Collective Nouns
Collective nouns like jury, team, family, government etc., can take both singular and plural verbs in British English. In American English they normally take a singular verb.
The committee meets/meet tomorrow. (BE)
The committee meets tomorrow. (AE)
The team is/are going to lose. (BE)
The team is going to lose. (AE)
Auxiliary verb + do
In British English it is common to use do as a substitute verb after an auxiliary verb. Americans do not normally use do after an auxiliary verb.
May I have a look at your papers? You may (do) (BE)
You may. (AE)
'Have you finished your homework?' 'I have (done).' (BE)
'I have.' (AE)
As if/ like
In American English it is common to use like instead of as if/ as though. This is not correct in British English.
He talks as if he knew everything. (BE)
He talks like/as if he knew everything. (AE)
In American English it is also common to use were instead of was in unreal comparisons.
He talks as if he was rich. (BE)
He talks as if he were rich. (AE)
The indefinite pronoun One
Americans normally use he/she, him/her, his/her to refer back to one. In British English one is used throughout the sentence.
One must love one's country. (BE)
One must love his/her country. (AE)
Mid position adverbs
In American English mid position adverbs are placed before auxiliary verbs and other verbs. In British English they are placed after auxiliary verbs and before other verbs.
He has probably arrived now. (BE)
He probably has arrived now. (AE)
I am seldom late for work. (BE)
I seldom am late for work. (AE)
The author is an English language instructor based in Mumbai. Visit her website http://www.perfectyourenglish.com/ for more lessons on English grammar and practical English usage.
Who Decides Who Makes English Grammar Rules? by Steven Sawyer
Who decides who makes all the English grammar rules and when to change them? I scoured the Internet for any whiff of a National Grammar Rules Agency or a Government Department of Grammar, or a National Language Regulatory Commission, or Federal Grammar Board.
Not one hit!
So who decides? Does someone send out a survey every ten years? Do they ask questions like, "How many members of your household are grammatically correct?" or "What words don't you use any more?" or "How many times in the past year have you used adoxography or quidnunc?" (Yes, they're real, look them up).
If they sent out a survey I didn't get one.
I wish I knew who "they" were. We have the dictionary people. Then there's the linguistics folks whose job it is to dabble in language stuff all day. Is they them? Then there's the Language Arts gurus in our universities. Or maybe it's those lexicographers or those soft-spoken etymologists who play with our words and slip them in and out of our dictionaries and word warehouses. Are they "they"? Or how about the textbook people? They have to keep writing new editions of their books to sell school boards on the notion that the current version is better than the one the school boards bought several years ago. Why? Because the rules keep changing?
No. The rules don't change. My favorite grammar book is one my grandfather used called "Grammar, Rhetoric and Composition" by Richard D. Mallery, The New Home Library, copyright 1944 by Garden City Publishing Co. Did you catch that copyright date? The book says adjectives are still descriptive, limiting or proper. It calls comparison of adjectives positive, comparative or superlative. The definition of a complex sentence is (and was in his day) a sentence consisting of one independent clause and at least one dependent clause. Comma splices occurred then just like today. Writers in my grandfather's day even dangled a few participles once in awhile. The book cautions students not to end a sentence with a preposition or start a sentence with the conjunctions And or But.
But now (I know. I broke the rule--not only with a sentence but a whole paragraph. So, report me. Who will you report me to? If I follow you, maybe I'll find out who they are.) some language maven bloggers and some other wordsmiths are telling us that they are casting out some of the good ol' boys. Rules they say are no longer regarded as useful or necessary.
They have identified seven rules they say we don't have to follow anymore. The English language has a bazillion rules. How did they come up with these seven? And why seven and not ten or 17 or 27? Who do they think they are? I don't know who they are. But I know what they are-arbitrary and capricious. That's what they are.
Here are the seven rules they picked to march to the gallows:
1. Never split an infinitive. Who would want to ever do that anyway?
2. Active voice verbs are preferable to passive voice verbs. I will never part with this one. This rule has been encrypted in my memory's hard drive. Passive voice will forever be stricken from my writing.
3. Never start a sentence with And or But. Okay. I can part with that one.
4. Never start a sentence with "There is" or "There are." Sorry, whoever they is, This one sticks like glue. There is nothing more confusing to a reader than having to scour through a sentence trying to figure out what the writer is saying when he or she begins his or her sentence with "There is" or "There are."
Is there? Of course not. This one stays.
5. Never end a sentence with a preposition. Now that's a rule they can do without.
6. Always use "more than" instead of "over" with numbers. Okay. Whatever. Math's not my gig.
7. Data is plural, so the verb must always be plural. So data is what data does? Or data are what data do? If they say so.
So I guess they are telling us it's okay now to sometimes split infinitives and start sentences with And or But, and end our sentences with prepositions. I wonder if they have real jobs. Or did they just get up one day and go to the office and agree to throw a bunch of grammar rules out the window?
I can't find anyone who really knows for sure. However, some pretty smart folks claim these rule changes are for real, such as the folks down at Strunk & White's Elements of Style, 3rd edition; the Chicago Manual of Style, 14th edition, and the Associated Press Stylebook and Libel Manual.
But who told them?
Does anyone know who they really are? We'd better be on our guard. First they start by quietly and without much media coverage crucify a few seemingly insignificant rules. A few language buffs have already taken notice. But then what if they start messing with our pronunciation, or our syntax? Pretty soon they might infiltrate our speech and maybe even our written language.
We've got to find out who they are and stop this subtle sabotage now!
Writing is my passion.
Humorous writing is my favorite toy.
I am a freelance writer and online English grammar teacher. I have been a professional writer and teacher for 25 years. You can find out more about my writing, or sign up for English language lessons on my website at: http://www.writerteachersteve.com/ or on my blog: http://tutor4english.blogspot.com/.
Not one hit!
So who decides? Does someone send out a survey every ten years? Do they ask questions like, "How many members of your household are grammatically correct?" or "What words don't you use any more?" or "How many times in the past year have you used adoxography or quidnunc?" (Yes, they're real, look them up).
If they sent out a survey I didn't get one.
I wish I knew who "they" were. We have the dictionary people. Then there's the linguistics folks whose job it is to dabble in language stuff all day. Is they them? Then there's the Language Arts gurus in our universities. Or maybe it's those lexicographers or those soft-spoken etymologists who play with our words and slip them in and out of our dictionaries and word warehouses. Are they "they"? Or how about the textbook people? They have to keep writing new editions of their books to sell school boards on the notion that the current version is better than the one the school boards bought several years ago. Why? Because the rules keep changing?
No. The rules don't change. My favorite grammar book is one my grandfather used called "Grammar, Rhetoric and Composition" by Richard D. Mallery, The New Home Library, copyright 1944 by Garden City Publishing Co. Did you catch that copyright date? The book says adjectives are still descriptive, limiting or proper. It calls comparison of adjectives positive, comparative or superlative. The definition of a complex sentence is (and was in his day) a sentence consisting of one independent clause and at least one dependent clause. Comma splices occurred then just like today. Writers in my grandfather's day even dangled a few participles once in awhile. The book cautions students not to end a sentence with a preposition or start a sentence with the conjunctions And or But.
But now (I know. I broke the rule--not only with a sentence but a whole paragraph. So, report me. Who will you report me to? If I follow you, maybe I'll find out who they are.) some language maven bloggers and some other wordsmiths are telling us that they are casting out some of the good ol' boys. Rules they say are no longer regarded as useful or necessary.
They have identified seven rules they say we don't have to follow anymore. The English language has a bazillion rules. How did they come up with these seven? And why seven and not ten or 17 or 27? Who do they think they are? I don't know who they are. But I know what they are-arbitrary and capricious. That's what they are.
Here are the seven rules they picked to march to the gallows:
1. Never split an infinitive. Who would want to ever do that anyway?
2. Active voice verbs are preferable to passive voice verbs. I will never part with this one. This rule has been encrypted in my memory's hard drive. Passive voice will forever be stricken from my writing.
3. Never start a sentence with And or But. Okay. I can part with that one.
4. Never start a sentence with "There is" or "There are." Sorry, whoever they is, This one sticks like glue. There is nothing more confusing to a reader than having to scour through a sentence trying to figure out what the writer is saying when he or she begins his or her sentence with "There is" or "There are."
Is there? Of course not. This one stays.
5. Never end a sentence with a preposition. Now that's a rule they can do without.
6. Always use "more than" instead of "over" with numbers. Okay. Whatever. Math's not my gig.
7. Data is plural, so the verb must always be plural. So data is what data does? Or data are what data do? If they say so.
So I guess they are telling us it's okay now to sometimes split infinitives and start sentences with And or But, and end our sentences with prepositions. I wonder if they have real jobs. Or did they just get up one day and go to the office and agree to throw a bunch of grammar rules out the window?
I can't find anyone who really knows for sure. However, some pretty smart folks claim these rule changes are for real, such as the folks down at Strunk & White's Elements of Style, 3rd edition; the Chicago Manual of Style, 14th edition, and the Associated Press Stylebook and Libel Manual.
But who told them?
Does anyone know who they really are? We'd better be on our guard. First they start by quietly and without much media coverage crucify a few seemingly insignificant rules. A few language buffs have already taken notice. But then what if they start messing with our pronunciation, or our syntax? Pretty soon they might infiltrate our speech and maybe even our written language.
We've got to find out who they are and stop this subtle sabotage now!
Writing is my passion.
Humorous writing is my favorite toy.
I am a freelance writer and online English grammar teacher. I have been a professional writer and teacher for 25 years. You can find out more about my writing, or sign up for English language lessons on my website at: http://www.writerteachersteve.com/ or on my blog: http://tutor4english.blogspot.com/.
New Free Online Course Launched - 'Writing in English'
Fancy yourself as the next Stephen King? Think you could write the plot for the next Da Vinci Code or The Lord of the Rings? Then ALISON.com's new free online English writing training could be just for you.
The free online course provider, ALISON, has just launched the newest edition of its English language courses - "Writing in English". This free online interactive tutorial is ideal for those who wish to improve their ability to express their thoughts in a coherent and articulate way.
The multimedia course delves into a variety of interesting topics including story, comedy, descriptive and reflective writing to name but a few. The lessons then offer suggestions on how to improve composition and how to tailor writing to fit the theme, setting and audience.
To access the free ALISON course "Writing in English" click on the following link.
Writing in English
The free online course provider, ALISON, has just launched the newest edition of its English language courses - "Writing in English". This free online interactive tutorial is ideal for those who wish to improve their ability to express their thoughts in a coherent and articulate way.
The multimedia course delves into a variety of interesting topics including story, comedy, descriptive and reflective writing to name but a few. The lessons then offer suggestions on how to improve composition and how to tailor writing to fit the theme, setting and audience.
To access the free ALISON course "Writing in English" click on the following link.
Writing in English
Sunday, May 16, 2010
Learn English Grammar Without Memorizing Grammar Rules by Leslie Woodford
You've studied for several years, but trying to learn English grammar puts you to sleep. You are starting to feel comfortable with the language. You understand most conversations and can follow the thread when watching movies; you can carry out your day-to-day activities and can interact with native speakers, but your English grammar needs work.
You've tried all the grammar books but haven't made any progress. This article teaches you how to learn grammar without studying grammar rules. It assumes that you are surrounded by native English speakers. (You can still apply these tips if you are not, but you'll have to work harder to create language opportunities.) Let's get started: how to learn English grammar without memorizing grammar rules.
Lay the foundation: Read
How much do you read in English? Do you do any pleasure reading in English? If not, start there. Ask the librarian at your local library to select books in English that match your current abilities. For example, if your conversational skills are at an intermediate level, i.e. you can speak on familiar topics, ask and answer simple questions, initiate and respond to simple statements, and carry on face-to-face discussions, I'd recommend that you start with children's picture books. The pictures are engaging, and the stories entertaining. They are short enough for you to not get discouraged, and the language is varied enough to expose you to a rich pallet so you can learn English grammar and vocabulary.
I love Cinderella stories; many variations on this tale exist. Some of my favorites are Ella's Big Chance: A Jazz-Age Cinderella by Kate Greenaway, Fanny's Dream by Caralyn Buehner, and Bubba the Cowboy Prince by Helen Ketteman. Speaking of Helen Ketteman, I also love her Aunt Hilarity's Bustle; besides being an entertaining story, this has a rich set of vocabulary.
If your English skills are at the advanced level, for example, you are able to participate freely in most casual and some work conversations, able to give simple directions or explanations at work, and able to talk about past and future events, then you might want to try young adult literature.
Keeping with the Cinderella theme, one of my favorites is Ella Enchanted by Gail Carson Levine. I also love serial books -- books that have more than one book in the same series -- the Little House on the Prairie series is a timeless classic. The Harry Potter books have taken the world by storm; I've enjoyed them. If you undertake this series, you will certainly learn English grammar since some of the books have more than 500 pages.
If your skills are still at a beginner level, don't fret. For example, if you are able to ask questions and make simple statements based on memorized sentences, understand conversation fragments and simple commands, then look for beginning readers. Beginning readers are designed for children just learning to read. These books have simple vocabulary and short sentences.
Once you find the right level of books, start reading regularly. I recommend reading at least twenty minutes per day. As you do so, make mental notes of the grammar structure. As you find grammar constructions that regularly puzzle you, note them on paper to discuss later with a native speaker. It will help your pronunciation and fluency if you do at least part of your reading aloud. Keep reading. As your skills improve, select books that are more difficult.
You might wonder how all this reading will help you learn English grammar. Jim Trelease is an expert on reading. In his book, The Read-Aloud Handbook, he explains how reading helps grammar: "Grammar is more caught than taught, and the way you catch it is the same way you catch the flu: you're exposed to it" (6th edition p. 41). Think of these readings as English grammar exercises, the more you expose yourself to correct grammar, the more you'll be able to use correct grammar.
Build your skills: Write
You may spend several months focusing on daily reading in English. Once daily reading becomes second nature, it will be time to turn your attention to writing. You'll need a helper for this. Find a native speaker who can help you practice and drill you on English grammar exercises. This person will become your mentor. Choose someone who is patient and who can commit some time to help you learn. Look for someone who might have time available -- a retired person, for example. Your mentor does not need to be a professional language teacher. In fact, it might be better to get someone who is not a professional because then she will not have pre-conceived ideas about how you should learn English grammar.
Eventually, you'll want your mentor to create drills for you to practice grammar patterns that you find difficult. But first, let's start writing. Try capturing your weekend experiences (or other meaningful events) on paper. Select experiences that are meaningful to you and write them down in your native language. Then translate them.
It might seem like you are taking a step backwards to write first in your native language. You might think: "Hey, I already know my language; I want to get better at English. I want to be able to think in English without having to translate." Patience; I want you to think in English too. The reason for this extra step is because you write in more complex sentences in your native tongue. If you write the stories directly in English, you are likely to use simpler grammar and vocabulary. Translating from your native language forces you to use more complex English than you would if you wrote first in English.
Next, have your mentor correct any grammar errors. Also, ask him to make sure that the English doesn't sound awkward. Use this time to have him explain, if possible, why certain constructions are incorrect or awkward. Have patience with him, though; sometimes he might say, "It doesn't sound right." During this process, make sure that you watch for errors that you repeat over and over. Finally, create drills to practice saying these things correctly.
Summary
In summary, using these two techniques will help you learn English grammar. Reading will be fun and will expose you to correct English. Writing about your experiences will let you hone your grammar and will be a nice way to record your thoughts and feelings. Best of all, you'll get better at English, and you'll never have to memorize another grammar rule.
Leslie Woodford has been a language enthusiast for thirty years. She has studied language in Sweden, Italy and the South Pacific and provides her tips and insights on http://www.yourlanguageguide.com/ a "how to learn any language" website.
You've tried all the grammar books but haven't made any progress. This article teaches you how to learn grammar without studying grammar rules. It assumes that you are surrounded by native English speakers. (You can still apply these tips if you are not, but you'll have to work harder to create language opportunities.) Let's get started: how to learn English grammar without memorizing grammar rules.
Lay the foundation: Read
How much do you read in English? Do you do any pleasure reading in English? If not, start there. Ask the librarian at your local library to select books in English that match your current abilities. For example, if your conversational skills are at an intermediate level, i.e. you can speak on familiar topics, ask and answer simple questions, initiate and respond to simple statements, and carry on face-to-face discussions, I'd recommend that you start with children's picture books. The pictures are engaging, and the stories entertaining. They are short enough for you to not get discouraged, and the language is varied enough to expose you to a rich pallet so you can learn English grammar and vocabulary.
I love Cinderella stories; many variations on this tale exist. Some of my favorites are Ella's Big Chance: A Jazz-Age Cinderella by Kate Greenaway, Fanny's Dream by Caralyn Buehner, and Bubba the Cowboy Prince by Helen Ketteman. Speaking of Helen Ketteman, I also love her Aunt Hilarity's Bustle; besides being an entertaining story, this has a rich set of vocabulary.
If your English skills are at the advanced level, for example, you are able to participate freely in most casual and some work conversations, able to give simple directions or explanations at work, and able to talk about past and future events, then you might want to try young adult literature.
Keeping with the Cinderella theme, one of my favorites is Ella Enchanted by Gail Carson Levine. I also love serial books -- books that have more than one book in the same series -- the Little House on the Prairie series is a timeless classic. The Harry Potter books have taken the world by storm; I've enjoyed them. If you undertake this series, you will certainly learn English grammar since some of the books have more than 500 pages.
If your skills are still at a beginner level, don't fret. For example, if you are able to ask questions and make simple statements based on memorized sentences, understand conversation fragments and simple commands, then look for beginning readers. Beginning readers are designed for children just learning to read. These books have simple vocabulary and short sentences.
Once you find the right level of books, start reading regularly. I recommend reading at least twenty minutes per day. As you do so, make mental notes of the grammar structure. As you find grammar constructions that regularly puzzle you, note them on paper to discuss later with a native speaker. It will help your pronunciation and fluency if you do at least part of your reading aloud. Keep reading. As your skills improve, select books that are more difficult.
You might wonder how all this reading will help you learn English grammar. Jim Trelease is an expert on reading. In his book, The Read-Aloud Handbook, he explains how reading helps grammar: "Grammar is more caught than taught, and the way you catch it is the same way you catch the flu: you're exposed to it" (6th edition p. 41). Think of these readings as English grammar exercises, the more you expose yourself to correct grammar, the more you'll be able to use correct grammar.
Build your skills: Write
You may spend several months focusing on daily reading in English. Once daily reading becomes second nature, it will be time to turn your attention to writing. You'll need a helper for this. Find a native speaker who can help you practice and drill you on English grammar exercises. This person will become your mentor. Choose someone who is patient and who can commit some time to help you learn. Look for someone who might have time available -- a retired person, for example. Your mentor does not need to be a professional language teacher. In fact, it might be better to get someone who is not a professional because then she will not have pre-conceived ideas about how you should learn English grammar.
Eventually, you'll want your mentor to create drills for you to practice grammar patterns that you find difficult. But first, let's start writing. Try capturing your weekend experiences (or other meaningful events) on paper. Select experiences that are meaningful to you and write them down in your native language. Then translate them.
It might seem like you are taking a step backwards to write first in your native language. You might think: "Hey, I already know my language; I want to get better at English. I want to be able to think in English without having to translate." Patience; I want you to think in English too. The reason for this extra step is because you write in more complex sentences in your native tongue. If you write the stories directly in English, you are likely to use simpler grammar and vocabulary. Translating from your native language forces you to use more complex English than you would if you wrote first in English.
Next, have your mentor correct any grammar errors. Also, ask him to make sure that the English doesn't sound awkward. Use this time to have him explain, if possible, why certain constructions are incorrect or awkward. Have patience with him, though; sometimes he might say, "It doesn't sound right." During this process, make sure that you watch for errors that you repeat over and over. Finally, create drills to practice saying these things correctly.
Summary
In summary, using these two techniques will help you learn English grammar. Reading will be fun and will expose you to correct English. Writing about your experiences will let you hone your grammar and will be a nice way to record your thoughts and feelings. Best of all, you'll get better at English, and you'll never have to memorize another grammar rule.
Leslie Woodford has been a language enthusiast for thirty years. She has studied language in Sweden, Italy and the South Pacific and provides her tips and insights on http://www.yourlanguageguide.com/ a "how to learn any language" website.
Copywriting - Resist Rules 101 by John G Williamson
Resist the Temptation to....
Begin writing until you have ALL the facts.
Begin using the facts until you can weed out the less important facts.
Base copy on own opinion rather than carrying out test samples on potential buyers.
Give that seminar a miss, good education is never wasted. Who knows, you might get you Millionaire idea!
ignore other top copywriters, find out what they are doing right. Can you better it?
Write in Jargon speak or acronyms, keep it in straightforward plain English.
Just assume that your reader is ready to buy. You have to focus on benefits and features to nourish interest.
Focus on anything but the headline first, this must be the point of your early work. Remember, the headline makes or breaks a sales letter.
Do a short copy piece. Many successful millionaire marketers swear by long copy.
Just list the various features of your product or service. Features are not benefits and it is the benefits your potential buyers will be interested in.
Assume your potential buyer will see the merits of your product. Remember to explore the various benefits and explain the merits which are not obvious.
Go with the flow, try to find that Unique Selling Point (USP). Seek out the different, the fresh and the interesting information others miss.
Exaggerate or make false claims it will only lead to mistrust.
Resist the Temptation to....
Whine. State the facts and trust to the reader's sound judgment.
Think that the product will sell itself. A good writer can put product enthusiasm and benefits excitement into copy.
Consider your job finished when you have covered the benefits of the product. Give your potential buyer the confidence and comfort that you are interested in a long term relationship.
But most of all......
Become governed by any rules, even these. Always be ready to be flexible and creative.
Until next time....
Here's to good honest Copy.
Copy Critter
(C) 2010, Info Direct Ltd., All rights reserved.
To learn more of my Copy-Critter Direct Sales Copywriting tips go to my blog at http://www.copy-critter.com/wordpress/
Begin writing until you have ALL the facts.
Begin using the facts until you can weed out the less important facts.
Base copy on own opinion rather than carrying out test samples on potential buyers.
Give that seminar a miss, good education is never wasted. Who knows, you might get you Millionaire idea!
ignore other top copywriters, find out what they are doing right. Can you better it?
Write in Jargon speak or acronyms, keep it in straightforward plain English.
Just assume that your reader is ready to buy. You have to focus on benefits and features to nourish interest.
Focus on anything but the headline first, this must be the point of your early work. Remember, the headline makes or breaks a sales letter.
Do a short copy piece. Many successful millionaire marketers swear by long copy.
Just list the various features of your product or service. Features are not benefits and it is the benefits your potential buyers will be interested in.
Assume your potential buyer will see the merits of your product. Remember to explore the various benefits and explain the merits which are not obvious.
Go with the flow, try to find that Unique Selling Point (USP). Seek out the different, the fresh and the interesting information others miss.
Exaggerate or make false claims it will only lead to mistrust.
Resist the Temptation to....
Whine. State the facts and trust to the reader's sound judgment.
Think that the product will sell itself. A good writer can put product enthusiasm and benefits excitement into copy.
Consider your job finished when you have covered the benefits of the product. Give your potential buyer the confidence and comfort that you are interested in a long term relationship.
But most of all......
Become governed by any rules, even these. Always be ready to be flexible and creative.
Until next time....
Here's to good honest Copy.
Copy Critter
(C) 2010, Info Direct Ltd., All rights reserved.
To learn more of my Copy-Critter Direct Sales Copywriting tips go to my blog at http://www.copy-critter.com/wordpress/
How Do Public Schools Dumb-Down Their Students?? Education Site Reveals Secret Techniques
Many top educators concoct curricula more concerned with leveling than with excellence. New article on Improve-Education.org analyzes the counter-productive strategies found in many courses. Subjects are taught in an illogical sequence, so that for example, students are plunged into advanced complexities before mastering the basics. "49: How Do We Learn? How Should We Teach? Why Do the Experts Get Everything Wrong?" can help parents defend their kids against bad practice.
All statistics tell the same story: we're living in a period of educational decline. Despite ever larger expenditures, American students know less and less.
"This is a huge and unexpected mystery," according to Bruce Price, founder of Improve-Education.org. "One-room schools, where a solitary teacher might have to deal with 30 students of different ages and backgrounds, succeeded in teaching far more. Why are our public schools so inept? It's almost as if there's a secret laboratory somewhere which invents educational straitjackets--that is, things done to the curriculum or the students so nobody learns very much."
Price has been writing about education for 25 years. He sums up his findings this way: "If our elite educators say they have a new and better way to teach X, you can bet that test scores in X will go down. Isn't that what happened in reading? Isn't that what happened in arithmetic? Isn't that what happened in virtually every subject and in every grade?"
Price admits that for many years he was baffled by the endless failure he saw in every direction. Was all this just random bad luck and incompetence? It wouldn't be very useful if each failure had to be explained separately; there might be hundreds. "I was looking," Price says, "for an underlying pattern, a generalization that could explain many different situations."
Eureka!
As Price reports in a new article titled "49: How Do We Learn? How Should We Teach? Why Do Experts Get Everything Wrong?" he finally discovered a formula that reveals a lot. It is simply this: our Education Establishment invariably teaches each course in the way that will get the worst results. Most people would react: what in the world are you saying? In fact, Price insists, it's easy to explain.
Whether it's Latin or surfing, humans learn all subjects in a very sequential way. We crawl, walk, run, and then dance. We start at A and B, then work our way to H and L, and so on until we are experts. The weird genius of American education is to pervert this sequence, to start at M, for example, which guarantees confusion. Or to start at A but then fix matters so that nobody advances much beyond B. Either way, you don't have any progress. Months later, students remain as ignorant, or illiterate, or incompetent as they were on the first day.
"Of course," Price insists, "this is counterintuitive and counter-productive. The proper way is to start with the simplest, easiest elements. Students must master these elements, and then build on them. Our top educators have to know all this. But they continually rearrange the furniture so that nobody ever feels at home."
Price's new article deals with the main school subjects and shows that all are improperly taught. By checking this article, parents can defend their kids. And teachers can outwit the wrong approaches incorporated into many curricula.
The US has a great tradition of guerilla teaching. Ordered not to teach phonics, for example, many teachers did it behind closed doors, thereby saving millions of children from the ravages of Whole Word.
"We need that spirit now," Price believes. "Individual teachers can work around the bizarre techniques coming down from the professors on high. There's a lot of collectivist ideology up there. Let's just focus on making sure kids learn as much as each one can handle. That's the philosophy espoused at Improve-Education.org."
49: how Do We Learn? How Should We Teach? Why Do The Experts Get Everything Wrong?
Bruce Price can be reached at Word-Wise Education, 757-455-5020, in Virginia Beach, Va. He has more than 200 articles and videos on the web and is one of the country's more impassioned education activists. Translation: he believes there's no excuse for dumbing down children; and we should fire people who devise such excuses.
49: how Do We Learn? How Should We Teach? Why Do The Experts Get Everything Wrong? (www.improve-education.org/id74.html)
All statistics tell the same story: we're living in a period of educational decline. Despite ever larger expenditures, American students know less and less.
"This is a huge and unexpected mystery," according to Bruce Price, founder of Improve-Education.org. "One-room schools, where a solitary teacher might have to deal with 30 students of different ages and backgrounds, succeeded in teaching far more. Why are our public schools so inept? It's almost as if there's a secret laboratory somewhere which invents educational straitjackets--that is, things done to the curriculum or the students so nobody learns very much."
Price has been writing about education for 25 years. He sums up his findings this way: "If our elite educators say they have a new and better way to teach X, you can bet that test scores in X will go down. Isn't that what happened in reading? Isn't that what happened in arithmetic? Isn't that what happened in virtually every subject and in every grade?"
Price admits that for many years he was baffled by the endless failure he saw in every direction. Was all this just random bad luck and incompetence? It wouldn't be very useful if each failure had to be explained separately; there might be hundreds. "I was looking," Price says, "for an underlying pattern, a generalization that could explain many different situations."
Eureka!
As Price reports in a new article titled "49: How Do We Learn? How Should We Teach? Why Do Experts Get Everything Wrong?" he finally discovered a formula that reveals a lot. It is simply this: our Education Establishment invariably teaches each course in the way that will get the worst results. Most people would react: what in the world are you saying? In fact, Price insists, it's easy to explain.
Whether it's Latin or surfing, humans learn all subjects in a very sequential way. We crawl, walk, run, and then dance. We start at A and B, then work our way to H and L, and so on until we are experts. The weird genius of American education is to pervert this sequence, to start at M, for example, which guarantees confusion. Or to start at A but then fix matters so that nobody advances much beyond B. Either way, you don't have any progress. Months later, students remain as ignorant, or illiterate, or incompetent as they were on the first day.
"Of course," Price insists, "this is counterintuitive and counter-productive. The proper way is to start with the simplest, easiest elements. Students must master these elements, and then build on them. Our top educators have to know all this. But they continually rearrange the furniture so that nobody ever feels at home."
Price's new article deals with the main school subjects and shows that all are improperly taught. By checking this article, parents can defend their kids. And teachers can outwit the wrong approaches incorporated into many curricula.
The US has a great tradition of guerilla teaching. Ordered not to teach phonics, for example, many teachers did it behind closed doors, thereby saving millions of children from the ravages of Whole Word.
"We need that spirit now," Price believes. "Individual teachers can work around the bizarre techniques coming down from the professors on high. There's a lot of collectivist ideology up there. Let's just focus on making sure kids learn as much as each one can handle. That's the philosophy espoused at Improve-Education.org."
49: how Do We Learn? How Should We Teach? Why Do The Experts Get Everything Wrong?
Bruce Price can be reached at Word-Wise Education, 757-455-5020, in Virginia Beach, Va. He has more than 200 articles and videos on the web and is one of the country's more impassioned education activists. Translation: he believes there's no excuse for dumbing down children; and we should fire people who devise such excuses.
49: how Do We Learn? How Should We Teach? Why Do The Experts Get Everything Wrong? (www.improve-education.org/id74.html)
Overwhelmed With English Grammar? Challenge by English Grammar or Sentence Writing
Are your kids having problem with their English grammar assignments? Do they struggle writing short sentences and paragraphs? As parents, it is a real heartache for us to see our children having trouble at school. That is why we always look for ways to help them.
Help with writing does not have to be drudgery. It is not supposed to be a burden or a tedious work at all. Everyone can learn and improve their writing skills as well as their English grammar while actually having fun!
The fact is good writers use a variety of sentence types in their writing. If one is aware of the different types of sentences and use this in their writing, one can create an interesting piece. Understanding how words are put together into various sentences helps you write more clearly. You will not have partial sentences or run-on sentences. Rather, you have clear and concise sentences.
After years of trial and error Bonnie Terry, a board certified educational therapist came upon a method to help her students out. Introducing, Bonnie Terry Learning’s The Sentence Zone®, an instructive and enjoyable way to shatter the tedium of English grammar lessons! This is a great game designed to improve your kid’s grammar skills and writing.
The Sentence Zone is a game for 2 to 6 players and for grades 1st and up. Rules are easy and can be mastered easily. The Sentence Zone® has 6 levels. Level 1 is where a player creates a subject and verb sentence and Level 6 is where a player builds more complex sentences, with dependent and independent clauses. With over 500 color coded cards, your kids will surely have fun time learning. It is a reinforcing individual activity where you can monitor their progress from day to day.
Finally, tools to actually solve your child’s struggle in school. With the right methods and strategies to learning reading, writing and spelling, you can help them overcome their struggle in school in less than 20 minutes a day by improving their reading fluency and comprehension, building confidence in their writing, spelling and math skills, helping them make their study time more efficient and creating a stress free "homework" environment. Visit http://www.bonnieterrylearning.com/solution/sentence-zone-english-grammar and watch your child improve.
Help with writing does not have to be drudgery. It is not supposed to be a burden or a tedious work at all. Everyone can learn and improve their writing skills as well as their English grammar while actually having fun!
The fact is good writers use a variety of sentence types in their writing. If one is aware of the different types of sentences and use this in their writing, one can create an interesting piece. Understanding how words are put together into various sentences helps you write more clearly. You will not have partial sentences or run-on sentences. Rather, you have clear and concise sentences.
After years of trial and error Bonnie Terry, a board certified educational therapist came upon a method to help her students out. Introducing, Bonnie Terry Learning’s The Sentence Zone®, an instructive and enjoyable way to shatter the tedium of English grammar lessons! This is a great game designed to improve your kid’s grammar skills and writing.
The Sentence Zone is a game for 2 to 6 players and for grades 1st and up. Rules are easy and can be mastered easily. The Sentence Zone® has 6 levels. Level 1 is where a player creates a subject and verb sentence and Level 6 is where a player builds more complex sentences, with dependent and independent clauses. With over 500 color coded cards, your kids will surely have fun time learning. It is a reinforcing individual activity where you can monitor their progress from day to day.
Finally, tools to actually solve your child’s struggle in school. With the right methods and strategies to learning reading, writing and spelling, you can help them overcome their struggle in school in less than 20 minutes a day by improving their reading fluency and comprehension, building confidence in their writing, spelling and math skills, helping them make their study time more efficient and creating a stress free "homework" environment. Visit http://www.bonnieterrylearning.com/solution/sentence-zone-english-grammar and watch your child improve.
Sunday, May 9, 2010
Moving From Being a Good Writer to a Freelance Writer - Should You Do It? Glen Ford
So you've been writing for a while and now you're wondering. Should you make the move? Should you become a professional? Should you become a freelance writer?
There are a number of great things about the freelance writer's lifestyle. There are a number of bad things about the freelance writer's lifestyle.
The question is whether you would make a good freelance writer or not.
In this article, you'll find 7 questions that will help you determine if you should become a freelance writer.
1. Do you know the grammar rules and when not to follow them?
Now that we are not in school, we don't get marked based on our correct use of the rules. We get marked on the quality of our writing. And that may mean knowing when to bend or break the rules. But in order to know when to disobey the rules, you need to know what the rules are. And you need to follow them -- at least most of the time.
2. Are you disciplined?
Let's face it. Life is a distraction in search of a distraction. Unless you have enough discipline to sit down and write -- each and every day at the same time -- you'll never be able to complete your tasks on time. You need discipline to be a freelancer.
3. Can you handle a life of ups and downs?
There are times that the life of a freelancer sucks. There are times when it is great, wonderful and fantastic. Welcome to the roller coaster. If you are the type of person who gives up, or becomes depressed then freelancing may not be for you. Clients sometimes don't pay on time -- if at all. There are no jobs in the pipeline. Prices fall out of one type of writing because of an influx of writers from overseas. You need to be able to weather the emotional storm. Can you write to someone else's rules?
5. Can you deliver on time?
This is one of those things that amateur writers seldom experience. Freelance writing is all about deadlines and numbers of words. A little earlier I asked if you were disciplined. And that's part of it. But there's more. You need to be able to force yourself to create. As an amateur if the words won't come then the words won't come. But as a freelancer that's not acceptable. You have a certain number of words to deliver on a certain date and you must be able to output what's been budgeted.
6. Can you write quickly?
As an amateur it doesn't matter how long it takes you to write your article. One week, one day, one month. It's all the same. But as a freelancer, efficiency is a big part of your writing. Sometimes your rate doesn't allow you to fiddle about. And if you want to keep your hourly rate within bounds you may need to ram the articles out.
7. Do you know the risks and can you accept them?
All businesses have risks. That's why a smart businessman demands a better return than an employee does. You could end up losing it all. Do you know what your risks are? Do you have a plan for overcoming them? Can you accept the costs if they occur?
Do you want to learn how to write a book in 24 hours? Take my brand new free course here: http://www.learningcreators.com/
Do you want to read more free information like this? Go to my blog: http://www.learningcreators.com/blog/
Glen Ford is an accomplished consultant, trainer and writer. He has far too many years experience as a trainer and facilitator to willingly admit.
There are a number of great things about the freelance writer's lifestyle. There are a number of bad things about the freelance writer's lifestyle.
The question is whether you would make a good freelance writer or not.
In this article, you'll find 7 questions that will help you determine if you should become a freelance writer.
1. Do you know the grammar rules and when not to follow them?
Now that we are not in school, we don't get marked based on our correct use of the rules. We get marked on the quality of our writing. And that may mean knowing when to bend or break the rules. But in order to know when to disobey the rules, you need to know what the rules are. And you need to follow them -- at least most of the time.
2. Are you disciplined?
Let's face it. Life is a distraction in search of a distraction. Unless you have enough discipline to sit down and write -- each and every day at the same time -- you'll never be able to complete your tasks on time. You need discipline to be a freelancer.
3. Can you handle a life of ups and downs?
There are times that the life of a freelancer sucks. There are times when it is great, wonderful and fantastic. Welcome to the roller coaster. If you are the type of person who gives up, or becomes depressed then freelancing may not be for you. Clients sometimes don't pay on time -- if at all. There are no jobs in the pipeline. Prices fall out of one type of writing because of an influx of writers from overseas. You need to be able to weather the emotional storm. Can you write to someone else's rules?
5. Can you deliver on time?
This is one of those things that amateur writers seldom experience. Freelance writing is all about deadlines and numbers of words. A little earlier I asked if you were disciplined. And that's part of it. But there's more. You need to be able to force yourself to create. As an amateur if the words won't come then the words won't come. But as a freelancer that's not acceptable. You have a certain number of words to deliver on a certain date and you must be able to output what's been budgeted.
6. Can you write quickly?
As an amateur it doesn't matter how long it takes you to write your article. One week, one day, one month. It's all the same. But as a freelancer, efficiency is a big part of your writing. Sometimes your rate doesn't allow you to fiddle about. And if you want to keep your hourly rate within bounds you may need to ram the articles out.
7. Do you know the risks and can you accept them?
All businesses have risks. That's why a smart businessman demands a better return than an employee does. You could end up losing it all. Do you know what your risks are? Do you have a plan for overcoming them? Can you accept the costs if they occur?
Do you want to learn how to write a book in 24 hours? Take my brand new free course here: http://www.learningcreators.com/
Do you want to read more free information like this? Go to my blog: http://www.learningcreators.com/blog/
Glen Ford is an accomplished consultant, trainer and writer. He has far too many years experience as a trainer and facilitator to willingly admit.
Writing is Learning From Your Mistakes by Katherine Ploeger
I would like to address one of the necessities of writing: learning from your mistakes.
Like all activities, practice makes perfect (with writing, you can get close). We become better at the activity by learning from our mistakes. With practice, we make the mistakes less often, making the activity more fun and productive.
Working with college students and my coaching clients, I see a lot of grammatical and word choice errors. Slowly, with more practice and feedback, they become better writers. They do not make the mistakes as often as they did at the beginning of the semester or when I began coaching them. They learn from their mistakes.
This learning process involves two actions: receiving feedback and being willing to change.
a) You must receive feedback about your writing from a good reader. The reader will point out the mistakes faster than if you tried to figure them out on your own, which you can always do. A good grammar handbook is a good secondary source, but a good human reader is best.
b) You must be willing to learn from your mistakes. That means taking the time to figure out your error and the reason you made it (your thinking process), learning the right way to write the sentence, and applying that learning when the situation comes up again.
Part of this process involves reading other authors and noting how they handled a situation. How did they express the idea? How would you have done it? Note the differences. Do you like your way or the other author's way better? Emulate authors you like and ignore the others, at least in their style of writing.
One way to become a better writer is to read, a lot, in the genre you are writing. If you are writing about auto mechanics, you should read auto mechanic manuals. If you are writing business reports, you should read business reports. If you are writing screenplays, you should read produced screenplays.
This reading will allow your mind to acquire the rhythm of the language, and you will become a better writer through osmosis. You will soon be able to identify different styles of writers, along with different options to express the same idea.
In your own writing, you will soon spot potential problem areas and take a moment to figure out the right way to express the idea, ignoring your usual (wrong) way.
Thus the drafting process actually becomes slower since you have more decisions to make at the moment of creation. The upside of this is that your draft will be of higher quality, and the revision process will be slightly easier and faster.
One suggestion I have is to find a writing buddy, one who can point out errors in your writing. This buddy should be a good reader in your genre. Once an error is detected, it is your job (so you can learn) to figure out if the sentence is actually wrong and the best way to fix it.
You might want to create a list of "My Favorite Editing Mistakes" to watch for. You might also want to create a list of "My Favorite Idea Mistakes" that you make (such as leaving out needed definitions or ignoring visuals as a possible source of information for your nonfiction). You will find that these lists can be a constant reminder for your learning process.
In any case, you can learn the correct way to write with practice and feedback, so that the writing process becomes easier.
Katherine Ploeger, MA, MFA, is a writer, editor, writing coach and consultant, and screenwriter. She writes practical, process-oriented information for writers of all types. She publishes at Quilliful Publications ( http://quillifulpublications.com/ ). She also offers free and valuable information for writers at her blog, Katie's Writing Notes, at http://katieploeger.com/.
Like all activities, practice makes perfect (with writing, you can get close). We become better at the activity by learning from our mistakes. With practice, we make the mistakes less often, making the activity more fun and productive.
Working with college students and my coaching clients, I see a lot of grammatical and word choice errors. Slowly, with more practice and feedback, they become better writers. They do not make the mistakes as often as they did at the beginning of the semester or when I began coaching them. They learn from their mistakes.
This learning process involves two actions: receiving feedback and being willing to change.
a) You must receive feedback about your writing from a good reader. The reader will point out the mistakes faster than if you tried to figure them out on your own, which you can always do. A good grammar handbook is a good secondary source, but a good human reader is best.
b) You must be willing to learn from your mistakes. That means taking the time to figure out your error and the reason you made it (your thinking process), learning the right way to write the sentence, and applying that learning when the situation comes up again.
Part of this process involves reading other authors and noting how they handled a situation. How did they express the idea? How would you have done it? Note the differences. Do you like your way or the other author's way better? Emulate authors you like and ignore the others, at least in their style of writing.
One way to become a better writer is to read, a lot, in the genre you are writing. If you are writing about auto mechanics, you should read auto mechanic manuals. If you are writing business reports, you should read business reports. If you are writing screenplays, you should read produced screenplays.
This reading will allow your mind to acquire the rhythm of the language, and you will become a better writer through osmosis. You will soon be able to identify different styles of writers, along with different options to express the same idea.
In your own writing, you will soon spot potential problem areas and take a moment to figure out the right way to express the idea, ignoring your usual (wrong) way.
Thus the drafting process actually becomes slower since you have more decisions to make at the moment of creation. The upside of this is that your draft will be of higher quality, and the revision process will be slightly easier and faster.
One suggestion I have is to find a writing buddy, one who can point out errors in your writing. This buddy should be a good reader in your genre. Once an error is detected, it is your job (so you can learn) to figure out if the sentence is actually wrong and the best way to fix it.
You might want to create a list of "My Favorite Editing Mistakes" to watch for. You might also want to create a list of "My Favorite Idea Mistakes" that you make (such as leaving out needed definitions or ignoring visuals as a possible source of information for your nonfiction). You will find that these lists can be a constant reminder for your learning process.
In any case, you can learn the correct way to write with practice and feedback, so that the writing process becomes easier.
Katherine Ploeger, MA, MFA, is a writer, editor, writing coach and consultant, and screenwriter. She writes practical, process-oriented information for writers of all types. She publishes at Quilliful Publications ( http://quillifulpublications.com/ ). She also offers free and valuable information for writers at her blog, Katie's Writing Notes, at http://katieploeger.com/.
The Importance of Improving Your Writing Skills by Greg Swan
There could be many reasons that you want to improve your writing skills. It's a good idea to think about your goals before you sign up for a course. But, there are some basics that every writer needs.
An understanding of the English language is essential. The use of good grammar and correct punctuation allows your readers to enjoy reading what you write, without becoming distracted. A number of online crash courses in English punctuation and grammar are available. Some are even free.
Being able to spell is also important. Microsoft Word and other tools make that easier for you. If you have an idea of how a word is spelled, Microsoft Word will provide suggested spellings in case you are incorrect.
A thesaurus and dictionary were, at one time, essential tools for the writer. Our computers have all but taken the place of those books. In case you are a beginning writer, a thesaurus lists words that are synonymous or have similar meanings. Using different words helps prevent you from becoming redundant or repetitive.
Once you have the basics, there are classes designed specifically for certain goals. For example, if you are interested in writing fiction, poetry or memoirs, you might want to take a creative writing course.
If you want to improve your writing skills because you are interested in becoming a reporter, then you need a journalism class. The journalistic style of writing is quite different from the creative style.
Journalists have strict rules to follow. Their use of adjectives and adverbs is limited. Although things have changed somewhat in recent years, journalists are supposed to be unbiased, unless the piece is intended for an editorial column.
If you are a business owner, entrepreneur or marketer, copywriting might be your goal. Copywriting is the idea of using words to encourage the reader to take some kind of action. In order to improve your writing skills in this area, you can take classes or simply start reading ads or sales letters.
Because of internet marketing, many copywriters learn the basics of organic search engine optimization, too. Search engine optimization increases the chances that your copy will be read or that your target market will see the articles that you write.
No matter what kind of things you intend to write, none of the courses are a waste of time. The more you know and the more that you practice, the more your writing skills will improve.
Greg Swan is a blogger, affiliate marketer and internet entrepreneur. For access to more great articles, helpful tools and resources, please visit his blogs at http://webinfomktg.com/.
An understanding of the English language is essential. The use of good grammar and correct punctuation allows your readers to enjoy reading what you write, without becoming distracted. A number of online crash courses in English punctuation and grammar are available. Some are even free.
Being able to spell is also important. Microsoft Word and other tools make that easier for you. If you have an idea of how a word is spelled, Microsoft Word will provide suggested spellings in case you are incorrect.
A thesaurus and dictionary were, at one time, essential tools for the writer. Our computers have all but taken the place of those books. In case you are a beginning writer, a thesaurus lists words that are synonymous or have similar meanings. Using different words helps prevent you from becoming redundant or repetitive.
Once you have the basics, there are classes designed specifically for certain goals. For example, if you are interested in writing fiction, poetry or memoirs, you might want to take a creative writing course.
If you want to improve your writing skills because you are interested in becoming a reporter, then you need a journalism class. The journalistic style of writing is quite different from the creative style.
Journalists have strict rules to follow. Their use of adjectives and adverbs is limited. Although things have changed somewhat in recent years, journalists are supposed to be unbiased, unless the piece is intended for an editorial column.
If you are a business owner, entrepreneur or marketer, copywriting might be your goal. Copywriting is the idea of using words to encourage the reader to take some kind of action. In order to improve your writing skills in this area, you can take classes or simply start reading ads or sales letters.
Because of internet marketing, many copywriters learn the basics of organic search engine optimization, too. Search engine optimization increases the chances that your copy will be read or that your target market will see the articles that you write.
No matter what kind of things you intend to write, none of the courses are a waste of time. The more you know and the more that you practice, the more your writing skills will improve.
Greg Swan is a blogger, affiliate marketer and internet entrepreneur. For access to more great articles, helpful tools and resources, please visit his blogs at http://webinfomktg.com/.
What is Press Release Marketing and How Can It Benefit Your Business
A press release is a marketing article presented in journalist format. Also called a media release, this article gives the public all the latest news and breakthroughs in your company. This powerful marketing tool complements your advertising push and you should present it along with your company's marketing plan.
You can use any of the numerous online press release distribution sites for your media blitz. Some sites offer free services while others can help you spread the release on a wider scale at a low cost. Your company will enjoy several benefits from a successful press release.
Increase Site Awareness
You will put your company name and site out in the open for suppliers, distributors, buyers, financiers, and even potential partners. The extra exposure for your company helps in brand-name retention. When more people are aware of your company and your services, you might be the next thing on their mind when they need the products or services you offer.
Increase Ranking
Your well-prepared SEO-driven marketing release increases the search engine PageRank for your site. The higher you go in search engine rankings, the better your reputation becomes. A better reputation leads to more business.
PageRank is a patented site “democratic popularity vote” algorithm licensed to Google. You will need to stay within approved limits of page ranking practices to develop a good reputation for your online business. Unscrupulous practices can lead to a loss of interest in your company.
Improve Standing
When you submit accurate and interesting marketing releases, your company elevates its name to good standing within your business sector or community. People become more aware of your products and your company with the positive spin of an exciting marketing release.
Boost Traffic
When you send out interesting articles, you pique the interest of readers and make them want to find out more about your company. A good article includes a link to your site so people can find you and explore your site for potential business. This boost in traffic can be due to high rankings in search engine results and PageRanking. With a good reputation, you have more sites referring to your business and vice versa, so you boost internet traffic not just for yourself but for other sites as well.
Develop Interaction
The more people find out about your company, the more chances you get for developing good relationships and establishing great business leads. Potential clients and partners can get an idea on how well-planned your strategy is by going though your marketing release. It also helps to have good search engine rankings to improve your chances of connecting with the right people and companies.
Reduce Advertising Costs
Use the free media release distribution sites and start advertising your company name for free. You can move on to the paid distribution sites later on, but analyze each service before engaging their services. Some distribution sites can help you put the word out for a nominal fee.
An important caveat to marketing releases is to maintain a journalistic slant. Keep your articles objective and newsworthy. Nothing makes readers lose interest faster than a self-serving media blast expounding on all the good qualities of your products or performance.
For more info: http://alfalfamedia.com/
You can use any of the numerous online press release distribution sites for your media blitz. Some sites offer free services while others can help you spread the release on a wider scale at a low cost. Your company will enjoy several benefits from a successful press release.
Increase Site Awareness
You will put your company name and site out in the open for suppliers, distributors, buyers, financiers, and even potential partners. The extra exposure for your company helps in brand-name retention. When more people are aware of your company and your services, you might be the next thing on their mind when they need the products or services you offer.
Increase Ranking
Your well-prepared SEO-driven marketing release increases the search engine PageRank for your site. The higher you go in search engine rankings, the better your reputation becomes. A better reputation leads to more business.
PageRank is a patented site “democratic popularity vote” algorithm licensed to Google. You will need to stay within approved limits of page ranking practices to develop a good reputation for your online business. Unscrupulous practices can lead to a loss of interest in your company.
Improve Standing
When you submit accurate and interesting marketing releases, your company elevates its name to good standing within your business sector or community. People become more aware of your products and your company with the positive spin of an exciting marketing release.
Boost Traffic
When you send out interesting articles, you pique the interest of readers and make them want to find out more about your company. A good article includes a link to your site so people can find you and explore your site for potential business. This boost in traffic can be due to high rankings in search engine results and PageRanking. With a good reputation, you have more sites referring to your business and vice versa, so you boost internet traffic not just for yourself but for other sites as well.
Develop Interaction
The more people find out about your company, the more chances you get for developing good relationships and establishing great business leads. Potential clients and partners can get an idea on how well-planned your strategy is by going though your marketing release. It also helps to have good search engine rankings to improve your chances of connecting with the right people and companies.
Reduce Advertising Costs
Use the free media release distribution sites and start advertising your company name for free. You can move on to the paid distribution sites later on, but analyze each service before engaging their services. Some distribution sites can help you put the word out for a nominal fee.
An important caveat to marketing releases is to maintain a journalistic slant. Keep your articles objective and newsworthy. Nothing makes readers lose interest faster than a self-serving media blast expounding on all the good qualities of your products or performance.
For more info: http://alfalfamedia.com/
Sunday, May 2, 2010
Bad Excuses For Even Worse Grammar - But It's My Voice! by Darcie Carsner Torres
As an editor, I run into the worst of the worst in bad grammar, punctuation and sentence structure. The most common excuse I hear is, "But it's my Voice! You can't change it or it loses all of my creativity!" Let me give you some advice. If you need to violate all the rules of good writing for the sake of creativity and some imagined "voice," you are completely missing the fundamental purpose of the grammar rules: to make your writing easy to read.
A while back, I read Cormac McCarthy's The Road.[i] Let me give you a little insight into the mind of an editor as I read the first page:
When he woke in the woods in the dark and the cold of the night [missing comma] he'd reach out to touch the child sleeping beside him. Nights dark beyond darkness and the days more gray each one than what had gone before. [Incomplete sentence] Like the onset of some cold glaucoma dimming away the world. [Incomplete sentence] His hand rose and fell softly with each precious breath....In the dream from which he'd wakened [missing comma] he had wandered in a cave where the child led him by the hand. Their light laying over the wet flowstone walls. [Incomplete sentence!] Like pilgrims in a fable swallowed up and lost among the inward parts of some granitic beast. [Incomplete sentence!!] Deep stone flues where the water dripped and sang. [Incomplete sentence!!!]
I can't recall how many chapters it took for me to stop being horrified and enjoy the story. My creative side understood the purpose behind McCarthy's rule breaking, but my OCD editor side went into apoplectic shock somewhere after Chapter 2. There were places I had to read and reread before I grasped what the author was trying to say because of punctuation mismanagement. And yet, the work is brilliant. Had McCarthy not broken the rules, it would not be the same book.
You are not Cormac McCarthy.
McCarthy began his legacy back in 1965 with a book called The Orchard Keeper. When he started out, he had more respect for the rules. He used commas back then, for instance. Forty-odd years later, he has completely abandoned commas, quotation marks and complete sentences. I await his next book to see if he will give up periods, too. Nonetheless, McCarthy's longetivity combined with the right mix of darkness and character selections have earned him the right to break the rules.
Again: You are not Cormac McCarthy.
Ignoring the rules of good writing most often will result in your manuscript being tossed in the slush pile: not exactly where you want to be. Your best bet is to learn and use good English grammar, punctuation and style. The editor or agent who reads your manuscript will appreciate it and recognize that his publishing company won't need to spend endless hours making your great story readable. I can't tell you how much editors value that one big thing. The truth is - they will not invest those hours. There are too many good stories out there waiting to get published.
Not all of you will listen to this advice, however. You will insist on abusing the rules of good writing for the sake of "voice." I can't tell you that you haven't a chance at being successful at this: McCarthy has proven it can be done. So instead of beating you in the head with my grammar manual, let me offer you...
1. Know the rules before you decide to break them.
2. Be consistent.
3. Don't make it up.
4. Be choosy: Don't break all the rules in one shot.
If you want to creatively dismiss the rules, you first have to know what they are. If you do nothing else for yourself, pick up Webster's English Grammar Handbook (2ed.) and learn at least the basic rules. Learning good grammar will help you understand which rules can be broken without making your writing - and your reader - suffer.
Be consistent. If you have even a glimmer of hope in successfully breaking rules, you must be consistent in your endeavor. If you decide you don't want to use quotation marks, don't use them just here and there whenever you feel like it: Don't use them at all. Make your own rule about breaking the rule.
Don't make up messy punctuation combinations. I had a client that liked to combine commas and hyphens, periods and hyphens, and periods with exclamation points and question marks. For instance, this person would write:
We lived by the sea,-and it was a wondrous sight..!
TOTALLY unacceptable. If you want to use a comma, use a comma. If you want to use a dash, use a dash [not a hyphen]. If it's an exclamation, use an exclamation point - simple as that!
Finally, creativity is all about being choosy about the rules you break. If you read McCarthy's work, you'll note there are some rules he did not break. He maintained excellent paragraph structure. He did not indulge in passive voice. He paid close attention to verb tense: he did not switch between past and present tense. He maintained a one-character viewpoint.
Breaking rules confuses readers, even if they don't formally know the rules. If you break too many of them - or the wrong ones - readers become frustrated and put the book down. They want the basics done right. If you choose to ignore some of those basics, at least make it predictable and don't inundate your reader, or your editor, with unnecessary rule breaking.
Writing this article has inspired me to take up the challenge of writing without the use of periods I will be avant-garde, way ahead of Mr. McCarthy in my style and voice My character will be from the poorest depths of Africa in order to explain my choice in rule breaking as my character will not know any better -
Or maybe not.
i 2006. New York: Alfred A. Knopf.
Darcie Carsner Torres is a professional editor and ghost writer with over twenty years experience in the field. She is a favorite on Elance.com and through her website, http://www.penandpestle.com/. Her clients are professional authors published in professional and academic magazines and by well-known publishing houses like McMillan. For more tips and advice on writing and getting published, the virtual world of Black Ink Cafe is now open for business.
A while back, I read Cormac McCarthy's The Road.[i] Let me give you a little insight into the mind of an editor as I read the first page:
When he woke in the woods in the dark and the cold of the night [missing comma] he'd reach out to touch the child sleeping beside him. Nights dark beyond darkness and the days more gray each one than what had gone before. [Incomplete sentence] Like the onset of some cold glaucoma dimming away the world. [Incomplete sentence] His hand rose and fell softly with each precious breath....In the dream from which he'd wakened [missing comma] he had wandered in a cave where the child led him by the hand. Their light laying over the wet flowstone walls. [Incomplete sentence!] Like pilgrims in a fable swallowed up and lost among the inward parts of some granitic beast. [Incomplete sentence!!] Deep stone flues where the water dripped and sang. [Incomplete sentence!!!]
I can't recall how many chapters it took for me to stop being horrified and enjoy the story. My creative side understood the purpose behind McCarthy's rule breaking, but my OCD editor side went into apoplectic shock somewhere after Chapter 2. There were places I had to read and reread before I grasped what the author was trying to say because of punctuation mismanagement. And yet, the work is brilliant. Had McCarthy not broken the rules, it would not be the same book.
You are not Cormac McCarthy.
McCarthy began his legacy back in 1965 with a book called The Orchard Keeper. When he started out, he had more respect for the rules. He used commas back then, for instance. Forty-odd years later, he has completely abandoned commas, quotation marks and complete sentences. I await his next book to see if he will give up periods, too. Nonetheless, McCarthy's longetivity combined with the right mix of darkness and character selections have earned him the right to break the rules.
Again: You are not Cormac McCarthy.
Ignoring the rules of good writing most often will result in your manuscript being tossed in the slush pile: not exactly where you want to be. Your best bet is to learn and use good English grammar, punctuation and style. The editor or agent who reads your manuscript will appreciate it and recognize that his publishing company won't need to spend endless hours making your great story readable. I can't tell you how much editors value that one big thing. The truth is - they will not invest those hours. There are too many good stories out there waiting to get published.
Not all of you will listen to this advice, however. You will insist on abusing the rules of good writing for the sake of "voice." I can't tell you that you haven't a chance at being successful at this: McCarthy has proven it can be done. So instead of beating you in the head with my grammar manual, let me offer you...
1. Know the rules before you decide to break them.
2. Be consistent.
3. Don't make it up.
4. Be choosy: Don't break all the rules in one shot.
If you want to creatively dismiss the rules, you first have to know what they are. If you do nothing else for yourself, pick up Webster's English Grammar Handbook (2ed.) and learn at least the basic rules. Learning good grammar will help you understand which rules can be broken without making your writing - and your reader - suffer.
Be consistent. If you have even a glimmer of hope in successfully breaking rules, you must be consistent in your endeavor. If you decide you don't want to use quotation marks, don't use them just here and there whenever you feel like it: Don't use them at all. Make your own rule about breaking the rule.
Don't make up messy punctuation combinations. I had a client that liked to combine commas and hyphens, periods and hyphens, and periods with exclamation points and question marks. For instance, this person would write:
We lived by the sea,-and it was a wondrous sight..!
TOTALLY unacceptable. If you want to use a comma, use a comma. If you want to use a dash, use a dash [not a hyphen]. If it's an exclamation, use an exclamation point - simple as that!
Finally, creativity is all about being choosy about the rules you break. If you read McCarthy's work, you'll note there are some rules he did not break. He maintained excellent paragraph structure. He did not indulge in passive voice. He paid close attention to verb tense: he did not switch between past and present tense. He maintained a one-character viewpoint.
Breaking rules confuses readers, even if they don't formally know the rules. If you break too many of them - or the wrong ones - readers become frustrated and put the book down. They want the basics done right. If you choose to ignore some of those basics, at least make it predictable and don't inundate your reader, or your editor, with unnecessary rule breaking.
Writing this article has inspired me to take up the challenge of writing without the use of periods I will be avant-garde, way ahead of Mr. McCarthy in my style and voice My character will be from the poorest depths of Africa in order to explain my choice in rule breaking as my character will not know any better -
Or maybe not.
i 2006. New York: Alfred A. Knopf.
Darcie Carsner Torres is a professional editor and ghost writer with over twenty years experience in the field. She is a favorite on Elance.com and through her website, http://www.penandpestle.com/. Her clients are professional authors published in professional and academic magazines and by well-known publishing houses like McMillan. For more tips and advice on writing and getting published, the virtual world of Black Ink Cafe is now open for business.
Teaching Writers How to Write, Can it Be Done? by Hannah Quinn
I've been asked many times if writers can be taught. So have my writer friends, especially those who teach writing. Quite a few people come down heavily on one side or the other of this question. Yes, you can teach people to write. No, you can't teach people to write. Sometimes, people come down in the middle. I believe you can, but with reservations.
First, let's look at ten advantages.
1. Writing is both a profession and a skill. There are techniques, trends, methods, fundamentals. All can be taught.
2. Writing is not a mysterious, muse-inspired art, it is work, slog, tedious and takes determination.
3. Writing has to confirm to conventions, especially if the writer hopes to publish or earn an income.
4. There are basics such as grammar and construction. Rules - which can be broken, but only if you know what they are in the first place.
5. Just because you learned at primary school the execution of putting letters on a page to form words and sentences, or learned to type them into a computer, does not mean you are now a writer.
6. Often, you need to unlearn things you had to accomplish at school in order to pass.
7. You will be challenged and led into writing you might not otherwise attempt yet could turn out to be your niche.
8. The feedback and creativity of your fellow writers and teachers will feed your own creativity.
9. You are not in a vacuum, you can discover how others handle similar problems, ask questions, get answers.
10. It's a wonderful opportunity to learn how to expose your writing to others, to read it aloud to an audience, and hear what they have to say; why they like or don't like something; how they think it might work better.
Now, let's look at ten disadvantages.
1. You will have to focus on more than your own writing.
2. What you write might be unfairly criticized and even fair criticism is hard to take.
3. There will be exposure to bad writing and you will have to find a way of critiquing it, not just say it stinks (even if it does).
4. You want to write short stories but you have to learn how to write novels.
5. There's a qualification at the end, but what does that matter to a fiction writer?
6. It's a waste of time, money and energy that could be put into writing my great novel that will make me rich and famous.
7. I know how to write. I don't want to be led down false paths.
8. I have a good imagination and I can spell. What more is there to know?
9. The teacher will make me read and write things I'm just not interested in.
10. I always got As on my English essays, so I am already a writer.
Of course, there are more advantages and disadvantages of learning to write than I have included here, but overall, depending on what you want from the experience, I believe there is much to learn from being taught how to write, one of which is discipline. It takes discipline to achieve writing.
Many writers want to write for children or write romance because they see it as easy and lucrative. Both are far harder than you might think.
Let's take a closer look at writing for children. First, you have to decide the age of child you are writing for. It is vastly different targeting 2 year olds to 10 year olds. Are you targeting stories at girls, boys or both? What is appropriate language to suit their developmental stage? What are they interested in? Should you include a moral? How do you avoid talking down to them? Might your story overwhelm - or underwhelm them? Will your book include pictures? If so, what type of pictures,? Cartoons, paintings, photographs? Who will do them? How much of the royalties must you share with a book illustrator? Every book for children has been written, how do you go about making your book the one they want to have? Or that the adult wants to buy for them?
With romance, are you writing to the Mills & Boon format? If so, what is the Mills & Boon format? How do you achieve a suitable story that meets the word count, the page requirements, the chapter numbers, the story imperatives? If you get the structure right, how do you avoid robbing the story of interest? Develop the characters? Ensure the plot and style and voice all meet the publishers demands as well as what it is you want to write? Do you know you must write under a pseudonym which belongs to the company? If you leave, someone else can write under your pseudonym. Do you believe in romance? Many who want to write it don't.
I've met student writers who have come into courses with just these intentions, believing both will be easy and lucrative. Neither is true. It's harder to write for children than adults. For example, you must understand what a child probably knows or doesn't know, whereas with an adult, there are many givens in what they know or will understand. It is also very easy to talk down to children, to patronize them or just make a fool of yourself trying to use their lingo when you don't really know it.
One final point in favor of learning to write is dialogue. Whether it is for children, romance or an adult novel, dialogue must reflect the character even when you don't put an attribution. When a character opens their mouth, the reader needs to know who is speaking as much by what they say and how they say it as by you putting she/he said. How do you do this without getting ridiculous? Especially with dialect. How do you accomplish broken syntax, which is how people talk, whilst still getting across what (you) the character wants/needs to say? How do you ensure all your characters don't sound the same?
There are many, many aspects, tricks, techniques, tried and true methods of writing which can be taught.
However, a final word for the negative. If you aren't creative on any level, prepared for the fact that writing is hard work, and understand that all writing needs to be worked and reworked before it is ready, then you aren't meant to be a writer and no writing teacher can teach you or turn you into the next feted novelist. Writing can be taught, but if you aren't destined for fame, you aren't destined for fame.
Hannah Quinn is an Australian author with a variety of national awards, produced plays and public readings to her credit. Novels and plays are her main focus when writing, but she also loves writing articles, short stories, ebooks, poetry and ballads. She is currently working on her fifth novel 'Olivia's Breath'.
Hannah co-owns Too-Write! an editing and professional writing service, specializing in resumes/cvs, including answering Selection Criteria, tertiary assignments and business writing. She moderates The Creative Corner http://www.too-write.com/creative and The Job Jungle http://www.jobs.too-write.com/
First, let's look at ten advantages.
1. Writing is both a profession and a skill. There are techniques, trends, methods, fundamentals. All can be taught.
2. Writing is not a mysterious, muse-inspired art, it is work, slog, tedious and takes determination.
3. Writing has to confirm to conventions, especially if the writer hopes to publish or earn an income.
4. There are basics such as grammar and construction. Rules - which can be broken, but only if you know what they are in the first place.
5. Just because you learned at primary school the execution of putting letters on a page to form words and sentences, or learned to type them into a computer, does not mean you are now a writer.
6. Often, you need to unlearn things you had to accomplish at school in order to pass.
7. You will be challenged and led into writing you might not otherwise attempt yet could turn out to be your niche.
8. The feedback and creativity of your fellow writers and teachers will feed your own creativity.
9. You are not in a vacuum, you can discover how others handle similar problems, ask questions, get answers.
10. It's a wonderful opportunity to learn how to expose your writing to others, to read it aloud to an audience, and hear what they have to say; why they like or don't like something; how they think it might work better.
Now, let's look at ten disadvantages.
1. You will have to focus on more than your own writing.
2. What you write might be unfairly criticized and even fair criticism is hard to take.
3. There will be exposure to bad writing and you will have to find a way of critiquing it, not just say it stinks (even if it does).
4. You want to write short stories but you have to learn how to write novels.
5. There's a qualification at the end, but what does that matter to a fiction writer?
6. It's a waste of time, money and energy that could be put into writing my great novel that will make me rich and famous.
7. I know how to write. I don't want to be led down false paths.
8. I have a good imagination and I can spell. What more is there to know?
9. The teacher will make me read and write things I'm just not interested in.
10. I always got As on my English essays, so I am already a writer.
Of course, there are more advantages and disadvantages of learning to write than I have included here, but overall, depending on what you want from the experience, I believe there is much to learn from being taught how to write, one of which is discipline. It takes discipline to achieve writing.
Many writers want to write for children or write romance because they see it as easy and lucrative. Both are far harder than you might think.
Let's take a closer look at writing for children. First, you have to decide the age of child you are writing for. It is vastly different targeting 2 year olds to 10 year olds. Are you targeting stories at girls, boys or both? What is appropriate language to suit their developmental stage? What are they interested in? Should you include a moral? How do you avoid talking down to them? Might your story overwhelm - or underwhelm them? Will your book include pictures? If so, what type of pictures,? Cartoons, paintings, photographs? Who will do them? How much of the royalties must you share with a book illustrator? Every book for children has been written, how do you go about making your book the one they want to have? Or that the adult wants to buy for them?
With romance, are you writing to the Mills & Boon format? If so, what is the Mills & Boon format? How do you achieve a suitable story that meets the word count, the page requirements, the chapter numbers, the story imperatives? If you get the structure right, how do you avoid robbing the story of interest? Develop the characters? Ensure the plot and style and voice all meet the publishers demands as well as what it is you want to write? Do you know you must write under a pseudonym which belongs to the company? If you leave, someone else can write under your pseudonym. Do you believe in romance? Many who want to write it don't.
I've met student writers who have come into courses with just these intentions, believing both will be easy and lucrative. Neither is true. It's harder to write for children than adults. For example, you must understand what a child probably knows or doesn't know, whereas with an adult, there are many givens in what they know or will understand. It is also very easy to talk down to children, to patronize them or just make a fool of yourself trying to use their lingo when you don't really know it.
One final point in favor of learning to write is dialogue. Whether it is for children, romance or an adult novel, dialogue must reflect the character even when you don't put an attribution. When a character opens their mouth, the reader needs to know who is speaking as much by what they say and how they say it as by you putting she/he said. How do you do this without getting ridiculous? Especially with dialect. How do you accomplish broken syntax, which is how people talk, whilst still getting across what (you) the character wants/needs to say? How do you ensure all your characters don't sound the same?
There are many, many aspects, tricks, techniques, tried and true methods of writing which can be taught.
However, a final word for the negative. If you aren't creative on any level, prepared for the fact that writing is hard work, and understand that all writing needs to be worked and reworked before it is ready, then you aren't meant to be a writer and no writing teacher can teach you or turn you into the next feted novelist. Writing can be taught, but if you aren't destined for fame, you aren't destined for fame.
Hannah Quinn is an Australian author with a variety of national awards, produced plays and public readings to her credit. Novels and plays are her main focus when writing, but she also loves writing articles, short stories, ebooks, poetry and ballads. She is currently working on her fifth novel 'Olivia's Breath'.
Hannah co-owns Too-Write! an editing and professional writing service, specializing in resumes/cvs, including answering Selection Criteria, tertiary assignments and business writing. She moderates The Creative Corner http://www.too-write.com/creative and The Job Jungle http://www.jobs.too-write.com/
The Benefits of Writing Workshops by Molly Callahan
I have wanted to be a writer for as long as I can remember. When I was in grammar school, I used to write skits and have my friends act them out. After that, for a while though, I gave up on my writing pursuits. Although I majored in English in college, I only took several writing courses and I then decided to enter the field of law. Two years into law school, I realized that something was missing-I wasn't writing.
I decided to rejuvenate my passion for writing. I signed up for several creative writing courses and, most importantly, I joined a writing workshop group arranged through Meetup.com. The group met in a local restaurant twice a month. You could upload writing pieces to their file page, members would read the work, and then provide critique during the meetings.
I started to write a novel and decided that I was ready to workshop it. It was one of the most nerve-wracking experiences of my life. While I sat through the critique, I realized that my work wasn't up to par. Surprisingly though, after the group, I felt encouraged by the feedback. The other members were supportive and I believed that I could do better. I began a new short story and received feedback about a month better. It was very well-received. My writing had grown substantially in that short time due to the advice from the other members.
I sent my work out and received a positive response from agents and publishers. Looking back, I have my writer's group to thank. I realized that writing, although it is sometimes a solitary activity, cannot be created in a vacuum. Good writing takes a community.
Two years later, I am still a member of my writing group. In fact, I have enjoyed my group so much that I joined two more groups. It is inspiring to share your passions with others. While my writing has greatly improved, I have also found a social network of others who share my interest in creative writing. What could be better?
Molly Callahan is an expert on the field of mental illness. She enjoys reading all styles of literature and actively follows the new releases. During her spare time, she writes for a variety of web sites including kindle sony reader and sony ereader.
I decided to rejuvenate my passion for writing. I signed up for several creative writing courses and, most importantly, I joined a writing workshop group arranged through Meetup.com. The group met in a local restaurant twice a month. You could upload writing pieces to their file page, members would read the work, and then provide critique during the meetings.
I started to write a novel and decided that I was ready to workshop it. It was one of the most nerve-wracking experiences of my life. While I sat through the critique, I realized that my work wasn't up to par. Surprisingly though, after the group, I felt encouraged by the feedback. The other members were supportive and I believed that I could do better. I began a new short story and received feedback about a month better. It was very well-received. My writing had grown substantially in that short time due to the advice from the other members.
I sent my work out and received a positive response from agents and publishers. Looking back, I have my writer's group to thank. I realized that writing, although it is sometimes a solitary activity, cannot be created in a vacuum. Good writing takes a community.
Two years later, I am still a member of my writing group. In fact, I have enjoyed my group so much that I joined two more groups. It is inspiring to share your passions with others. While my writing has greatly improved, I have also found a social network of others who share my interest in creative writing. What could be better?
Molly Callahan is an expert on the field of mental illness. She enjoys reading all styles of literature and actively follows the new releases. During her spare time, she writes for a variety of web sites including kindle sony reader and sony ereader.
Subscribe to:
Posts (Atom)