Commas have more functions in English grammar than any other form of punctuation. There are many ways to use the comma in writing.
You can help your child correctly learn how to use commas when writing.
· A comma is used to separate a group of three or more words in a list or series. Example: I bought apples, cherries, and strawberries at the store.
· Commas are used in dates to separate the day of the week, the month and date, and the year. Example: Monday, June 5, 2003.
· Commas are used to group three or more common words (nouns, verbs, adjectives or adverbs). Example: I jumped, climbed, and ran at the park.
· When proper nouns name a city and state, or a city and province, a comma goes between them. Example: Toronto, Ontario or Miami, Florida
· Commas are used to set off the name of a person directly addressed. Example: David, stop biting your nails!
· Commas start off introductions. The introduction can be anywhere from one word to a clause. The introduction usually states a person, time, place, fact, or condition. Example: As you know, I am feeling fine.
· Commas are used before a quotation and after words such as 'said', 'cried', and 'stated'. Example: John said, "I'll play."
· A sentence can start with an introduction that acts like a bridge between the last sentence and the new sentence. The introduction makes a transition between the two sentences. This is known as a transitional phrase and it always appears at the start of a sentence and is followed by a comma. Example: I am a good soccer player. Therefore, I should be on this team.
Clearly, commas have many functions in the English language. Have your child learn the various ways to use a comma in English in order to improve his or her grammar and writing skills.
Improve your child's grammar skills with over 400 online tutoring videos and worksheets at Tutorgiant.com.
and with...
"Learn'Em Good - Grammar -: Simple and Effective Ways to Improve Your Grade 1-8 Child's Reading, Writing, and Communication Skills Through Grammar"
Sunday, August 29, 2010
Grammar and Spelling 101 - British and American English by KJ Hutchings
Even though British and American English is comprehensible for both parties (most of the time), there are occasions when some confusion can arise due to different spellings and uses of certain words, prepositions and verbs.
It can be somewhat difficult to differentiate between British and American spelling. Most people know that there are spelling differences as well as different uses of words, but what these are is not always clear. Classic examples of calling items by different names are: pavements (British - GB) and sidewalks (American - US), lift (GB) and elevator (US), nappy (GB) and diaper (US).
In medicine and science especially, spelling differences are very noticeable. British English spellings are often linked to their French and Greek origins, whereas American spelling has its roots in Latin. Here are some examples:
Catalogue (GB), catalog (US)
Centre, centred (GB), center, centered (US)
Colour (GB), color (US)
Fulfil (GB), fulfill (US)
Grey (GB), gray (US)
Labelling (GB), labeling (US)
Tumour (GB), tumor (US)
However, there is not only the use of different words and spellings to consider. American and British English also differs in the use of some prepositions, verbs and phrases: "from May to September" is British English, whereas "from May through September" is American English. Another example is "I will write to you" (GB) compared to "I will write you" (US).
Another example, this time highlighting different verb use: He has got a prize (GB) and He has gotten a prize (US).
It should also be noted that there are differences concerning collective nouns. In British English, collective nouns can take either plural or singular verb forms, but in American English the form is usually singular:
The Government are changing the divorce laws. The committee were unable to agree on the matter. (GB)
The Government is changing the divorce laws. The committee was unable to agree on the matter. (US)
Special attention should also be given to -ise and -ize words. It has been commonly believed that British English spelling dictates that words end in -ise and American spelling ends the word in -ize. For many words, this is the case, but -ize is fast becoming the preferred spelling in British English although -ise is still viewed as an acceptable alternative. For many people, it will depend on their schooling and personal preference. However, it is crucial to be consistent and choose either one spelling or the other as they should never be mixed.
However, English typically has some exceptions where -ise is used in both British and American English:
advise
advertise
arise
comprise
compromise
devise
enterprise
excise
improvise
incise
merchandise
revise
supervise
surmise
surprise
televise
It is important to remember that neither British nor American English is superior to the other. If English is your second language, it is up to you to decide which variation you prefer. Once you have decided, it is vital that you remain consistent and do not mix British and American terms and spellings as this will make your writing appear not only odd, but unprofessional. If in doubt about whether a spelling is British or American, always check your dictionary!
KJ Hutchings is the founder of KJ Language Services, offering editing, writing and proofreading services and advice on how you can make your English language documents the very best they can be. For more information, visit http://www.kjlanguageservices.com/
It can be somewhat difficult to differentiate between British and American spelling. Most people know that there are spelling differences as well as different uses of words, but what these are is not always clear. Classic examples of calling items by different names are: pavements (British - GB) and sidewalks (American - US), lift (GB) and elevator (US), nappy (GB) and diaper (US).
In medicine and science especially, spelling differences are very noticeable. British English spellings are often linked to their French and Greek origins, whereas American spelling has its roots in Latin. Here are some examples:
Catalogue (GB), catalog (US)
Centre, centred (GB), center, centered (US)
Colour (GB), color (US)
Fulfil (GB), fulfill (US)
Grey (GB), gray (US)
Labelling (GB), labeling (US)
Tumour (GB), tumor (US)
However, there is not only the use of different words and spellings to consider. American and British English also differs in the use of some prepositions, verbs and phrases: "from May to September" is British English, whereas "from May through September" is American English. Another example is "I will write to you" (GB) compared to "I will write you" (US).
Another example, this time highlighting different verb use: He has got a prize (GB) and He has gotten a prize (US).
It should also be noted that there are differences concerning collective nouns. In British English, collective nouns can take either plural or singular verb forms, but in American English the form is usually singular:
The Government are changing the divorce laws. The committee were unable to agree on the matter. (GB)
The Government is changing the divorce laws. The committee was unable to agree on the matter. (US)
Special attention should also be given to -ise and -ize words. It has been commonly believed that British English spelling dictates that words end in -ise and American spelling ends the word in -ize. For many words, this is the case, but -ize is fast becoming the preferred spelling in British English although -ise is still viewed as an acceptable alternative. For many people, it will depend on their schooling and personal preference. However, it is crucial to be consistent and choose either one spelling or the other as they should never be mixed.
However, English typically has some exceptions where -ise is used in both British and American English:
advise
advertise
arise
comprise
compromise
devise
enterprise
excise
improvise
incise
merchandise
revise
supervise
surmise
surprise
televise
It is important to remember that neither British nor American English is superior to the other. If English is your second language, it is up to you to decide which variation you prefer. Once you have decided, it is vital that you remain consistent and do not mix British and American terms and spellings as this will make your writing appear not only odd, but unprofessional. If in doubt about whether a spelling is British or American, always check your dictionary!
KJ Hutchings is the founder of KJ Language Services, offering editing, writing and proofreading services and advice on how you can make your English language documents the very best they can be. For more information, visit http://www.kjlanguageservices.com/
Free Interactive Web-based Literacy Program for Early Elementary School-Aged Students
Researchers at Concordia's Centre for the Study of Learning and Performance (CSLP) have developed ABRACADABRA, a free, interactive web-based literacy program for early elementary school-aged students, to help battle the alarmingly high percentage of low ability readers. Recent findings from a three-year study show that children who were exposed to ABRA made significant gains in letter-sound knowledge, phonological awareness and word reading compared to those who did not use the program.
ABRACADABRA is:
Visit http://grover.concordia.ca/ABRACADABRA/promo/en/index.php Or for access to the lite version: http://abralite.concordia.ca/
ABRACADABRA is:
- Focused on building a foundation of literacy skills to ensure that all students can achieve success.
- Designed to provide modules for teachers and parents
- Built on a solid research base
- Implemented in school districts across Canada, Northern Australia and recently across the United States.
Visit http://grover.concordia.ca/ABRACADABRA/promo/en/index.php Or for access to the lite version: http://abralite.concordia.ca/
Monday, August 23, 2010
Good English Grammar - Using "Fewer" and "Less" Correctly by Jose M. Blanco
The words "fewer" and "less" sometimes give writers problems. Which is the correct one to use? As a general rule, use the word "fewer" with count nouns (nouns that you can count, like "cups" and "pencils"). Use the word "less" with non-count nouns (nouns that you cannot count, like "water" and "courage"). So, for example, you would write, "There are fewer students attending the lecture this year than last year." But you would write "Some elders believe that children today have less dedication today than they did twenty years ago." You can count "students," so you use "fewer." You cannot count "dedication" because it is an abstract noun, so you use the word "less."
Count Nouns and Non-Count Nouns
Count Nouns: Nouns that you can count are called "count nouns." These nouns usually take an "s" at the end when you want to make them plural, for example, "fewer dogs." The noun "dogs" is a count noun. Most nouns in English are countable.
Non-Count Nouns: These nouns can be physical nouns, like rice, coffee, furniture, metal, money, sand, equipment, and homework. These physical nouns do not lend themselves to being counted. For example, we can count one "item" of furniture, but not furniture itself. Therefore, you would write, "There is less furniture in the house today than there was yesterday." However, you would write, "There are fewer items of furniture (tables, for example) in the house today then there were yesterday."
Here is a list of non-count nouns. The list is illustrative, not comprehensive.
Physical Nouns
air
baseball
beer
flour
hair
meat
milk
photography
sunshine
traffic
wool
Abstract Nouns
ambiguity
belligerence
courage
dexterity
emotion
ego
success
tenacity
truth
will
Confusion With Time, Weight, Distance, and Money
Sometimes we have a context where there exists confusion about the use of "fewer" and "less." For example, should we write, "I have fewer than five dollars in my wallet," or should we write, "I have less than five dollars in my wallet"? Most native speakers would agree on the correctness of "less than five dollars." However, we can count dollars, so shouldn't we use "fewer"?
When we use expressions like "less than two miles," "less than five minutes," "less than ten pounds," "less than two dollars" we are referring to an absolute quantity of an item, not to a collection of individual items that are being compared to those same items somewhere else. In this sense, "miles" means distance, "minutes" means time, "pounds" means weight, and "dollars" means money. These are absolute quantities. They are not being compared with anything else.
Comparison and Absolute
Note the difference in the following sentences.
Comparison: Reginald lost fewer pounds on the Adkins Diet than he did on the South Beach Diet.
Absolute (No Comparison): Reginald lost less than five pounds on the Adkins Diet.
In the case of "fewer," we are comparing the number of pounds that Reginald lost on one diet with the number of pounds he lost on another. With "less" we are not comparing anything. The word "pounds" is an absolute quantity.
When in Doubt, Use the Rule
When you are in doubt, especially if English is not your native language, use the rule of "fewer" for count nouns and "less" for non-count. Thus,
James walked fewer than two miles to school.
Monica waited fewer than five minutes at the doctor's office.
Reginald lost fewer than ten pounds on his diet.
Peter has fewer than two dollars in his wallet.
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
Count Nouns and Non-Count Nouns
Count Nouns: Nouns that you can count are called "count nouns." These nouns usually take an "s" at the end when you want to make them plural, for example, "fewer dogs." The noun "dogs" is a count noun. Most nouns in English are countable.
Non-Count Nouns: These nouns can be physical nouns, like rice, coffee, furniture, metal, money, sand, equipment, and homework. These physical nouns do not lend themselves to being counted. For example, we can count one "item" of furniture, but not furniture itself. Therefore, you would write, "There is less furniture in the house today than there was yesterday." However, you would write, "There are fewer items of furniture (tables, for example) in the house today then there were yesterday."
Here is a list of non-count nouns. The list is illustrative, not comprehensive.
Physical Nouns
air
baseball
beer
flour
hair
meat
milk
photography
sunshine
traffic
wool
Abstract Nouns
ambiguity
belligerence
courage
dexterity
emotion
ego
success
tenacity
truth
will
Confusion With Time, Weight, Distance, and Money
Sometimes we have a context where there exists confusion about the use of "fewer" and "less." For example, should we write, "I have fewer than five dollars in my wallet," or should we write, "I have less than five dollars in my wallet"? Most native speakers would agree on the correctness of "less than five dollars." However, we can count dollars, so shouldn't we use "fewer"?
When we use expressions like "less than two miles," "less than five minutes," "less than ten pounds," "less than two dollars" we are referring to an absolute quantity of an item, not to a collection of individual items that are being compared to those same items somewhere else. In this sense, "miles" means distance, "minutes" means time, "pounds" means weight, and "dollars" means money. These are absolute quantities. They are not being compared with anything else.
Comparison and Absolute
Note the difference in the following sentences.
Comparison: Reginald lost fewer pounds on the Adkins Diet than he did on the South Beach Diet.
Absolute (No Comparison): Reginald lost less than five pounds on the Adkins Diet.
In the case of "fewer," we are comparing the number of pounds that Reginald lost on one diet with the number of pounds he lost on another. With "less" we are not comparing anything. The word "pounds" is an absolute quantity.
When in Doubt, Use the Rule
When you are in doubt, especially if English is not your native language, use the rule of "fewer" for count nouns and "less" for non-count. Thus,
James walked fewer than two miles to school.
Monica waited fewer than five minutes at the doctor's office.
Reginald lost fewer than ten pounds on his diet.
Peter has fewer than two dollars in his wallet.
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
500,000 members sign up to free interactive courses website
With unemployment still at record levels, education is under the radar as the answer to increasing competitiveness and aid economic recovery.
Irish company, ALISON, a free online learning website, has seen its numbers of registered learners worldwide reach 500,000. 40,000 of these are Irish people. This was announced today (Thursday 29th July 2010). Providing over 150 high quality interactive multimedia certified courses in a diverse range of subjects, the number of ALISON learners is set to grow exponentially over the next year, as more people are looking to up skill themselves in order to avail of opportunities that arise.
ALISON offers individuals and organizations the opportunity to secure and expand workplace employment opportunities and can on a national level, help the UK on its way to economic recovery.
ALISON provides interactive multimedia courses for subjects as diverse as IT Literacy, English Language, Financial Literacy, Math, Business Skills and Health & Safety for Schools. It serves both the adult and second level learners. Since the beginning of 2007, ALISON has acquired learners in every country worldwide. It's mission is to enable anyone, anywhere to educate themselves for free via the Internet.
An example of an ALISON course is ABC IT, which is the most popular IT skills certification. It includes comprehensive training on the Internet, key desktop applications like Word and Excel as well as the full range of practical IT skills, including touch-typing and the efficient use of Web-based e-mail. It is also prefaced by a beginner's guide to a personal computer, and so is ideal for learners who have no IT experience. For Certification, ALISON uses a highly innovative approach of Flash-Testing, where anyone, anywhere, can be challenged to take a five minute test to validate their certification attainment via ALISON. In this way, both training and testing are provided free of charge. ALISON is a social enterprise and sustains itself on advertising, premium charges and content development fees.
Speaking about the establishment of ALISON CEO Mike Feerick said "My mission at ALISON has been to find a way to get quality interactive learning material to anyone who needs it worldwide for free - in a sustainable and scalable manner. Universal education is in my view, the only way we can sort many of the problems facing us, not just poverty but climate change and population control" This fits in with ALISON's driving philosophy; Article 26 of the United Nations Declaration of Human Rights which stats that. "Everyone has the right to education" and "Education shall be free....."
Mr. Feerick went on to say "Education providers and policy makers need to take note, ALISON is not just about providing a massive savings opportunities in these times of budget cutbacks. The ALISON offers the promise of a new heretofore untold horizon of education access and potential learning achievement that will change our world; a world, which opens up the highest levels of educational achievement to all, and separates it from no one."
ALISON stands for Advance Learning Interactive Systems Online. For the full list of new courses, go to the website http://alison.com/course/
Irish company, ALISON, a free online learning website, has seen its numbers of registered learners worldwide reach 500,000. 40,000 of these are Irish people. This was announced today (Thursday 29th July 2010). Providing over 150 high quality interactive multimedia certified courses in a diverse range of subjects, the number of ALISON learners is set to grow exponentially over the next year, as more people are looking to up skill themselves in order to avail of opportunities that arise.
ALISON offers individuals and organizations the opportunity to secure and expand workplace employment opportunities and can on a national level, help the UK on its way to economic recovery.
ALISON provides interactive multimedia courses for subjects as diverse as IT Literacy, English Language, Financial Literacy, Math, Business Skills and Health & Safety for Schools. It serves both the adult and second level learners. Since the beginning of 2007, ALISON has acquired learners in every country worldwide. It's mission is to enable anyone, anywhere to educate themselves for free via the Internet.
An example of an ALISON course is ABC IT, which is the most popular IT skills certification. It includes comprehensive training on the Internet, key desktop applications like Word and Excel as well as the full range of practical IT skills, including touch-typing and the efficient use of Web-based e-mail. It is also prefaced by a beginner's guide to a personal computer, and so is ideal for learners who have no IT experience. For Certification, ALISON uses a highly innovative approach of Flash-Testing, where anyone, anywhere, can be challenged to take a five minute test to validate their certification attainment via ALISON. In this way, both training and testing are provided free of charge. ALISON is a social enterprise and sustains itself on advertising, premium charges and content development fees.
Speaking about the establishment of ALISON CEO Mike Feerick said "My mission at ALISON has been to find a way to get quality interactive learning material to anyone who needs it worldwide for free - in a sustainable and scalable manner. Universal education is in my view, the only way we can sort many of the problems facing us, not just poverty but climate change and population control" This fits in with ALISON's driving philosophy; Article 26 of the United Nations Declaration of Human Rights which stats that. "Everyone has the right to education" and "Education shall be free....."
Mr. Feerick went on to say "Education providers and policy makers need to take note, ALISON is not just about providing a massive savings opportunities in these times of budget cutbacks. The ALISON offers the promise of a new heretofore untold horizon of education access and potential learning achievement that will change our world; a world, which opens up the highest levels of educational achievement to all, and separates it from no one."
ALISON stands for Advance Learning Interactive Systems Online. For the full list of new courses, go to the website http://alison.com/course/
Sunday, August 15, 2010
Speak English Clearly and Grammatically, and Boost your Success! by Heather Hansen
Of course you speak English--who doesn't? But how well do you speak this international language?
Are you clear, concise and grammatically correct?
Do people talk about you and the things you say? And are they talking for the right reasons?
It used to be that just speaking English (at any level) was enough to open the doors of opportunity, but times are quickly changing. Most recent estimates place speakers of English as a fluent second language or additional foreign language at over one billion.
It is no longer an advantage to speak English, but a requirement! Just speaking English isn't so impressive anymore--unless you speak it really well.
Many talented and competent professionals who are doing their best to speak good English are left behind. Many don't even realize why. How many times have you heard a colleague make the same mistake over and over again and never corrected him?
Perfecting the way you speak is challenging, but by applying these tips and tricks, you will ease communication, speed up your work flow and become a more effective business leader.
Speak Clearly
Since English is being used as a lingua franca by more and more non-native speakers, clarity should always be your first priority (whether English happens to be your native language or not). There are a number of things you can do to improve the clarity of your speech.
Slow down
We all speak too fast. It's a terrible habit! And the faster we speak, the more mumbled our speech becomes.
Slowing down the pace of your speech is vital in situations where visual communication is lacking, for example an international conference call. It is just as important however, while running a meeting or delivering a presentation.
Make sure everyone can follow what you are saying at all times. Otherwise, what's the point of saying it?
Enunciate
Colloquial speech is littered with signs of laziness. We drop word endings, run our words together and create sentences that never seem to end.
Sometimes it is too easy to take this style of speech into the boardroom.
Be sure to enunciate your words. Put a special focus on word endings such as 'ed' and 's' that act as grammatical markers.
If you leave the 'ed' off of a past tense verb ("Our profits increase last year" instead of "increased") it sounds as though you are making a very basic mistake in English.
Your education, aptitude and credibility could be questioned.
Practice vowels and consonants
An additional challenge in English is that we have so many words that are identical except for the vowel.
Take this string of words for example: mat, met, mitt, mutt, mate, might and moot. Do they all sound different when you say them? They should!
Read the words in random order and have someone write down what they hear. Did they hear what you said? Create other lists of words like this to identify your problem sounds and practice, practice, practice!
Consonant sounds can be just as tricky. Be sure you differentiate between voiced and unvoiced sounds, for example, 'd' and 't.' The words 'said' and 'set' should sound different. You should be using your voice to make the 'd' sound, whereas the 't' sound only uses air.
You can create word pairs similar to the vowels above to practice these sounds and others like 'v' and 'f,' 'z' and 's,' 'b' and 'p' and 'g' and 'k.'
Speak grammatically
For most, grammar lessons are thankfully a thing of the distance past. Although lessons usually weren't fun or interesting, there was a reason why we were drilled in English grammar.
Have you ever thought about what your grammar says about you?
Proper grammar signals a higher level of education, professionalism and, in many cases, success.
Breaking grammar rules can signal a lack of attention to detail, laziness and can be a general irritant and distraction for those who do observe grammar rules.
Not to mention the miscommunication that can happen in written correspondence like email. Think how much time is wasted clarifying the meaning of mails where the structure is so mangled that the message is lost.
If you feel like you never really learned grammar properly or think you might be making mistakes, but don't really understand why, seek out answers to your questions.
o Ask a colleague whose language skills you admire to proof-read some of your written work. Ask them to be honest with you about your mistakes. If you're making the mistakes in your writing, you can assume that you are making the same mistakes (and then some) in your speech.
o Have a grammar reference on hand at all times--right next to your English dictionary. Local book stores have plenty of references in the language and linguistics sections.
o Enroll in a refresher course in English. The right teacher can make the subject interesting and enlightening. And speaking better English is definitely worth the investment! Your colleagues and clients will thank you!
Heather Hansen, founder of Singapore-based Hansen Speech & Language Training, is a professional speech and language coach, public speaker and voice-over artist. Visit [http://www.hansenslt.com/] to sign up for her monthly e-newsletter Speak like a Star!
Are you clear, concise and grammatically correct?
Do people talk about you and the things you say? And are they talking for the right reasons?
It used to be that just speaking English (at any level) was enough to open the doors of opportunity, but times are quickly changing. Most recent estimates place speakers of English as a fluent second language or additional foreign language at over one billion.
It is no longer an advantage to speak English, but a requirement! Just speaking English isn't so impressive anymore--unless you speak it really well.
Many talented and competent professionals who are doing their best to speak good English are left behind. Many don't even realize why. How many times have you heard a colleague make the same mistake over and over again and never corrected him?
Perfecting the way you speak is challenging, but by applying these tips and tricks, you will ease communication, speed up your work flow and become a more effective business leader.
Speak Clearly
Since English is being used as a lingua franca by more and more non-native speakers, clarity should always be your first priority (whether English happens to be your native language or not). There are a number of things you can do to improve the clarity of your speech.
Slow down
We all speak too fast. It's a terrible habit! And the faster we speak, the more mumbled our speech becomes.
Slowing down the pace of your speech is vital in situations where visual communication is lacking, for example an international conference call. It is just as important however, while running a meeting or delivering a presentation.
Make sure everyone can follow what you are saying at all times. Otherwise, what's the point of saying it?
Enunciate
Colloquial speech is littered with signs of laziness. We drop word endings, run our words together and create sentences that never seem to end.
Sometimes it is too easy to take this style of speech into the boardroom.
Be sure to enunciate your words. Put a special focus on word endings such as 'ed' and 's' that act as grammatical markers.
If you leave the 'ed' off of a past tense verb ("Our profits increase last year" instead of "increased") it sounds as though you are making a very basic mistake in English.
Your education, aptitude and credibility could be questioned.
Practice vowels and consonants
An additional challenge in English is that we have so many words that are identical except for the vowel.
Take this string of words for example: mat, met, mitt, mutt, mate, might and moot. Do they all sound different when you say them? They should!
Read the words in random order and have someone write down what they hear. Did they hear what you said? Create other lists of words like this to identify your problem sounds and practice, practice, practice!
Consonant sounds can be just as tricky. Be sure you differentiate between voiced and unvoiced sounds, for example, 'd' and 't.' The words 'said' and 'set' should sound different. You should be using your voice to make the 'd' sound, whereas the 't' sound only uses air.
You can create word pairs similar to the vowels above to practice these sounds and others like 'v' and 'f,' 'z' and 's,' 'b' and 'p' and 'g' and 'k.'
Speak grammatically
For most, grammar lessons are thankfully a thing of the distance past. Although lessons usually weren't fun or interesting, there was a reason why we were drilled in English grammar.
Have you ever thought about what your grammar says about you?
Proper grammar signals a higher level of education, professionalism and, in many cases, success.
Breaking grammar rules can signal a lack of attention to detail, laziness and can be a general irritant and distraction for those who do observe grammar rules.
Not to mention the miscommunication that can happen in written correspondence like email. Think how much time is wasted clarifying the meaning of mails where the structure is so mangled that the message is lost.
If you feel like you never really learned grammar properly or think you might be making mistakes, but don't really understand why, seek out answers to your questions.
o Ask a colleague whose language skills you admire to proof-read some of your written work. Ask them to be honest with you about your mistakes. If you're making the mistakes in your writing, you can assume that you are making the same mistakes (and then some) in your speech.
o Have a grammar reference on hand at all times--right next to your English dictionary. Local book stores have plenty of references in the language and linguistics sections.
o Enroll in a refresher course in English. The right teacher can make the subject interesting and enlightening. And speaking better English is definitely worth the investment! Your colleagues and clients will thank you!
Heather Hansen, founder of Singapore-based Hansen Speech & Language Training, is a professional speech and language coach, public speaker and voice-over artist. Visit [http://www.hansenslt.com/] to sign up for her monthly e-newsletter Speak like a Star!
Why Proper English Grammar is Important For Businesses by Amy Nutt
As a business owner, proper English grammar is probably the last thing on your mind. After all, you need to balance your budget, increase your sales, evaluate employees, and market your product or service. However, in the process of managing these important aspects of your business, you will need to write.
You will need to write memos, send emails, and create professional letters to send to potential clients. Proper English grammar is essential to success in these endeavors. Without proper grammar, you will sound uneducated and unprofessional. This could cause you to lose contracts and income for your business. Not only that, but grammar is important because writing well can help you turn a lackluster sentence into a winning piece of sales copy.
The English language is a powerful tool, and using it properly will help your business earn more money in the long run. Another reason that grammar is important is the fact that it helps you write and express your thoughts clearly. Common grammar mistakes like double negatives can actually cause confusion to those who are reading what you have written. Other grammar mistakes simply sound foolish or make no sense to the reader, since your reader is not reading the document from your point of view.
To further understand the need for proper grammar in business, put yourself in the place of your client for a moment. If you are considering whether or not to spend a large amount of money on someone's product or service, do you want to feel confident in that individual's ability to do the job? Of course you do! Often the written word is the first contact someone will have with you and your business.
If you do not come across as professional, you will lose some credibility in that individual's eyes. Sometimes a simple grammar mistake that is easily overlooked by you can stand out to your customer. Your customer may not notice anything else about your letter, because that grammar mistake is so glaring. Also, you never know when the person you are negotiating with is a grammar expert.
Sure, your potential client is probably not a school teacher, but many people have grammar pet peeves, and ignoring proper grammar could rub your client the wrong way from the very beginning of your professional relationship. Additionally, if you create ad copy that has grammar or punctuation errors, you will lose many more potential customers. A misplaced apostrophe or comma can show quite a bit to your target audience about your attention to detail.
So how can you brush up weak grammar skills? The good news is that technology can help. Use grammar and spelling checkers on your computer programs whenever possible. These may have been taboo when you were in school, if they were available, but now that you are in the working world, they are going to become your best friend.
Second, always wait before sending out a written document if at all possible. Draft that letter to your client, and then put it on your desk for the rest of the day. Come back to it the next day and read it again. You will be surprised at the number of mistakes that pop out at you. If you really struggle with english grammar, hire someone to proofread for you. You may have an employee already on staff that can do this for you.
Finally, if you are unsure about the proper grammar to use in a situation, rewrite the sentence so that you do not have to use that particular grammar rule. Make sure that all written letters that come from your office are professional and contain proper grammar. It could mean the difference between landing your next contract and losing it!
You will need to write memos, send emails, and create professional letters to send to potential clients. Proper English grammar is essential to success in these endeavors. Without proper grammar, you will sound uneducated and unprofessional. This could cause you to lose contracts and income for your business. Not only that, but grammar is important because writing well can help you turn a lackluster sentence into a winning piece of sales copy.
The English language is a powerful tool, and using it properly will help your business earn more money in the long run. Another reason that grammar is important is the fact that it helps you write and express your thoughts clearly. Common grammar mistakes like double negatives can actually cause confusion to those who are reading what you have written. Other grammar mistakes simply sound foolish or make no sense to the reader, since your reader is not reading the document from your point of view.
To further understand the need for proper grammar in business, put yourself in the place of your client for a moment. If you are considering whether or not to spend a large amount of money on someone's product or service, do you want to feel confident in that individual's ability to do the job? Of course you do! Often the written word is the first contact someone will have with you and your business.
If you do not come across as professional, you will lose some credibility in that individual's eyes. Sometimes a simple grammar mistake that is easily overlooked by you can stand out to your customer. Your customer may not notice anything else about your letter, because that grammar mistake is so glaring. Also, you never know when the person you are negotiating with is a grammar expert.
Sure, your potential client is probably not a school teacher, but many people have grammar pet peeves, and ignoring proper grammar could rub your client the wrong way from the very beginning of your professional relationship. Additionally, if you create ad copy that has grammar or punctuation errors, you will lose many more potential customers. A misplaced apostrophe or comma can show quite a bit to your target audience about your attention to detail.
So how can you brush up weak grammar skills? The good news is that technology can help. Use grammar and spelling checkers on your computer programs whenever possible. These may have been taboo when you were in school, if they were available, but now that you are in the working world, they are going to become your best friend.
Second, always wait before sending out a written document if at all possible. Draft that letter to your client, and then put it on your desk for the rest of the day. Come back to it the next day and read it again. You will be surprised at the number of mistakes that pop out at you. If you really struggle with english grammar, hire someone to proofread for you. You may have an employee already on staff that can do this for you.
Finally, if you are unsure about the proper grammar to use in a situation, rewrite the sentence so that you do not have to use that particular grammar rule. Make sure that all written letters that come from your office are professional and contain proper grammar. It could mean the difference between landing your next contract and losing it!
Making non-English language consent forms readable
The first study to look at simplified English-language consent forms translated into another language calls into question the common belief that a translated consent form meets readability standards. The study appears in IRB: Ethics and Human Research.
Nearly half of all U.S.-based clinical trials are now conducted overseas, many in countries where the native language is not English and whose population has low literacy – factors that present challenges to getting informed consent. But ethics review committees around the world generally assume that if an English language consent form is simplified, then the translated version will resemble the original form in its readability.
The authors used a readability formula called the cloze procedure, which measures a reader's ability to make sense of the text. For the study, volunteers in Kenya read 10 consent forms written in simplified English and the same forms translated into Kiswahili--which, with English, is one of the two official languages of Kenya. Seven out of 10 translated versions had a significant mean difference, suggesting they were less comprehensible in Kiswahil than in English. Using a "cloze pass mark" as a score of above 38 percent, for six of the 10 forms a greater percentage of respondents "failed" the Kiswahili form than the English version.
The findings raise questions about the quality of the translations of consent forms used in clinical trials. "Ethics review committees should pause before asking only for simplified English language forms without scrutinizing the language or translation approach that will be used to translate those forms into the local language," the authors wrote.
###
Authors are Caroline Kithinji, ERC Manager, Administrator at Kenya Medical Research Institute, and Nancy E. Kass, of the Bloomberg School of Public Health and Berman Institute of Bioethics, Johns Hopkins University.
Nearly half of all U.S.-based clinical trials are now conducted overseas, many in countries where the native language is not English and whose population has low literacy – factors that present challenges to getting informed consent. But ethics review committees around the world generally assume that if an English language consent form is simplified, then the translated version will resemble the original form in its readability.
The authors used a readability formula called the cloze procedure, which measures a reader's ability to make sense of the text. For the study, volunteers in Kenya read 10 consent forms written in simplified English and the same forms translated into Kiswahili--which, with English, is one of the two official languages of Kenya. Seven out of 10 translated versions had a significant mean difference, suggesting they were less comprehensible in Kiswahil than in English. Using a "cloze pass mark" as a score of above 38 percent, for six of the 10 forms a greater percentage of respondents "failed" the Kiswahili form than the English version.
The findings raise questions about the quality of the translations of consent forms used in clinical trials. "Ethics review committees should pause before asking only for simplified English language forms without scrutinizing the language or translation approach that will be used to translate those forms into the local language," the authors wrote.
###
Authors are Caroline Kithinji, ERC Manager, Administrator at Kenya Medical Research Institute, and Nancy E. Kass, of the Bloomberg School of Public Health and Berman Institute of Bioethics, Johns Hopkins University.
To be Successful, Students Need to Stop Studying
During his January 2009 confirmation hearings, U.S. Secretary of Education Arne Duncan called education "the most pressing issue facing America," and in September 2009 at Wakefield High School in Arlington, Va., U.S. President Obama called on students to assume responsibility for their own education, to "develop the talents, skills and intellect" required to "help solve our most difficult problems." Duncan's statement and President Obama's directive reflect the growing awareness that the traditional "3Rs" of education – reading, writing, and arithmetic -- are not enough to hold 21st century students in good stead.
Obama's comments signal a shift toward encouraging students to take responsibility for their learning and away from placing that responsibility solely on parents and teachers. "It's a shift that's long overdue," says Professor Toni Krasnic, author of the newly released book Concise Learning, which focuses on helping students master self-directed learning and 21st century skills. Krasnic continues, "Teachers alone cannot ‘produce' learning and success in students. Students need to accept that, ultimately, they are responsible for their own learning and success, and that they must take steps to learn how to learn and develop the skills they need to thrive in today's complex world."
"Every semester, it's the same story," Krasnic notes. "Students come to see me after getting a poor grade on an exam to complain about how hard they studied and how difficult my exam was." The problem, Krasnic argues, is that "students fail to realize that studying is not the same as learning. In this new era of information overload, passive studying, where students unreceptively listen to teachers, read their textbooks, and then hope for the best, just doesn't cut it anymore." Krasnic suggests that students are wasting their time and effort studying. And the proof is in the poor test scores he hears students complain about. "Students need to stop studying and start learning. In other words, they need to transition from rote studying to active, self-directed, and meaningful learning, where they become engaged, motivated, ask questions, think critically about what they're learning, and have fun." This higher order of responsibility, engagement, and thinking is vital because of its powerful effect on students' learning.
In addition to learning how to learn and think critically, students need to develop other skills critical to their success in life -- what Krasnic calls "skills of success." These include self-management, productivity, communication, career, and social skills, as well as more "mental" skills, such as problem solving and creativity. "All too often, students are unsuccessful and perform poorly simply because they lack these essential skills," Krasnic says. "If their skills don't change and grow, students will continue to struggle throughout their lives."
The good news is that learning how to learn and acquiring success skills lie within the reach of any student willing to practice and apply a positive mindset. As Krasnic advises his students: "Success doesn't just happen. And other people are not responsible for your success or failure. It's up to you. For success to come to you, both in college and in life, you must want it, take steps to pursue it, and commit to it for a lifetime."
Contact the author for interviews or review copies. Visit http://conciselearning.com/media.html for book cover art, pictures, news pegs, sample chapters, and book reviews. The book retails for $29.95, is available through Ingram and Baker & Taylor, and can be purchased in bookstores, college bookstores, on Amazon, through iBooks, at author's website, and by calling 1-800-247-6553.
About:
Toni Krasnic is a student success coach, visual mapping (mind mapping) expert, and the author of Concise Learning: Learn More & Score Higher in Less Time with Less Effort, which helps students learn how to learn and be successful. A former professor of chemistry with nearly a decade of college-level teaching experience at both two-year and four-year institutions, he is a trusted voice on learning and student success.
Subscribe to the free, biweekly (1st and 15th of each month) Student Success Newsletter and qualify to win a free copy of Concise Learning (monthly winner).
Obama's comments signal a shift toward encouraging students to take responsibility for their learning and away from placing that responsibility solely on parents and teachers. "It's a shift that's long overdue," says Professor Toni Krasnic, author of the newly released book Concise Learning, which focuses on helping students master self-directed learning and 21st century skills. Krasnic continues, "Teachers alone cannot ‘produce' learning and success in students. Students need to accept that, ultimately, they are responsible for their own learning and success, and that they must take steps to learn how to learn and develop the skills they need to thrive in today's complex world."
"Every semester, it's the same story," Krasnic notes. "Students come to see me after getting a poor grade on an exam to complain about how hard they studied and how difficult my exam was." The problem, Krasnic argues, is that "students fail to realize that studying is not the same as learning. In this new era of information overload, passive studying, where students unreceptively listen to teachers, read their textbooks, and then hope for the best, just doesn't cut it anymore." Krasnic suggests that students are wasting their time and effort studying. And the proof is in the poor test scores he hears students complain about. "Students need to stop studying and start learning. In other words, they need to transition from rote studying to active, self-directed, and meaningful learning, where they become engaged, motivated, ask questions, think critically about what they're learning, and have fun." This higher order of responsibility, engagement, and thinking is vital because of its powerful effect on students' learning.
In addition to learning how to learn and think critically, students need to develop other skills critical to their success in life -- what Krasnic calls "skills of success." These include self-management, productivity, communication, career, and social skills, as well as more "mental" skills, such as problem solving and creativity. "All too often, students are unsuccessful and perform poorly simply because they lack these essential skills," Krasnic says. "If their skills don't change and grow, students will continue to struggle throughout their lives."
The good news is that learning how to learn and acquiring success skills lie within the reach of any student willing to practice and apply a positive mindset. As Krasnic advises his students: "Success doesn't just happen. And other people are not responsible for your success or failure. It's up to you. For success to come to you, both in college and in life, you must want it, take steps to pursue it, and commit to it for a lifetime."
Contact the author for interviews or review copies. Visit http://conciselearning.com/media.html for book cover art, pictures, news pegs, sample chapters, and book reviews. The book retails for $29.95, is available through Ingram and Baker & Taylor, and can be purchased in bookstores, college bookstores, on Amazon, through iBooks, at author's website, and by calling 1-800-247-6553.
About:
Toni Krasnic is a student success coach, visual mapping (mind mapping) expert, and the author of Concise Learning: Learn More & Score Higher in Less Time with Less Effort, which helps students learn how to learn and be successful. A former professor of chemistry with nearly a decade of college-level teaching experience at both two-year and four-year institutions, he is a trusted voice on learning and student success.
Subscribe to the free, biweekly (1st and 15th of each month) Student Success Newsletter and qualify to win a free copy of Concise Learning (monthly winner).
Sunday, August 8, 2010
Good English Grammar - Using "Who" and "Whom" Correctly by Jose M. Blanco
The Problem
Many native speakers and writers of English misuse the words "who" and "whom." For example, it is not unusual to hear an adult ask another, "Who are you inviting to your daughter's birthday party?" To most people, this usage appears normal. Most people really do not notice the confusion in these two words. Some avoid using "whom" altogether, except in the expression, "To whom it may concern." I've heard some say that the use of "whom" sounds too formal, too pretentious, so they use only the word "who." This is a mistake.
Is The Distinction Between "Who" and "Whom" Really Necessary?
The short answer is "Yes." Here's why. Formal writing, like the writing done in academic circles and the workplace, demands a certain level of formality. While many do not understand the correct use of "who" and "whom," many do understand it and expect those with whom they work to use these terms correctly. Using "who" and "whom" correctly when you speak and write may help you earn better grades in school or help you advance in your job. In fact, if your job requires any type of writing, it is imperative that you master the nuances, arcane though they may seem, of formal written English.
The Solution
A discussion of using "who" and "whom" correctly should begin with examples and the concept of object case pronouns and subject case pronouns.
Example Using "Who": Elvis Presley, who was an American singing star, made several movies.
Example Using "Whom": Elvis Presley, whom the world regarded as a music superstar, made several movies.
Both of these examples are correct. In both sentences, the main idea is "Elvis Presley made several movies." The part between the commas describes Elvis Presley in some way. In the first example, the word "who" is the subject of the clause that describes Elvis. In the second example, the word "whom" is the direct object of the subject. In other words, we use the word "who" in the subject case, and we use the word "whom" in the object case.
In a formal sense, we use the word "who" when we fill the subject position in a sentence or clause, and we use the word "whom" when we fill the object position. The following is a short list of pronouns in the subject case and the object case:
Subject Case: I, We, He, She, They, Who
Object Case: Me, Us, Him, Her, Them, Whom
If we take the confusing "who" or "whom" clause and make it a simple sentence, we can determine which form to use. For example, "who was an American singing star" can be turned into the sentence "He was an American singing star." The word "He" is a pronoun in the subject case, so therefore, the subject pronoun "who" is correct in the original.
The clause "whom the world regarded as a music superstar" can be turned into the sentence "The world regarded him as a music superstar." The word "him" is a pronoun in the object case, so therefore, the object pronoun "whom" is correct in the original.
Use "Who" for the Subject Case; Use "Whom for the Object Case
Most cases of using "who" and "whom" fall into two general categories: describing someone or something in a sentence; or asking a question. If we take both general cases, we can perform an analysis of these cases as we did with the Elvis Presley sentences.
Describing Someone or Something in a Sentence
In these cases, we begin a sentence with the name of a person or an occupation; we describe the person or occupation; and then we say something about that person or occupation.
Example using "Who": Yuri Gagarin, who was the first man in outer space, died in 1968.
Example using "Whom": Yuri Gagarin, whom Valentina Goryacheva married in 1957, died in 1968.
In both sentences, the main idea is "Yuri Gagarin died in 1968." The parts between the commas describe Yuri Gagarin, and it is in these descriptions that the words "who" and "whom" are commonly misused.
Analysis of Correct Usage in Describing Someone
Who: The clause "who was the first man in outer space" describes Yuri Gagarin. No problem here. But why use the word "who"? Here's why. Take the descriptive clause and turn it into a simple sentence. We then have, "He was the first man in outer space." Notice that we use the word "he." The word "he" is a pronoun in the subject case. Because we substitute a pronoun in the subject case, we must use the corresponding form, "who" in the original sentence.
Whom: Let us perform a similar analysis for the "whom" example. We take the clause "whom Valentina Goryacheva married in 1957" and turn it into a simple sentence. We then have, "Valentina Goryacheva married him in 1957." The word "him" is a pronoun in the object case. Again, because we substitute a pronoun in the object case, we must use the corresponding form "whom" in the original.
Asking Questions
Problems with the use of "who" and "whom" in asking questions usually relate to the word at the beginning of the question.
Example using "Who": Who is the president of the organization?
Example using "Whom": Whom will the committee ask to resign?
Analysis of Correct Usage When Asking Questions
In both cases, the procedure involves turning the question into a statement, in other words, answering the question.
Who: Let us take the "Who" example and turn it into a statement: She is the president of the organization. In this sentence, the word "She" is a pronoun in the subject case. Indeed, it is the subject of the sentence. Because we substitute a pronoun in the subject case, we must use the corresponding form, "who" in the original question.
Whom: Take the "Whom" example and turn it into a statement: The committee will ask him to resign. In this sentence, the word "him" is a pronoun in the object case. Because we substitute a pronoun in the object case, we must use the corresponding form "whom" in the original question.
Use the Correct Form
English, like all languages, evolves over time. However, this evolution takes centuries. We may be going through an evolution that makes the form "whom" obsolete, but we are not there yet. In order to get good grades in your written compositions and to be well-regarded as a writer at work, it is important to master the correct use of "who" and "who." Those with whom you work expect no less.
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
Many native speakers and writers of English misuse the words "who" and "whom." For example, it is not unusual to hear an adult ask another, "Who are you inviting to your daughter's birthday party?" To most people, this usage appears normal. Most people really do not notice the confusion in these two words. Some avoid using "whom" altogether, except in the expression, "To whom it may concern." I've heard some say that the use of "whom" sounds too formal, too pretentious, so they use only the word "who." This is a mistake.
Is The Distinction Between "Who" and "Whom" Really Necessary?
The short answer is "Yes." Here's why. Formal writing, like the writing done in academic circles and the workplace, demands a certain level of formality. While many do not understand the correct use of "who" and "whom," many do understand it and expect those with whom they work to use these terms correctly. Using "who" and "whom" correctly when you speak and write may help you earn better grades in school or help you advance in your job. In fact, if your job requires any type of writing, it is imperative that you master the nuances, arcane though they may seem, of formal written English.
The Solution
A discussion of using "who" and "whom" correctly should begin with examples and the concept of object case pronouns and subject case pronouns.
Example Using "Who": Elvis Presley, who was an American singing star, made several movies.
Example Using "Whom": Elvis Presley, whom the world regarded as a music superstar, made several movies.
Both of these examples are correct. In both sentences, the main idea is "Elvis Presley made several movies." The part between the commas describes Elvis Presley in some way. In the first example, the word "who" is the subject of the clause that describes Elvis. In the second example, the word "whom" is the direct object of the subject. In other words, we use the word "who" in the subject case, and we use the word "whom" in the object case.
In a formal sense, we use the word "who" when we fill the subject position in a sentence or clause, and we use the word "whom" when we fill the object position. The following is a short list of pronouns in the subject case and the object case:
Subject Case: I, We, He, She, They, Who
Object Case: Me, Us, Him, Her, Them, Whom
If we take the confusing "who" or "whom" clause and make it a simple sentence, we can determine which form to use. For example, "who was an American singing star" can be turned into the sentence "He was an American singing star." The word "He" is a pronoun in the subject case, so therefore, the subject pronoun "who" is correct in the original.
The clause "whom the world regarded as a music superstar" can be turned into the sentence "The world regarded him as a music superstar." The word "him" is a pronoun in the object case, so therefore, the object pronoun "whom" is correct in the original.
Use "Who" for the Subject Case; Use "Whom for the Object Case
Most cases of using "who" and "whom" fall into two general categories: describing someone or something in a sentence; or asking a question. If we take both general cases, we can perform an analysis of these cases as we did with the Elvis Presley sentences.
Describing Someone or Something in a Sentence
In these cases, we begin a sentence with the name of a person or an occupation; we describe the person or occupation; and then we say something about that person or occupation.
Example using "Who": Yuri Gagarin, who was the first man in outer space, died in 1968.
Example using "Whom": Yuri Gagarin, whom Valentina Goryacheva married in 1957, died in 1968.
In both sentences, the main idea is "Yuri Gagarin died in 1968." The parts between the commas describe Yuri Gagarin, and it is in these descriptions that the words "who" and "whom" are commonly misused.
Analysis of Correct Usage in Describing Someone
Who: The clause "who was the first man in outer space" describes Yuri Gagarin. No problem here. But why use the word "who"? Here's why. Take the descriptive clause and turn it into a simple sentence. We then have, "He was the first man in outer space." Notice that we use the word "he." The word "he" is a pronoun in the subject case. Because we substitute a pronoun in the subject case, we must use the corresponding form, "who" in the original sentence.
Whom: Let us perform a similar analysis for the "whom" example. We take the clause "whom Valentina Goryacheva married in 1957" and turn it into a simple sentence. We then have, "Valentina Goryacheva married him in 1957." The word "him" is a pronoun in the object case. Again, because we substitute a pronoun in the object case, we must use the corresponding form "whom" in the original.
Asking Questions
Problems with the use of "who" and "whom" in asking questions usually relate to the word at the beginning of the question.
Example using "Who": Who is the president of the organization?
Example using "Whom": Whom will the committee ask to resign?
Analysis of Correct Usage When Asking Questions
In both cases, the procedure involves turning the question into a statement, in other words, answering the question.
Who: Let us take the "Who" example and turn it into a statement: She is the president of the organization. In this sentence, the word "She" is a pronoun in the subject case. Indeed, it is the subject of the sentence. Because we substitute a pronoun in the subject case, we must use the corresponding form, "who" in the original question.
Whom: Take the "Whom" example and turn it into a statement: The committee will ask him to resign. In this sentence, the word "him" is a pronoun in the object case. Because we substitute a pronoun in the object case, we must use the corresponding form "whom" in the original question.
Use the Correct Form
English, like all languages, evolves over time. However, this evolution takes centuries. We may be going through an evolution that makes the form "whom" obsolete, but we are not there yet. In order to get good grades in your written compositions and to be well-regarded as a writer at work, it is important to master the correct use of "who" and "who." Those with whom you work expect no less.
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
Good English Grammar - Identifying and Correcting Dangling Modifiers by Jose M. Blanco
In the rush of drafting articles and essays, writers sometimes compose sentences that do not have the intended meaning. Take, for example, "Eating strawberries beneath the oak tree, the butterfly came to a rest on Anna's nose." The intended meaning of this sentence is that while Anna ate strawberries under the oak tree, the butterfly came to a rest on her nose. However, the original sentence suggests that the butterfly, not Anna, was eating strawberries beneath the oak tree. The phrase "eating strawberries beneath the oak tree" is a dangling modifier, in this case, a dangling participle.
Gerunds and Participles
Let's examine the difference between a participle and a gerund. A gerund is a verb form used as a noun. It always ends in "ing." For example, "Running is a healthy activity; it promotes endurance and muscle strength." The word "Running" is a noun; notice that the pronoun "it" replaces it in the second clause. In this case, "Running" is a gerund. A gerund is rarely misplaced or misused.
A participle, on the other hand, is a verb form used as an adjective. Consider the following: "Running, James tripped over the tree stumps." In this construction, "Running" is a participle; it modifies James, the subject of the sentence. As modifiers, participles are often misused, and are thus called dangling or misplaced modifiers. "Running recklessly through the forest, the tree stump tripped James." This sentence reads as if the tree stump were running recklessly through the forest, not James. This is an example of a dangling modifier. The introductory participial phrase does not have a noun in the subject position of the main clause to attach to. It dangles.
Identifying Dangling Modifiers
The following are examples of dangling modifiers:
Correcting Dangling Modifiers
There are many ways of correcting a dangling modifier or participle. Two are illustrated below.
Turn the Misplaced or Dangling Participle Into a Dependent Clause. This means that you take the "ing" word (the participle), give it a subject, turn it into a verb, and attach it to the main clause. "While Joel sang "Amazing Grace" from the choir loft, his lost German Shepherd raced through the church as Joel looked on in disbelief."
Make the Thing Being Modified by the Participle, the Subject of the Main Clause. This means we take what is being modified by the "ing" phrase and place it first in the sentence, right after the comma. "Singing "Amazing Grace" from the choir loft, Joel looked on in disbelief as his lost German Shepherd race through the church."
Whichever method you use, just make sure to read your sentences so that the meaning you intend is the meaning you convey.
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
- Enclosed within the electrical fence, Susan saw the rhinoceros graze on the long grass.
- Beaten to a bloody pulp by a quicker and stronger opponent, the little girl hugged her downcast father after the boxing match.
- Singing "Amazing Grace" from the choir loft, his lost German Shepherd raced through the church as Joel looked on in disbelief.
- These examples are funny or disturbing. In each case, the writer communicated an unintended meaning by using a dangling modifier.
Accepting Applications for Waiting List Reduction Grants
The Dollar General Literacy Foundation is pleased to announce that it is accepting applications for a new grant program, the waiting list reduction grant.
"Adult literacy organizations across the country are facing increased demands for service, while struggling with a decrease in available resources," said Rick Dreiling, Dollar General's chairman and CEO. "Through the waiting list reduction grant, the Dollar General Literacy Foundation helps organizations remedy their waiting list issues and get more students involved in an educational program sooner."
The Dollar General Literacy Foundation waiting list reduction grant helps literacy programs find ways to immediately engage potential students in learning activities.
Nonprofit adult literacy organizations may apply for the waiting list reduction grant online at http://www.dgliteracy.org/. The deadline to apply for the grant is Sept. 30, 2010.
"Adult literacy organizations across the country are facing increased demands for service, while struggling with a decrease in available resources," said Rick Dreiling, Dollar General's chairman and CEO. "Through the waiting list reduction grant, the Dollar General Literacy Foundation helps organizations remedy their waiting list issues and get more students involved in an educational program sooner."
The Dollar General Literacy Foundation waiting list reduction grant helps literacy programs find ways to immediately engage potential students in learning activities.
Nonprofit adult literacy organizations may apply for the waiting list reduction grant online at http://www.dgliteracy.org/. The deadline to apply for the grant is Sept. 30, 2010.
Email Newsletter Best Practice Guidelines
Having an email subscriber list is imperative to the success of online publishers and Internet marketers. Due to this fact, the Mequoda Group has compiled a list of recommended general best practices for establishing and executing an effective email correspondence strategy.
To begin, research and define the needs of an online audience. It's necessary to elaborate on assumptions and determine what the audience is doing online. This affords the ability to then cater email newsletter content to them.
Next, alignment between the goals of the publishing business and goals of the email newsletter need to be recognized. It should be possible to clearly justify and defend the business purpose behind each email newsletter.
After alignment is found, an integration between the email sign-up and website registration should be achieved for efficiency purposes. This will allow for a different user experience depending on whether or not the user is known or unknown by the system. Known users will appreciate the ability to access the site quickly and effortlessly.
The best websites use content management systems that mirror the email subscriber base. This means the website will not ask if a user wants to sign up for the email newsletter if they are already a known, subscribed user.
These three steps are the beginning pieces to a successful email newsletter.
To learn a dozen additional email newsletter best practices and editorial management guidelines for online publishers and Internet marketers, start with Mequoda Group's free Editorial Management Guidelines for Online Publishers.
To receive a free digital copy of Editorial Management Guidelines for Online Publishers visit http://www.mequoda.com/free-reports/editorial-management-guidelines-for-online-publishers/
To begin, research and define the needs of an online audience. It's necessary to elaborate on assumptions and determine what the audience is doing online. This affords the ability to then cater email newsletter content to them.
Next, alignment between the goals of the publishing business and goals of the email newsletter need to be recognized. It should be possible to clearly justify and defend the business purpose behind each email newsletter.
After alignment is found, an integration between the email sign-up and website registration should be achieved for efficiency purposes. This will allow for a different user experience depending on whether or not the user is known or unknown by the system. Known users will appreciate the ability to access the site quickly and effortlessly.
The best websites use content management systems that mirror the email subscriber base. This means the website will not ask if a user wants to sign up for the email newsletter if they are already a known, subscribed user.
These three steps are the beginning pieces to a successful email newsletter.
To learn a dozen additional email newsletter best practices and editorial management guidelines for online publishers and Internet marketers, start with Mequoda Group's free Editorial Management Guidelines for Online Publishers.
To receive a free digital copy of Editorial Management Guidelines for Online Publishers visit http://www.mequoda.com/free-reports/editorial-management-guidelines-for-online-publishers/
Monday, August 2, 2010
How To Learn English Grammar by Maysaa Bazbouz
That really is the question, because few aspects of English cause new speakers of the language quite so much anguish. People who are used to clear, precise grammatical rules find the challenges English grammar makes to be both eccentric and, often, puzzling.
The fact that native English speakers themselves often have little grammatical knowledge does not really help matters, either; they are quite prepared to justify an unusual word order, a totally illogical verb ending or the vagaries of spelling with a shrug of the shoulders and a 'Well, that's just the way it is' kind of comment.
And yet millions of students such as yourself, coming to English as a second or even a third language, have managed to learn English grammar successfully. So let's look at some ideas that can help point you in the right direction.
* Enjoy Learning
The worst way to learn anything is to just keep on relentlessly working your way through a text book, hour after hour. Even the most motivated people struggle to maintain their enthusiasm. One of the key things to remember about how to learn English grammar is to make sure you find some ways that let you have FUN ! Yes, believe it or not, it is grammatically correct to use the words grammar and fun in the same sentence. There are all sorts of specially produced educational games, both for children and adults, that can help you with your grammar. These include board games, video games, games you can download from the internet and even good, old-fashioned Flash Cards. Some of these you can play on your own and some with other people, so that you can learn and have fun with other students of English.
* Begin your studies of grammar with Reading and Listening
Of the four key skills of speaking, listening, reading and writing, the easiest in terms of picking up the grammar, are those of reading and listening, when you are receiving information rather than trying to give information to someone else. Of course, as in all languages, spoken grammar is not as strict with the rules as written, which makes it more straightforward. Push yourself on to more formal English grammar when you feel confident in yourself with the spoken word. Now, you will be learning about various verb tenses, types of sentence, and technical aspects of language, which can be complicated. Begin with simple aspects, though, and progress steadily and you will soon become familiar with it.
* Read, Read, Read and then Read some more
Read anything that you can in English - whether it be a newspaper, a comic book, a magazine or the instructions on a packet. What you read does not matter - the very act of reading and looking at the ways in which the sentences are structured, the tenses used and the words ordered will be the perfect way to see how the language fits together. It's a good idea, too, to remember grammatical aspects that look confusing to you, so that you can think about them and perhaps look them up in a text book later.
* Set yourself targets
It's always a good idea to give yourself certain targets to set out to achieve. Give yourself some realistic targets that you can try to reach - perhaps some short term ones, for a week, and some loner term ones to really strive for. When you reach your targets, give yourself a little treat as a reward for your hard, successful work. Regularly setting targets and assessing your progress is one sure way of keeping your level of motivation high. There are times when everybody's energy levels and sense of commitment drop just a little, but, if your targets are clear and you are choosing enjoyable study techniques, then you will be able to win through these battles. After all, you know it will be well worth it in the end.
Finally, my last piece of advice about how to learn English grammar is not to let it overwhelm you. A famous language teacher once said that the most important thing about communicating in a foreign language is the same as the important thing about tennis - you have to get the ball over the net. In other words, as long as the person the other side of the net - listening to you talk or reading what you have written - is able to understand you, that's what really matters. If you can hit a wonderful tennis shot - or be absolutely exact with your grammar - then that's a lovely bonus, but it's not the only thing to worry about.
Have fun.
For more details and tips visit:
http://www.learnenglish-a-z.com/how-to-learn-english-grammar.html
Maysaa has been an English teacher for over 20 years, beginning in her native country, and now in Abu Dhabi. She has worked with all levels of learning, both beginning and advanced, and with children as well as adults. Her site has lots of resources for English learners of all ages and level of learning. Lots of games and activities, with tips on how to become more proficient in English.
The fact that native English speakers themselves often have little grammatical knowledge does not really help matters, either; they are quite prepared to justify an unusual word order, a totally illogical verb ending or the vagaries of spelling with a shrug of the shoulders and a 'Well, that's just the way it is' kind of comment.
And yet millions of students such as yourself, coming to English as a second or even a third language, have managed to learn English grammar successfully. So let's look at some ideas that can help point you in the right direction.
* Enjoy Learning
The worst way to learn anything is to just keep on relentlessly working your way through a text book, hour after hour. Even the most motivated people struggle to maintain their enthusiasm. One of the key things to remember about how to learn English grammar is to make sure you find some ways that let you have FUN ! Yes, believe it or not, it is grammatically correct to use the words grammar and fun in the same sentence. There are all sorts of specially produced educational games, both for children and adults, that can help you with your grammar. These include board games, video games, games you can download from the internet and even good, old-fashioned Flash Cards. Some of these you can play on your own and some with other people, so that you can learn and have fun with other students of English.
* Begin your studies of grammar with Reading and Listening
Of the four key skills of speaking, listening, reading and writing, the easiest in terms of picking up the grammar, are those of reading and listening, when you are receiving information rather than trying to give information to someone else. Of course, as in all languages, spoken grammar is not as strict with the rules as written, which makes it more straightforward. Push yourself on to more formal English grammar when you feel confident in yourself with the spoken word. Now, you will be learning about various verb tenses, types of sentence, and technical aspects of language, which can be complicated. Begin with simple aspects, though, and progress steadily and you will soon become familiar with it.
* Read, Read, Read and then Read some more
Read anything that you can in English - whether it be a newspaper, a comic book, a magazine or the instructions on a packet. What you read does not matter - the very act of reading and looking at the ways in which the sentences are structured, the tenses used and the words ordered will be the perfect way to see how the language fits together. It's a good idea, too, to remember grammatical aspects that look confusing to you, so that you can think about them and perhaps look them up in a text book later.
* Set yourself targets
It's always a good idea to give yourself certain targets to set out to achieve. Give yourself some realistic targets that you can try to reach - perhaps some short term ones, for a week, and some loner term ones to really strive for. When you reach your targets, give yourself a little treat as a reward for your hard, successful work. Regularly setting targets and assessing your progress is one sure way of keeping your level of motivation high. There are times when everybody's energy levels and sense of commitment drop just a little, but, if your targets are clear and you are choosing enjoyable study techniques, then you will be able to win through these battles. After all, you know it will be well worth it in the end.
Finally, my last piece of advice about how to learn English grammar is not to let it overwhelm you. A famous language teacher once said that the most important thing about communicating in a foreign language is the same as the important thing about tennis - you have to get the ball over the net. In other words, as long as the person the other side of the net - listening to you talk or reading what you have written - is able to understand you, that's what really matters. If you can hit a wonderful tennis shot - or be absolutely exact with your grammar - then that's a lovely bonus, but it's not the only thing to worry about.
Have fun.
For more details and tips visit:
http://www.learnenglish-a-z.com/how-to-learn-english-grammar.html
Maysaa has been an English teacher for over 20 years, beginning in her native country, and now in Abu Dhabi. She has worked with all levels of learning, both beginning and advanced, and with children as well as adults. Her site has lots of resources for English learners of all ages and level of learning. Lots of games and activities, with tips on how to become more proficient in English.
Technical Writing - A Short Summary of Basic Grammar Rules in English by Ugur Akinci
We technical writers usually do not stop and think about any grammar rules the way a driver never thinks about how the carburetor or alternator works. But sometimes I get letters from my readers asking various grammar questions. So let's review some of the basic rules of English grammar for a refresher.
Subject-Verb-Object
A full sentence in English does not get simpler than this. I love you. I is the Subject. Love is the verb. You is the Object. Best sentences in technical writing stick to this basic format, although it's not always possible to write in such a simple straightforward manner.
A PRONOUN is a "place holder" for a noun. When you refer to yourself as "me" instead of using your full name and last name you are using a pronoun.
A PREPOSITION is the connective tissue between two words or clauses. There are dozens of prepositions in the English language like "on," "under," "before," "after," "with," "without," "in," "at," "for," "until," etc.
The VERBS "to be" and "to have" must agree with the case of the SUBJECT
Subjects are singular or plural. If we are using personal pronouns, they also split into first, second, and third person cases, each with its singular and plural variations. The verb of a sentence must agree with the case of the subject.
The shop IS closed. [But] The shops ARE closed.
I AM okay. [But] We ARE okay.
The building HAS a window. [But] The buildings HAVE windows.
An ADJECTIVE describes/qualifies a NOUN.
The bus made a SUDDEN stop [Noun].
She made an URGENT appeal [Noun] for more funds.
An ADVERB describes/qualifies a VERB.
The bus stopped [Verb] SUDDENLY.
She URGENTLY appealed [Verb] for more funds.
INFINITIVE form of a verb is the one that starts with "to," without any inflections. "To write" is the infinitive form. "Wrote" is its simple past inflection.
SPLIT INFINITIVE is what strict grammarians caution against all the time. It happens when an adverb is used after the "to" of an infinitive.
"To QUICKLY summarize the issue..." [Correct: "To summarize the issue quickly, ..."]
"We agreed not to SUMMARILY dismiss his argument..." [Correct: "We agreed not to dismiss his argument summarily..."]
GERUND form of a verb is the one that ends with "-ing" and usually acts as a noun. "Shopping," although used as a noun, is actually the gerund form of the verb "to shop."
PARTICIPLE is the present or past participle form of a verb which is used as an ADJECTIVE.
"His DEPLETED bank account..."
"Our SOARING ambition..."
"The COOKING instructions..."
DANGLING PARTICIPLE happens when we cannot tell the correct subject of a verb due to the improper placement of the "participle" in a sentence.
"Burnt down to a rubble, the fireman sifted through the ashes of the house." What is "burnt down to a rubble" is of course the house, not the fireman. A better sentence would be: "The fireman sifted through the ashes of the house burnt down to a rubble."
If you are interested to read more about technical writing as a career and how it can help you earn a steady living, visit http://www.learntechnicalwriting.com/. You might be pleasantly surprised with what you'll find out. Join the thousands who are already helped and inspired by this information provided by a Fortune 500 Senior Technical Writer. Visit today and claim your free report "How Much Do Technical Writers Make?"
Dr. Ugur Akinci is a Fortune 500 Sr. Technical Communicator http://www.technicalcommunicationcenter.com/
Subject-Verb-Object
A full sentence in English does not get simpler than this. I love you. I is the Subject. Love is the verb. You is the Object. Best sentences in technical writing stick to this basic format, although it's not always possible to write in such a simple straightforward manner.
A PRONOUN is a "place holder" for a noun. When you refer to yourself as "me" instead of using your full name and last name you are using a pronoun.
A PREPOSITION is the connective tissue between two words or clauses. There are dozens of prepositions in the English language like "on," "under," "before," "after," "with," "without," "in," "at," "for," "until," etc.
The VERBS "to be" and "to have" must agree with the case of the SUBJECT
Subjects are singular or plural. If we are using personal pronouns, they also split into first, second, and third person cases, each with its singular and plural variations. The verb of a sentence must agree with the case of the subject.
The shop IS closed. [But] The shops ARE closed.
I AM okay. [But] We ARE okay.
The building HAS a window. [But] The buildings HAVE windows.
An ADJECTIVE describes/qualifies a NOUN.
The bus made a SUDDEN stop [Noun].
She made an URGENT appeal [Noun] for more funds.
An ADVERB describes/qualifies a VERB.
The bus stopped [Verb] SUDDENLY.
She URGENTLY appealed [Verb] for more funds.
INFINITIVE form of a verb is the one that starts with "to," without any inflections. "To write" is the infinitive form. "Wrote" is its simple past inflection.
SPLIT INFINITIVE is what strict grammarians caution against all the time. It happens when an adverb is used after the "to" of an infinitive.
"To QUICKLY summarize the issue..." [Correct: "To summarize the issue quickly, ..."]
"We agreed not to SUMMARILY dismiss his argument..." [Correct: "We agreed not to dismiss his argument summarily..."]
GERUND form of a verb is the one that ends with "-ing" and usually acts as a noun. "Shopping," although used as a noun, is actually the gerund form of the verb "to shop."
PARTICIPLE is the present or past participle form of a verb which is used as an ADJECTIVE.
"His DEPLETED bank account..."
"Our SOARING ambition..."
"The COOKING instructions..."
DANGLING PARTICIPLE happens when we cannot tell the correct subject of a verb due to the improper placement of the "participle" in a sentence.
"Burnt down to a rubble, the fireman sifted through the ashes of the house." What is "burnt down to a rubble" is of course the house, not the fireman. A better sentence would be: "The fireman sifted through the ashes of the house burnt down to a rubble."
If you are interested to read more about technical writing as a career and how it can help you earn a steady living, visit http://www.learntechnicalwriting.com/. You might be pleasantly surprised with what you'll find out. Join the thousands who are already helped and inspired by this information provided by a Fortune 500 Senior Technical Writer. Visit today and claim your free report "How Much Do Technical Writers Make?"
Dr. Ugur Akinci is a Fortune 500 Sr. Technical Communicator http://www.technicalcommunicationcenter.com/
Good English Grammar - Identifying and Correcting Comma Splices by Jose M. Blanco
The Problem: Identifying Comma Splices
A comma splice occurs when two independent clauses are joined only with a comma and nothing else. Some grammar handbooks call the comma splice, together with the fused sentence, a "run-on sentence." The term "run-on" often creates confusion in students because they think that a sentence that is long or "runs on" is wrong. This would be a mistake. For example, take a look at the following example:
Comma Splice Example: Robert eats worms, Mary dislikes Robert.
This sentence is fairly short; however, the comma that joins the two parts is wrong. In the language of formal written English, it is a "comma splice."
Terminology
Before we continue our discussion, it is important to understand some terms.
Clause: A group of words that has a subject and a verb. For example, in the sentence, "Mary dislikes Robert" the word Mary is the subject, and the word dislikes is the verb.
Independent Clause: A clause that can stand on its own as a sentence. The sentence "Robert eats worms" can stand alone without any other word or sentence. It is an independent clause.
Dependent Clause: A clause that cannot stand on its own as a sentence. The clause "Because Robert eats worms" cannot stand alone. It is not a sentence. However, it is a clause because "Robert" is the subject, and "eats" is the verb.
Coordinating Conjunction: Seven words that join clauses, phrases, or words. The words are For, And, Nor, But, Or, Yet, So. If you take the first letter of each word, you have the word FANBOYS, which is a convenient mnemonic (memory) device to help you remember these words.
Subordinating Conjunctions: Words that join clauses and make one clause more (or less) important than the other. In other words, a subordinating conjunction "subordinates" one clause to another. Common subordinating conjunctions include the words: after, although, as, as if, as long as, as though, because, before, even if, even though, if, if only, in order that, now that, once, rather than, since, so that, that, though, till, unless, until, when, whenever, where, whereas, wherever, while.
Conjunctive Adverb: A word, similar to a subordinating conjunction but with different properties, that connects two sentences. A semicolon (;) followed by the conjunctive adverb and a comma, must be used to join two independent clauses with a conjunctive adverb. Common conjunctive adverbs include: however, moreover, nevertheless, consequently, as a result, therefore.
The Solution: Fixing a Comma Splice
In standard written English, comma splices are not allowed. If you are writing for a formal audience (school, work, the web), it is important to avoid comma slices. To "splice" means to join, so a comma splice could easily have been called a comma JOIN, but the preferred term is "comma splice." Some people get confused and think that the word "splice" means to "separate," as in "split" + "slice" = "splice." But it is not that way.
To splice means to join, and in standard English, writers are not supposed to use comma splices in writing. It is a formal rule. Comma splices are easy errors for teachers, editors, and educated readers to notice.
The Five Ways to Fix a Comma Splice
Let us use the incorrectly punctuated sentence "Robert eats worms, Mary dislikes Robert" to illustrate the five ways of fixing a comma splice.
Make two sentences instead of one: Robert ate worms. Mary dislikes Robert.
Use a semicolon (;): Robert ate worms; Mary dislikes Robert.
Use a subordinating conjunction: (because, when, since, although,...). Because Robert ate worms, Mary dislikes Robert.
Use a semicolon plus a conjunctive adverb: (therefore, then, however,...). Robert ate worms; therefore, Mary dislikes Robert.
Use a coordinating conjunction: (for, and, nor, but, or, yet, so) - fanboys - after the comma. Robert ate worms, so Mary dislikes Robert.
Remember, you cannot use words like however and so just because they make grammatical sense. These words mean something. The words although, however, but, and yet indicate a contrast: I was on a diet; however, I still gained weight.
The words because, therefore, and so indicate a cause and effect relationship. The words and and then indicate that you are simply adding information. Use words cautiously.
A Final Example
Let us apply the five methods discussed above in correcting a comma splice.
Comma Splice: Johnny Cash was a great singer, he was never really accepted by the country music's mainstream.
Make two sentences: Johnny Cash was a great singer. He was never really accepted by the country music's mainstream.
Use a semicolon: Johnny Cash was a great singer; he was never really accepted by the country music's mainstream.
Use a subordinating conjunction: Although Johnny Cash was a great singer, he was never really accepted by the country music's mainstream.
Use a semicolon plus a conjunctive adverb: Johnny Cash was a great singer; however, he was never really accepted by the country music's mainstream.
Use a coordinating conjunction: Johnny Cash was a great singer, but he was never really accepted by the country music's mainstream.
Which one would you pick?
Remember that as writers, we want to make the information clear to our readers. The last three methods make the relationship between the clauses very clear (a contrast between the clauses), so any of the last three examples would be appropriate.
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
A comma splice occurs when two independent clauses are joined only with a comma and nothing else. Some grammar handbooks call the comma splice, together with the fused sentence, a "run-on sentence." The term "run-on" often creates confusion in students because they think that a sentence that is long or "runs on" is wrong. This would be a mistake. For example, take a look at the following example:
Comma Splice Example: Robert eats worms, Mary dislikes Robert.
This sentence is fairly short; however, the comma that joins the two parts is wrong. In the language of formal written English, it is a "comma splice."
Terminology
Before we continue our discussion, it is important to understand some terms.
Clause: A group of words that has a subject and a verb. For example, in the sentence, "Mary dislikes Robert" the word Mary is the subject, and the word dislikes is the verb.
Independent Clause: A clause that can stand on its own as a sentence. The sentence "Robert eats worms" can stand alone without any other word or sentence. It is an independent clause.
Dependent Clause: A clause that cannot stand on its own as a sentence. The clause "Because Robert eats worms" cannot stand alone. It is not a sentence. However, it is a clause because "Robert" is the subject, and "eats" is the verb.
Coordinating Conjunction: Seven words that join clauses, phrases, or words. The words are For, And, Nor, But, Or, Yet, So. If you take the first letter of each word, you have the word FANBOYS, which is a convenient mnemonic (memory) device to help you remember these words.
Subordinating Conjunctions: Words that join clauses and make one clause more (or less) important than the other. In other words, a subordinating conjunction "subordinates" one clause to another. Common subordinating conjunctions include the words: after, although, as, as if, as long as, as though, because, before, even if, even though, if, if only, in order that, now that, once, rather than, since, so that, that, though, till, unless, until, when, whenever, where, whereas, wherever, while.
Conjunctive Adverb: A word, similar to a subordinating conjunction but with different properties, that connects two sentences. A semicolon (;) followed by the conjunctive adverb and a comma, must be used to join two independent clauses with a conjunctive adverb. Common conjunctive adverbs include: however, moreover, nevertheless, consequently, as a result, therefore.
The Solution: Fixing a Comma Splice
In standard written English, comma splices are not allowed. If you are writing for a formal audience (school, work, the web), it is important to avoid comma slices. To "splice" means to join, so a comma splice could easily have been called a comma JOIN, but the preferred term is "comma splice." Some people get confused and think that the word "splice" means to "separate," as in "split" + "slice" = "splice." But it is not that way.
To splice means to join, and in standard English, writers are not supposed to use comma splices in writing. It is a formal rule. Comma splices are easy errors for teachers, editors, and educated readers to notice.
The Five Ways to Fix a Comma Splice
Let us use the incorrectly punctuated sentence "Robert eats worms, Mary dislikes Robert" to illustrate the five ways of fixing a comma splice.
Make two sentences instead of one: Robert ate worms. Mary dislikes Robert.
Use a semicolon (;): Robert ate worms; Mary dislikes Robert.
Use a subordinating conjunction: (because, when, since, although,...). Because Robert ate worms, Mary dislikes Robert.
Use a semicolon plus a conjunctive adverb: (therefore, then, however,...). Robert ate worms; therefore, Mary dislikes Robert.
Use a coordinating conjunction: (for, and, nor, but, or, yet, so) - fanboys - after the comma. Robert ate worms, so Mary dislikes Robert.
Remember, you cannot use words like however and so just because they make grammatical sense. These words mean something. The words although, however, but, and yet indicate a contrast: I was on a diet; however, I still gained weight.
The words because, therefore, and so indicate a cause and effect relationship. The words and and then indicate that you are simply adding information. Use words cautiously.
A Final Example
Let us apply the five methods discussed above in correcting a comma splice.
Comma Splice: Johnny Cash was a great singer, he was never really accepted by the country music's mainstream.
Make two sentences: Johnny Cash was a great singer. He was never really accepted by the country music's mainstream.
Use a semicolon: Johnny Cash was a great singer; he was never really accepted by the country music's mainstream.
Use a subordinating conjunction: Although Johnny Cash was a great singer, he was never really accepted by the country music's mainstream.
Use a semicolon plus a conjunctive adverb: Johnny Cash was a great singer; however, he was never really accepted by the country music's mainstream.
Use a coordinating conjunction: Johnny Cash was a great singer, but he was never really accepted by the country music's mainstream.
Which one would you pick?
Remember that as writers, we want to make the information clear to our readers. The last three methods make the relationship between the clauses very clear (a contrast between the clauses), so any of the last three examples would be appropriate.
You may have additional questions about using correct English. If you do, please contact me. My name is Jose M. Blanco. I teach English composition, and I have developed worksheets to help students and teachers alike. Please visit my website, http://www.grammar-worksheets.com/ for additional resources and contact information.
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