One of my readers said she was surprised that “its” was the most common mistake in writing. She said she had more problems with punctuation. I’m sure many others would agree.
Question: What is one mistake in punctuation that no one in America should make? Answer: In America, periods and commas are placed INSIDE closing quotation marks. ALWAYS. NO EXCEPTIONS.
I read the short story, “Most Dangerous Game.” In America, the period is placed INSIDE the closing quotation marks, even though the quotation is only part of the sentence. Britons and Canadians would put the period outside of the closing quotation marks because it is only part of the sentence. NOT IN AMERICA.
The short story, “Most Dangerous Game,” is one of the most exciting I have ever read. In America, the comma is placed INSIDE the closing quotation marks, even though the quotation is only part of the sentence. Britons and Canadians would put the comma outside the closing quotation marks because the quotation is only a part of the sentence. NOT IN AMERICA.
The question mark (?) and the exclamation point (!) in America are the same as the practice of the British and Canadians. They are placed outside a quotation that is part of the sentence and inside when the quotation is a complete sentence. Did you read “Most Dangerous Game”? [part of sentence, outside] She asked, “Wasn’t that the best story you ever read?” [whole sentence, inside].
The semicolon and colon are ALWAYS placed outside the closing quotation marks.
Review:
1. Commas and periods, in America, are ALWAYS placed inside closing quotation marks.
2. Question marks and exclamation points are placed outside closing quotation marks when the quotation is part of the sentence, and inside the closing quotation marks when the whole sentence is a quotation.
3. Semicolons and colons are always placed outside the closing quotation marks.
I can still remember our professor at Villanova University exploding one day about the illiteracy of English majors. “You’re supposed to be English majors,” he said, “but you don’t even know that commas and periods go inside closing quotation marks.” I didn’t know that. And I never forgot it.
RayS.
Monday, February 11, 2008
Friday, February 8, 2008
Avoiding Sexist Language
Probably the most persistent question on sexist language I have been asked is how to deal with sentences like this one:“Everyone returned to their homes.”
Ungrammatical solution: “Everyone” is singular and “their” is plural. Grammatically, they don’t agree. The purist says, “No way.”
The traditional solution, “Everyone returned to his home” is grammatically correct. “Everyone” is singular; “his” is singular. But the sentence is sexist, implying that the whole human race is male. Not acceptable.
Another solution popular in my professional journals is, “ Everyone returned to his or her home.” Awkward. And once you begin the string of “his and her” in following sentences, the language becomes repetitious and ugly.
The best solution is to begin in the plural and to stay there.“ The party goers returned to their homes.” The subject, “party goers,” is plural and “their” is plural. Grammatically, they agree. Besides “party goers” is more precise than “Everyone.” Believe me, it will be easier to switch from the singular subjects, “The student,” and “The child,” to the plural “Students” and “Children” than to have to deal with all the “his and her” phrases that the use of the singular will require.
By the way, one other solution to “Everyone returned to their homes” would be, “Everyone went home.” That solution has the advantage of conciseness.
But if you find yourself starting with the singular and wondering what to do about the awkward use of “his and her,” just change from singular to plural and everything will follow smoothly.
Also by the way, some people have criticized my use of “And” and “But” to begin sentences. English teachers tell you that you can’t do it. Professional writers in the real world do it all the time. I happen to like beginning sentences with “And” and “But,” but I do need to use the practice sparingly or it loses its effect. RayS.
Ungrammatical solution: “Everyone” is singular and “their” is plural. Grammatically, they don’t agree. The purist says, “No way.”
The traditional solution, “Everyone returned to his home” is grammatically correct. “Everyone” is singular; “his” is singular. But the sentence is sexist, implying that the whole human race is male. Not acceptable.
Another solution popular in my professional journals is, “ Everyone returned to his or her home.” Awkward. And once you begin the string of “his and her” in following sentences, the language becomes repetitious and ugly.
The best solution is to begin in the plural and to stay there.“ The party goers returned to their homes.” The subject, “party goers,” is plural and “their” is plural. Grammatically, they agree. Besides “party goers” is more precise than “Everyone.” Believe me, it will be easier to switch from the singular subjects, “The student,” and “The child,” to the plural “Students” and “Children” than to have to deal with all the “his and her” phrases that the use of the singular will require.
By the way, one other solution to “Everyone returned to their homes” would be, “Everyone went home.” That solution has the advantage of conciseness.
But if you find yourself starting with the singular and wondering what to do about the awkward use of “his and her,” just change from singular to plural and everything will follow smoothly.
Also by the way, some people have criticized my use of “And” and “But” to begin sentences. English teachers tell you that you can’t do it. Professional writers in the real world do it all the time. I happen to like beginning sentences with “And” and “But,” but I do need to use the practice sparingly or it loses its effect. RayS.
Thursday, February 7, 2008
Writer's Block
Topic: Writer's Block
Question: I’m a college student. The other day in English class the instructor walked into the room, gave the assignment, sat down at her desk and began to mark papers. The assignment: write a composition on the topic of “Autumn” and complete it during the class period. Wow! I had no idea how to even begin. I sat there during the class period staring at a blank sheet of paper and, of course, I never turned anything in. And I earned a zero. How on earth could I complete that assignment in one period? (This is a real experience with a real person whose initials are B.A.)
Answer: You experienced a form of writer’s block in which you can’t start to write because you don’t know how to begin. Here’s what you do the next time you are hit with a surprise composition.
You have approximately 50 minutes to complete the assignment.
Brainstorming: 10 minutes. Spend the first ten minutes brainstorming the topic. Quickly list as many ideas on the topic as you can think of. Don’t try to put them in order. Don’t pay any attention to grammar or spelling. Don’t even try to write in sentences. Just list your ideas in words and phrases. I guarantee you that your ideas will come.
Review your brainstorm and write a main idea and three sub-topics. 5 minutes. Quickly go over the ideas in your brainstorm and try to write a main idea with three sub-topics based on the main idea. Suggested main idea: “Autumn is a beautiful season.” Suggested sub-topics: weather, color and harvest moon.
Write the first draft, ( 15 minutes) beginning with the main idea or thesis sentence. Write quickly. Don't let spelling, sentence structure hold you up. You'll have another ten minutes to revise and edit. Turn the three sub-topics (weather, color, harvest moon) into paragraphs, with each sub-topic turned into the topic sentence: ("The weather in autumn is usually warm and sunny in the day with a touch of frost at night.") Include a summary, final paragraph.
Introduce the first paragraph with a description or incident to catch the reader's interest. The main idea or thesis sentence should follow the introduction. (5 minutes)
Edit: 10 minutes.Check your spelling. Spelling mistakes are most obvious and irk English teachers. Begin reading from the last word in the last paragraph back to the first word in the first paragraph. You’ll be better able to see the details of the words.
Then re-read the composition from first word to last, checking for any obvious mistakes. In that time you’ll only be able to correct really obvious problems like incomplete sentences or run-ons (two sentences run-together). (5 minutes)
Done!
Handwriting. By the way, such an assignment will most likely be handwritten. If your cursive writing is as illegible as mine, you’ll probably want to use manuscript (print) writing. Don’t worry about speed. Research shows that writers who use manuscript write just as quickly as writers who use cursive.
Note: Writer’s block comes from many different causes, and many different solutions are available. You tell me your experience with writer’s block and I will suggest solutions. RayS.
Question: I’m a college student. The other day in English class the instructor walked into the room, gave the assignment, sat down at her desk and began to mark papers. The assignment: write a composition on the topic of “Autumn” and complete it during the class period. Wow! I had no idea how to even begin. I sat there during the class period staring at a blank sheet of paper and, of course, I never turned anything in. And I earned a zero. How on earth could I complete that assignment in one period? (This is a real experience with a real person whose initials are B.A.)
Answer: You experienced a form of writer’s block in which you can’t start to write because you don’t know how to begin. Here’s what you do the next time you are hit with a surprise composition.
You have approximately 50 minutes to complete the assignment.
Brainstorming: 10 minutes. Spend the first ten minutes brainstorming the topic. Quickly list as many ideas on the topic as you can think of. Don’t try to put them in order. Don’t pay any attention to grammar or spelling. Don’t even try to write in sentences. Just list your ideas in words and phrases. I guarantee you that your ideas will come.
Review your brainstorm and write a main idea and three sub-topics. 5 minutes. Quickly go over the ideas in your brainstorm and try to write a main idea with three sub-topics based on the main idea. Suggested main idea: “Autumn is a beautiful season.” Suggested sub-topics: weather, color and harvest moon.
Write the first draft, ( 15 minutes) beginning with the main idea or thesis sentence. Write quickly. Don't let spelling, sentence structure hold you up. You'll have another ten minutes to revise and edit. Turn the three sub-topics (weather, color, harvest moon) into paragraphs, with each sub-topic turned into the topic sentence: ("The weather in autumn is usually warm and sunny in the day with a touch of frost at night.") Include a summary, final paragraph.
Introduce the first paragraph with a description or incident to catch the reader's interest. The main idea or thesis sentence should follow the introduction. (5 minutes)
Edit: 10 minutes.Check your spelling. Spelling mistakes are most obvious and irk English teachers. Begin reading from the last word in the last paragraph back to the first word in the first paragraph. You’ll be better able to see the details of the words.
Then re-read the composition from first word to last, checking for any obvious mistakes. In that time you’ll only be able to correct really obvious problems like incomplete sentences or run-ons (two sentences run-together). (5 minutes)
Done!
Handwriting. By the way, such an assignment will most likely be handwritten. If your cursive writing is as illegible as mine, you’ll probably want to use manuscript (print) writing. Don’t worry about speed. Research shows that writers who use manuscript write just as quickly as writers who use cursive.
Note: Writer’s block comes from many different causes, and many different solutions are available. You tell me your experience with writer’s block and I will suggest solutions. RayS.
Wednesday, February 6, 2008
Capitalizing Family Relationhips
I’ll organize this one like Jeopardy: first the answer and then the question, which was asked by a friend who was editing a book.
Answer: When my uncle.... When her mother.... Then my pop.... When Uncle Don.... When Mother came down.... Then Pop would take us....
Question: When do you capitalize references to relatives?
You don’t capitalize the statement of relationship (“my uncle….” “her mother….” “Then, my pop took us….”
You do capitalize your relatives when you are referring directly to the person as a substitute for the actual name. “When Mother (Mrs. Sue Gibbon) came down stairs….” “Then Pop (Mr. George Gibbon) would take us….” And, of course, “When Uncle Don…..”
To be practical, if you put a word like “my” (possessive adjcectives--my, your, their, her, his, etc.) before the relative (“I called my mother”), you don’t capitalize. When you refer directly to the relative, without “my” or “her” or “his,” you do capitalize. “I called Mother.”
Tip: Keep a record of examples for quick reference. For example: Capitalization: "I called my dad to come in a hurry." "I called Dad to come in a hurry." The example is probably all you will need to remind yourself about how to solve this problem. Rays.
Answer: When my uncle.... When her mother.... Then my pop.... When Uncle Don.... When Mother came down.... Then Pop would take us....
Question: When do you capitalize references to relatives?
You don’t capitalize the statement of relationship (“my uncle….” “her mother….” “Then, my pop took us….”
You do capitalize your relatives when you are referring directly to the person as a substitute for the actual name. “When Mother (Mrs. Sue Gibbon) came down stairs….” “Then Pop (Mr. George Gibbon) would take us….” And, of course, “When Uncle Don…..”
To be practical, if you put a word like “my” (possessive adjcectives--my, your, their, her, his, etc.) before the relative (“I called my mother”), you don’t capitalize. When you refer directly to the relative, without “my” or “her” or “his,” you do capitalize. “I called Mother.”
Tip: Keep a record of examples for quick reference. For example: Capitalization: "I called my dad to come in a hurry." "I called Dad to come in a hurry." The example is probably all you will need to remind yourself about how to solve this problem. Rays.
Tuesday, February 5, 2008
Spelling: -sede; -ceed; -cede.
The “-sede,” “-ceed” and “-cede” words.
No one asked me this question. The copy or headline editor for the West Chester Daily Local News should have asked it.There it was. Right in the headline: “Supercede.” An unforgivable spelling error right in the middle of the headline. I rubbed my hands in glee. Was I ever going to let the editor of the Daily Local hear about this one!
Why, the kids in my 9th-grade class knew that ONLY ONE word ends in “-SEDE” and that word is “superSEDE.” Only THREE words end in“-CEED” and they are “PROceed,” “SUCceed” and “EXceed.” All the other “-CEDE” words end in “-CEDE” (except for the SEED that you plant in the ground): “intercede,” “secede,” “precede,” "recede," etc.
And then I got to thinking. I didn’t know that spelling “rule” until I read Harry Shefter’s Six Minutes a Day to Perfect Spelling. And that was when I was teaching my first ninth-grade class. I never learned it or knew it in grade school, high school or college. The editor had probably never been taught that spelling rule either. So I sat down and wrote a diplomatic letter to the editor, telling him the “–sede, -ceed, and –cede” “rule.”
I began the letter by saying “You probably never knew this, but there is a rule about words ending in “–sede, -ceed and –cede.” I mailed the letter and didn’t think of it again until the phone rang on a Saturday night. Would you believe it? It was the editor of the Daily Local. He thanked me for the letter, admitted he did not know the rule and said that he appreciated my not blasting him for the mistake. Most people, he said, would have called me an idiot and other less printable words.
That's one reason I try to be tactful when correcting other people's English. I hope you, too, will be tactful when you find my inevitable mistakes. RayS.
No one asked me this question. The copy or headline editor for the West Chester Daily Local News should have asked it.There it was. Right in the headline: “Supercede.” An unforgivable spelling error right in the middle of the headline. I rubbed my hands in glee. Was I ever going to let the editor of the Daily Local hear about this one!
Why, the kids in my 9th-grade class knew that ONLY ONE word ends in “-SEDE” and that word is “superSEDE.” Only THREE words end in“-CEED” and they are “PROceed,” “SUCceed” and “EXceed.” All the other “-CEDE” words end in “-CEDE” (except for the SEED that you plant in the ground): “intercede,” “secede,” “precede,” "recede," etc.
And then I got to thinking. I didn’t know that spelling “rule” until I read Harry Shefter’s Six Minutes a Day to Perfect Spelling. And that was when I was teaching my first ninth-grade class. I never learned it or knew it in grade school, high school or college. The editor had probably never been taught that spelling rule either. So I sat down and wrote a diplomatic letter to the editor, telling him the “–sede, -ceed, and –cede” “rule.”
I began the letter by saying “You probably never knew this, but there is a rule about words ending in “–sede, -ceed and –cede.” I mailed the letter and didn’t think of it again until the phone rang on a Saturday night. Would you believe it? It was the editor of the Daily Local. He thanked me for the letter, admitted he did not know the rule and said that he appreciated my not blasting him for the mistake. Most people, he said, would have called me an idiot and other less printable words.
That's one reason I try to be tactful when correcting other people's English. I hope you, too, will be tactful when you find my inevitable mistakes. RayS.
Monday, February 4, 2008
Most Frequent Mistake in Writing
Q & A on Writing. Introduction.
First, a trivia question: What is the most frequent mistake in writing? Answer at the end.
I have spent 35 years in teaching and supervising English, and I have learned to anticipate the problems, mistakes and questions most people have in writing, grammar, usage, spelling and punctuation.
So this Web site is for you, your children and your grandchildren—and great-grandchildren—or anyone you know who has a question about writing. Just send me your question(s) on writing, grammar, usage, spelling and punctuation to raystop2@comcast.net. The answer will appear in my blog. The questioner will be anonymous. The service is absolutely free.
If you need a quick reply, before the answer is published in the blog, I will send it as soon as I can by e-mail.You will find the blog at http://qawriting-rays@blogspot.com.
Now for the answer to my trivia question. A study in the English education journal College Composition and Communication says that the most frequent mistake in grammar in student writing is the possessive pronoun, “its.”People confuse “it’s,” which is a contraction for “it is,” with the possessive “its”: “the dog ran with its tail between its legs,” etc.
It might help you to remember that there is no apostrophe in the possessive form of “it,” “its,” by noting that NO possessive pronoun uses an apostrophe: “his,” “hers,” “yours,” “theirs” and “its.”The mistake comes from relating the possessive pronoun, “its,” to the normal possessive of singular nouns: “the dog’s coat,” “the horse’s bridle,” etc.
I look forward to hearing from you.
RayS.
First, a trivia question: What is the most frequent mistake in writing? Answer at the end.
I have spent 35 years in teaching and supervising English, and I have learned to anticipate the problems, mistakes and questions most people have in writing, grammar, usage, spelling and punctuation.
So this Web site is for you, your children and your grandchildren—and great-grandchildren—or anyone you know who has a question about writing. Just send me your question(s) on writing, grammar, usage, spelling and punctuation to raystop2@comcast.net. The answer will appear in my blog. The questioner will be anonymous. The service is absolutely free.
If you need a quick reply, before the answer is published in the blog, I will send it as soon as I can by e-mail.You will find the blog at http://qawriting-rays@blogspot.com.
Now for the answer to my trivia question. A study in the English education journal College Composition and Communication says that the most frequent mistake in grammar in student writing is the possessive pronoun, “its.”People confuse “it’s,” which is a contraction for “it is,” with the possessive “its”: “the dog ran with its tail between its legs,” etc.
It might help you to remember that there is no apostrophe in the possessive form of “it,” “its,” by noting that NO possessive pronoun uses an apostrophe: “his,” “hers,” “yours,” “theirs” and “its.”The mistake comes from relating the possessive pronoun, “its,” to the normal possessive of singular nouns: “the dog’s coat,” “the horse’s bridle,” etc.
I look forward to hearing from you.
RayS.
Friday, February 1, 2008
Review of Questions on Writing by RayS in 2007
Directions: Continuing the list of questions I have already answered about writing in 2007. The date at the end of the question is the date on which I have published my answer. Just go to the “Blog Archive” on the right of the blog. Click on "2007." Click on the month and find the date and my answer.
How do I learn to write something with which I am unfamiliar? Tuesday, October 2, 2007.
Are writing standards slipping? Thursday, October 4, 2007.
What annoys professional editors about writers? Monday, October 8, 2007.
How can I find ideas to write about? Tuesday, October 9, 2007.
How do I write for a scientific journal? Wednesday, October 10, 2007.
How can I help high school and college students practice their writing? Thursday, October 11, 2007.
What can I learn on the Internet about Writing? Powerpoint Presentations. Monday, October 15, 2007.
What are some myths about writing and teaching writing? Tuesday, October 16, 2007.
What should I look for when I revise? Wednesday, October 17, 2007.
Where can you find good information on business writing? Thursday, October 18, 2007.
How should I organize a business letter? Friday, October 19, 2007.
Finis.
How do I learn to write something with which I am unfamiliar? Tuesday, October 2, 2007.
Are writing standards slipping? Thursday, October 4, 2007.
What annoys professional editors about writers? Monday, October 8, 2007.
How can I find ideas to write about? Tuesday, October 9, 2007.
How do I write for a scientific journal? Wednesday, October 10, 2007.
How can I help high school and college students practice their writing? Thursday, October 11, 2007.
What can I learn on the Internet about Writing? Powerpoint Presentations. Monday, October 15, 2007.
What are some myths about writing and teaching writing? Tuesday, October 16, 2007.
What should I look for when I revise? Wednesday, October 17, 2007.
Where can you find good information on business writing? Thursday, October 18, 2007.
How should I organize a business letter? Friday, October 19, 2007.
Finis.
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