What do you want to know?

I'm about ready to start a new semester teaching a whole new group of students.

As I'm preparing my course-work and reviewing assignments, I'm reminded that some (many?) students are anxious about this course because they haven't written an academic composition in a while, or they just haven't had good experiences with writing.

If you're a former student (or someone who has stumbled on this blog), and you have a question about writing that is not addressed elsewhere, would you please send me an email? I'd like to add more relevant content.

Thank you!

Keep pen to paper!

Prof. Rinehart

An English Instructor's Pet Peeves ... or what NOT to do! (Part 2)

Have you ever wondered what really bugs your English teacher? No? Well, you should! The more that you can master English grammar concepts (and avoid making common errors), the more effective you will be as you write academic essays.

Part one covered some of the more common errors I see in students' papers. Now, let's look at a few more:

• Accept versus except: As with other similar-sounding words, these are not interchangeable. For example: I would accept your invitation except I have another appointment.
• Already versus all ready: Again, there is a difference in meaning. For example: We were all ready to go to the movie, but it had already started.
• All right: All right is always two words. Alright is a common misspelling and is incorrect.
• Lay versus lie: Lay is an action of placement; lie is an action of reclining. For example: Please lay your book on the table before you lie down. (NOTE: These irregular verbs are tricky in all tenses; review before using.)
• Raise versus rise: Raise is an action of lifting; rise is an action of getting up. For example: Will you raise the blinds before I rise? (See the note above regarding tricky irregular verbs.)
• Whose versus who's: Whose is possessive; who's is the contraction of who is. For example: Whose car is that? Who's going with you?
• Any more versus anymore: These are not interchangeable either. For example: He does not want anymore. She does not live here any more.
• Everyday versus every day: Everyday is an adjective; every day is a designation of something done each day. For example: Everyday problems tend to arise every day.
• Then versus than: Then is a proposition leading from one thought to the next; than is a comparative. For example: If you do your homework, then you can have ice cream. I would rather eat ice cream than do homework.
• All together versus altogether: These are even more words that are not interchangeable. For example: It is not altogether true that our family never spends vacation all together.
• Is when or is where: These are faulty constructions. Instead of Adolescence is when a person is between childhood and adulthood, write Adolescence is a stage between childhood and adulthood.
• Kind of or sort of: These are very weakly, informally constructed. Instead of I am feeling kind of tired, write I am feeling rather tired.
• Maybe versus may be: Tuesday may be a legal holiday; maybe we do not have classes.
• OK/O.K./Okay: All are spelled correctly, but all should be avoided with formal, academic essays.
• Being that: This is extremely weak construction. Instead of Being that I am from Southern California, I like to spend time at the beach, write Because I am from Southern California, I like to spend time at the beach.

I cannot encourage you enough to review concepts regularly and practice writing as often as you can if you want to become a more effective writer.

Keep pen to paper!
Prof. Rinehart

P.S. If you have some concepts that you would like some help with and you cannot find them here, feel free to email at writingispainless123@gmail.com. I would be happy to address any concerns.

An English Instructor's Pet Peeves ... or what NOT to do! (Part 1)

It has been a while since I posted on Writing Is Painless. I already covered most of the "should do's," but I was reminded yet again that there are certain "should NOT do's" that I have yet to address.

So here are some more common issues that are on most English teachers' pet peeves lists (in no particular order):

• Avoid informal language (see the blog on formal vs. informal writing). For example, don't use a lot. Use much or many.
• You in formal writing ... DON'T DO IT! Always write in third person (this is also addressed in the blog on formal vs. informal writing).
• Assure vs. ensure vs. insure: These are not interchangeable. If you're unsure about definitions, look them up. For example: I assure you that taking time to insure your car will ensure you will not have any money problems if you have an accident.
•  Can vs may: Can means you have the ability to do something; may means you have permission to do it.
• Could of ... would of ... should of: These do not exist! Could, would, and should are helping verbs to be used with have (e.g., I would have gone to the store, but I didn't have time).
• Good vs. well: Good is an adjective (e.g., You are a good pianist); well is an adverb (e.g., You play the piano well)
• Well in cases of health: When asked, "How are you?" the answer should be "I am well" NOT "I am good."
• It's vs. its: It's is the contraction of it is (e.g., It's going to be a good day); its is the possessive of it (e.g., The book was in its place).
• Real vs. really: Real is an adjective meaning genuine or true (e.g., You are a real friend); really is an adverb meaning genuinely or truly (e.g., You are a really good friend).
• That vs. who: Use that with animals, inanimate objects, or undetermined groups of people (e.g., Every year, Disneyland welcomes countless people that visit); use who with specific people (e.g., I went to the store with my cousins who needed groceries).
• That vs. which: That always introduces a restrictive clause (e.g., We should use the lettuce that Susan bought); which can introduce either restrictive or non-restrictive clauses, but many writers use which for non-restrictive clauses and that for restrictive clauses (e.g., The leftover lettuce, which is in the refrigerator, would make a good salad). NOTE: Restrictive clauses are not set off by commas; non-restrictive clauses are.
• Their vs. there vs. they're: Their is possessive (e.g., All employees need to pick up their paychecks); there is a preposition (e.g., Put your books there); they're is a contraction of they are (e.g., They're going to call you tomorrow).
• Your vs. you're: Your is possessive (e.g., Have you called your mother lately?); you're is the contraction of you are (e.g., You're going to have to speak more clearly).
• To vs. too vs. two: These are not interchangeable. For example: The two of you need to go before it gets too late.
• Lose vs. loose: Lose means misplace (e.g., You lose your keys often, don't you?); loose means to unbind or unbound (e.g., You have a loose thread on your sweater).

Well, these are just a few of those "pet peeves" that drive English instructors crazy (or at least this English instructor). I'll be back in a couple of weeks with a few more, so stay tuned!

Keep pen to paper!
Prof. Rinehart