Any grammar questions?

It's the start of a new term for the online university for which I teach. As always, I have a slew of new students, some of whom haven't written a formal essay in some time.

It is these students whom I ask: Do you have any grammar questions? In the several years I've been maintaining this blog, I think I've answered the most pressing, but please feel free to send me an email if you'd like to see more topics.

To those new students this term: I'm looking forward to working with you and helping you to find that writing is painless!

Keep pen to paper!
Prof. Rinehart

If only it were true ...

I am in the process of grading essays, which sometimes brings up a new concept to address. This term, I have seen several issues with the subjunctive mood.

The subjunctive mood is used when you are writing about something that you would like to be true but is not. It is a wish, a condition, or a command that is contrary to fact. In other words, if the situation does not presently exist, but you are suggesting, wishing, or stating that it should, use the subjunctive mood.

Generally, "were" and "be" replace "was" and "is." Verbs become the singular present tense.

For example, you want to go to travel to Europe, and you are trying to convince your spouse (who is an avid photographer):

If we were to go to Europe, you could take great photos.

Another example would be a command or suggestion:

I recommend that each teacher be present at the faculty meeting. (... rather than "each teacher is present")

To protect the jewels, it is essential that Rick guard the box. (... rather than "Rick guards the box")

I know this can be a tricky concept, so feel free to email me should you have further questions.

Keep pen to paper!
Prof. Rinehart

Possessives or Plurals ... That is the question ...

I'm in the middle of grading a slew of essays for another group of students, and it's making me a bit ... um ...

Well, let's just say, one of my pet peeves is being prodded (and you know what they say about poking a bear with a stick?).

It's this whole issue of possessives versus plurals. I wrote an entire blog about possessive use in April 2014 (please read it for even more detail), but because it is front of mind, I thought I'd post a quick refresher.

Possessive form is NOT the same as plural. Possessive form means ownership. Plural means more than one. They are not interchangeable. HOWEVER, there is such a thing as plural possessive (ownership by more than one)... have I confused you yet?

Let's take them one at a time.

Possessive form:

It is the student's book. (In other words, the book belongs to one student.)

Plural:

Several students bought their books. (In other words, more than one student bought books.)

Plural possessive:

The students' books are on the table, (In other words, the books of more than one student are on the table.)

It's really very simple.

So let's take a little quiz.

A student writes:

The stories theme is about fate.

Questions: Is she writing about multiples stories? Then the word stories should still be possessive, and the noun and verb need to be changed. Is she writing about a single story? Then the word stories should be single possessive.

If it's the first (multiple stories), then the sentence should be:

The stories' themes are about fate.

If it's the second (single story), the the sentence should be:

The story's theme is about fate.

Again, I go into much more detail in the entry I mentioned above. If this is something you struggle with, PLEASE review that entry.

Okay. I'm glad I got that off my chest. Now, back to grading!

Keep pen to paper!
Prof. Rinehart

Gerunds ... using "-ing' verbs

Well, hello ...

It's been a while since I gave a grammar tip. Hectic times.

As I was thinking about what I wanted to share with you, I decided to focus on a lesser-known concept: the Gerund.

Simply put, a gerund is a -ing verb. For example:

swimming
driving
eating

Gerunds function as nouns and can be used as subjects, direct objects, and objects of prepositions.

Subjects:

Running is my favorite way to exercise.
Singing is her greatest pleasure.

Direct objects:

My dogs do not like bathing.
Sharon wants to do more traveling.

Objects of prepositions:

Karen wrote a book about cooking.
Annie won first prize for acting. 

A key when using a gerund is using the possessive form of the noun or pronoun that precedes it. Because the gerund is a noun, your sentence needs to be structured correctly. So, if you wrote a sentence like:

I like your dress, you'd know to use the possessive form of the pronoun, right? Dress is a noun, so you'd use the possessive form of the pronoun. Easy!

However, we often see sentences written like:

Her family loves Karen cooking.
Joe enjoys his sister playing the piano.

Do these look right to you? If so, ask yourself: How are the words cooking and playing functioning in the sentences? Hopefully, you can see they're functioning as nouns; therefore, they're gerunds. Cooking and playing are things (as in "people, places, or things") not actions. So, the sentences should be:

My family loves Karen's cooking.
Joe enjoys his sister's playing the piano.

Do you see the difference?

Your goal as a writer is to look closely at each sentence you write and make certain you're using the correct structure. So when you find yourself using an -ing verb, ask yourself: Is this word functioning as a verb? Or as a noun? If it's the latter, then make certain you're using the possessive form of the noun or pronoun that precedes it.

If this isn't clear, feel free to comment (and if you're a Liberty student, send me an email via my Liberty email address).

As always, keep pen to paper!

Prof. Rinehart

Subject-Verb Agreement

Hello!

I'm a week behind in posting this, but life is very, very hectic right now. Juggling nine classes, even temporarily, certainly keeps me on my toes! I'm reminded, though, how many people have forgotten (or never learned?) some of the basics of English composition. Thus, I continue to write this blog!

Today, we're going to look at a concept that should be relatively simple ... and it can be. However, I still see issues with this in some of my students' writing.

The concept is: Subjects and verbs must agree in "number." This means that singular forms of the noun or pronoun in the subject must agree with the singular form of the verb; plural forms of the noun or pronoun in the subject must agree with the plural form of the verb.

Please note I said the singular form of the verb or the plural form of the verb. Some students get hung up on the fact that plural forms of nouns have an s on the end, so they think that the plural form of the verb also means an s at the end.

What I recommend to students is looking at the verb and conjugating it using pronouns:

I think ...
He thinks ...
She thinks ...
We think ...
They think ...
Who thinks ...
One thinks ...

So, if you're writing

John _______ in the morning,

you'd use the third person singular form of the verb:

John walks in the morning.

If you're writing

The students ________ for each test the night before.

you'd use the third person plural form of the verb:

The students cram for each test the night before.

Simple, right?

The issues arise when other elements come between the subject and the verb:

It's extremely important to break your sentence down to its absolute basics to make certain your subjects and verbs agree.

Another issue is what to do with compound subjects connected with and and those connected with or or nor.











Finally, you need to be aware indefinite pronouns (both singular and plural) and collective nouns:

As I've written before, writers communicate only with the words they use ... and how those words are used. Understanding simple concepts goes a long way towards your being more effective communicators.

My next blog (hopefully next week?) will be on writing thesis statements and outlines. I hope to "see" you then!

Keep pen to paper!

Prof. Rinehart

Agreeing Pronouns (pronoun-antecedent agreement)

Happy Friday!

I believe I left off the last blog stating I'd be writing about thesis statements this week, but based on some grading I've done lately, I think a discussion about pronoun-antecedent agreement is needed.

We know that pronouns are parts of speech that replace nouns in a sentence. Instead of saying:

Susan took Susan's children to school and then drove Susan's car to the mechanic. Bill, the mechanic, used Bill's tools to fix Susan's car.

you would probably write:

Susan took her children to school and then drove her car to the mechanic. Bill, the mechanic, used his tools to fix her car.

An exception would be if the mechanic were also female:

Susan took her children to school and then drove her car to the mechanic. Karen, the mechanic, used her tools to fix Susan's car.

The waterfall was majestic in its beauty.

The miniature horses were adorable as they
romped around the paddock.

So what's the key behind pronoun-antecedent agreement?

When you use a singular noun or pronoun, associated pronouns must also be singular.
When you use a plural noun or pronoun, associated pronouns must also be plural.

Simple? Well, not necessarily. I don't think the issues arise with regular nouns and pronouns. Most people won't argue that "Susan" is a singular noun, so any pronouns associated with that noun will be singular (i.e., "she" or "her"). Further, most people won't argue that "people" is a plural noun, so any pronouns associated with that noun will be plural (i.e., "they" or "them").

With me so far?

Indefinite pronouns, however, muddy the waters. Indefinite pronouns are pronouns that are ... well, indefinite. They refer to an undefined person(s) or thing(s). Some indefinite pronouns are singular; others are plural. When using a singular indefinite pronoun, any associated pronouns must also be singular, and plural indefinite pronouns must have associated plural pronouns.

Singular indefinite pronouns include: everyone, someone, somebody, no one, nobody, everything, nothing.

Plural indefinite pronouns include: all, many, some, few, several, both.

Examples:

Did everyone remember to bring his homework?

VERSUS

Did some of the students remember to bring their homework?

OR

Somebody forgot to call her mother.

VERSUS

A few forgot to call their mothers.

KEY: Look at the indefinite pronoun you're using. Does it have "one," "body," or "thing"? These are singular words, so you need to treat the entire indefinite pronoun as singular.

For a bit more detail, visit one of my favorite online writing resources. Come back in a couple of weeks ... I think I'll be writing on thesis statements then, but we'll see!

Keep pen to paper!

Prof. Saundra

The Common Uses of Commas

Happy Friday!

This is "crunch" week for me. I'm finishing up the grades for a summer class, just started four online classes, and am gearing up for my two on-campus classes that start on Tuesday. Suffice it to say, it's a bit crazy. I love what I do, though, so I'm doing what I need to get done. This time reminds me of all the concepts of grammar and how students often struggle with them.

Today's blog and video deal with the lowly comma. It's such a tiny, teeny punctuation mark, but it's misused so often. Students tend either to overuse it or under-use it. The good news? You can learn the most common uses, and when you use them correctly, your instructors will be quite impressed! Before we start, let's look at it from the comma's point of view (yes, we English teachers do have a warped sense of humor!):

Okay. Now to more serious matters.

First, take a look at the video ...

Now that you've learned the concepts, go back to my introductory paragraph. Can you see real-life examples of the concepts? Test yourself. Feel free to comment your answers, and I'll respond next week.

Speaking of next week, come back and we'll look at other punctuation marks (the apostrophe, the semi-colon, and the colon, among others).



Keep pen to paper ... and keep practicing!

Professor Rinehart

Where should I put it? Put it on the table. (Prepositions)

Today's lesson is going to be short ... but sweet (well, maybe not sweet, but important to know).

Prepositions tell us time, placement, or direction. One of my favorite sites for help in writing is Purdue University's OWL (online writing lab). The site defines a preposition as a word that denotes time and place, or introduces objects.

On their own, prepositions don't mean much. Words like on, at, through, above, below, or behind just ... well, fill up space. So we have what we call prepositional phrases. These are phrases that start with the preposition and then end with a noun or pronoun, which is called the object of the preposition.

I'm getting in my car, driving to the store, and walking down the aisles. In, to, and down are prepositions. Car, store, and aisles are objects of the preposition.

I'm sitting on my desk, going through my papers, while my dogs sit at my feet. On, through, and at are prepositions. Desk, papers, and feet are objects of the preposition.

Simple, huh?

One key here: When you're using a pronoun as an object of the preposition, make certain you're using the objective form of the pronoun (see the blog on nouns and pronouns for more information). For example, if the sentence is:

Please give the tickets to Sharon and _____ as soon as possible.

what form of the pronoun I/me would you use? If to is a preposition (and it is!), then you want to use the objective form of the pronoun. Is that I or me? Hopefully, you recognize that the correct sentence should be:

Please give the tickets to Sharon and me as soon as possible. NOT ... to Sharon and I ...

Prepositions, like other parts of speech, are building blocks that help us give more information to our readers. As I often say (and if you watch my videos or read other blogs, you've heard this before), when we communicate in writing, we only have our words (parts of speech) and how we use them (sentence structure, punctuation, paragraph structure).

So use them well!

Keep pen to paper!

Professor Rinehart

Ooops! How to avoid common sentence errors.

Hello again!

Last week, we looked at the four ways sentences are structured in English writing. Can you name them? (No peeking! Okay, if you need to peek, go ahead and do so!) Even more, can you use them correctly in your writing?

As I said, once you grasp the proper way to structure sentences, you're well on your way to building a solid foundation in your essays. However, it's really easy to make mistakes. Take a look at today's video about common sentence errors (good news: there are only three!):

Come back next week and learn about the exciting world of prepositions!

Keep pen to paper!

Professor Rinehart (or Saundra or Sauni ... you pick a title!)

Building Blocks (sentence structure)

Writing is a skill, and just like any other skill, you can learn how to write more effectively. It just takes your knowing the concepts. One of the basic concepts of effective writing is sentence structure. Today's blog covers this concept in a couple of different ways. For you audio/visual learners, here's a video:

May I encourage you to do one thing: PRACTICE! After all, it's not practice that makes perfect; it's PERFECT practice that makes perfect.

Keep pen to paper!
Professor Rinehart

Make your writing POP! (adjectives and adverbs)

So ... I'm telling you about my day at the beach, and I say, "The sunset was lovely."

What do you know about that sunset? You know it's "lovely," but what does lovely mean to you? Do you really see that sunset? What if I said this instead?

Yesterday, I took my nephew to the beach. After a fun day energetically playing in the surf and sand, we quietly sat on the shore. With him closely cuddled by my side, we watched the vibrant hues pervade the horizon. Extraordinary oranges and astonishing reds quickly filled the sky. "Isn't that the most amazingly beautiful sunset you've ever seen?" I whispered. "Yes, auntie," he lisped. "It's the prettiest sunset ever!"

When we speak face-to-face, we communicate with more than just our words. In fact, only about 7 percent of our face-to-face communication happens through words. The rest is body language and facial expressions. When we write, however, the only way we communicate is through our words, and how we use them changes how our readers understand what we're trying to say.

We can certainly write basic sentences and adequately communicate, but using modifiers can help us more than just adequately communicate. Let's talk about how to to this.

Adjectives

Adjectives modify nouns and pronouns (see "Let's start at the very beginning ..." for more on nouns and pronouns). If the noun is "man," adjectives describe him. What does he look like? What other characteristics does he have?

The man came into the restaurant.

OK. That tells us the person who came in was male rather than female, but that's about it. We don't know much, do we?

The tall, thin, dark-haired man came into the restaurant.

Do you have a better picture of what this man is like? Adjectives not only tell us about how something looks, but they also describe characteristics.

The loud-mouthed, obnoxious man came into the restaurant.

Adjectives add richness and depth to our writing.

Adverbs

Adverbs modify verbs (see "Lights. Camera. ACTION!" for more information about verbs), adjectives, and other adverbs. Most (but not all) adverbs end in -ly. Adverbs help to tell us to what extent something is or does. For example:

I cheered joyfully as I watched my son run really quickly across the finish line and win the especially important award.

The adverb joyfully modifies the verb cheered, and tells my reader how I cheered. Really modifies the adverb quickly, which in turn, modifies the verb run. These adverbs tell my reader how he ran. Especially modifies the adjective important, and tells my reader how important the award really is.

Adverbs help us communicate more effectively to our readers.

Before I finish this blog on adjectives and adverbs, let me share one of my biggest pet peeves (in a few weeks I'll be dedicating an entire blog to all those things that drive English instructors crazy!).

Really is an adverb. It means "truly" or "genuinely." Real is an adjective. It means "true" or "genuine."

I become really frustrated when people say, "You're real frustrated, aren't you?"

To test this, substitute "true" for "real." You wouldn't say, "You're true frustrated, aren't you?"

Keep writing well!

Prof. Saundra Rinehart

Lights. Camera. ACTION! (Verbs)

Last week, we talked about simple nouns and pronouns. These parts of speech often function as the subjects of sentences ... They're the ACTORS. Today, we're going to talk about verbs. These function as the ACTION of a sentence.

The idea of actors and actors appeals to me. I'm often involved with local community theaters, so acting is something near and dear to my heart.

Think of your favorite actor. One of the reasons you probably like him is because of how he takes the words of a script and makes them come alive. Just a slight difference in how he acts may change how you react.

This applies especially to verbs because, depending upon the verb chosen, the message of the sentence changes. For example, you could write:

The runner ran down the street.

Nothing is wrong with this sentence. But now change the verb:

The runner sped down the street.

The verb brings a different meaning. Instead of just running, the runner is speeding ... a slightly different meaning. Or how about this:

The runner flew down the street.

I don't know about you, but I have a different vision. Instead of envisioning someone just loping down the street, I see a blur of a runner.

Verbs are very powerful, but they can also be misused. So, now let's talk about some practical concepts about verbs.

Verbs come in several forms and tenses.

   Present tense is what's happening right now or    what happens regularly: I write this blog each week.

   Past tense is what has happened in the past (a completed action): I traveled to Alaska in June.

   Future tense is what will happen in the future: I will visit my family this weekend.

These are pretty simple, right?

It doesn't end there, though. We also have present perfect, past perfect, and future perfect. Before we go there, though, I need to explain a concept called past participle. A past participle uses the past tense form of a verb (walked, talked, worked, danced) and combines with helping verbs to change the meaning of a sentence.

Present perfect combines the present tense of the helping verb "to have" with the past participle of a verb to communicate an action that happened in the past but continues to the present (I have driven 300 miles [and am continuing to drive]).

Past perfect combines the past tense of the helping verb "to have" with the past participle of a verb to communicate and action that was completed in the past before another action occurred (I had driven 300 miles before I stopped for lunch).

Future perfect combines "will" AND the present tense of the helping verb "to have" with the past participle of a verb to communicate an action that will be completed in the future (I will have driven 3000 miles by the time I arrive).

Whew! I think that's enough for now. I'll address other verb uses in future posts, so stay tuned!

As always, if you have any questions or comments, let me know.

Keep pen to paper!
Prof. Rinehart

Let's start at the very beginning ... (nouns and pronouns)

One of my very favorite musicals has a song:

Let's start at the very beginning,
a very good place to start.
When you read, you begin with ABC ...

Just as we start reading by learning our ABCs, writing begins with a complete understanding of the parts of speech. Now, many of you are beyond the basics, but sometimes it's good to be reminded.

So today, we're going to "start at the very beginning ..."

NOUNS ...

Nouns are words that represent people, places, or things.

People, like my husband
Places, like the top of the aerial tram at Palm Springs, California.
Things, like this tree

So I could write a sentence like:

My husband is above Palm Springs looking at a tree.

These are all nouns.

No problem with nouns, right?

PRONOUNS ...

Let's move on to pronouns. I think you all know that pronouns substitute for nouns in a sentence. Instead of "my husband," for example, I could write:

He is above Palm Springs looking at a tree. ["He" substitutes for "husband."]

The issues comes when we begin to talk about subjective versus objective pronouns.

Subjective pronouns function as subjects in a sentence:

I sing.
She sings.
He sings.
You sing.
They sing.
We sing.

Even when you have compound subjects, you still use the subjective form of the pronoun.

Sharon and I sing.
He and she sing.

Objective pronouns function as objects in a sentence:

Call me.
Call her.
Call him.
Call you.
Call them.
Call us.

NOTE: When we're talking about objects, we're usually referring to "objects of the verb" (I'll call you) or "objects of the preposition" (Give the present to her).

The issue comes when we have compound objects. For example, if you had the following sentence, which pronoun would you use?

Would you please call _______ and _______ before you leave?

In the first blank, would you write "he" or "him"? Most of you would rightly choose "him." The logical answer is "Would you please call him?"

In the second blank, would you write "I" or "me"?

This is where is gets confusing for some of us. We've been raised to say "Sharon and I ..." or "Susie and I ..."

So when we see a sentence like:

Would you please call _______ and _______ before you leave?

we think it should be

Would you please call him and I before you leave?

However, if you take the sentence apart, would you really say

Would you please call I before you leave?

No!!

So, the correct answer would be

Would you please call him and me before you leave?

I know some of you think that doesn't sound correct, but it is. (You can blame your moms for this because every time you said, "Mom, can me and Joey go to the park?" She'd reply, "You should say, 'May Joey and I go to the park.'")

So ... we've started at the very beginning.

Next Friday, we'll build on the foundation and talk about verbs and participles ... exciting, isn't it?!

Keep pen to paper!

Inaugral Post

Hello terrified writers!

If you've read my profile, you know I've been teaching composition and literature at the college level since 1999. I am passionate about the English language. Seriously passionate. I love to read more than just about anything else. In fact, the only thing better than reading is doing so by a clear mountain lake, just a whisper of a breeze through the trees.

As much as I love to read, I love to write. I've self-published several books, have seen my work in several anthologies, and have free-lanced for local papers. I have to admit: I'm also a "hopeful" novelist. I've finished the first books in two different trilogies. Perhaps one of these days, I'll actually do something about them.

Now, you may be asking yourself, why another blog about writing? Aren't there countless such sites already? Well, yes. However, this blog has a two-fold purpose.

The first (and more important) is that it is a resource for my students, especially those I teach online. While I certainly post information on the appropriate portal, there's only so much I can do online ... or even in the classroom. This blog gives me the opportunity to expand on classroom discussions, presentations, lectures, and readings. I'll be able to go into more detail or offer other ways of tackling assignments.

The second purpose is that we all learn differently. People who are looking for help with their writing might stumble upon a video or blog that I've produced, and for some reason, my approach makes more sense. In addition, I'll sometimes touch on issues, such as how to publish or how to combat writers block, that might be helpful for any writer.

Frankly, whatever we can do to get the message out and help people become more effective writers is fine with me.

I'll be posting lectures, presentations, and other helpful hints each Friday, so bookmark this page, and join the discussion. The first "real" post will be this Friday, July 12. See you then!

Keep that pen moving!

"Professor Rinehart" (as my students call me) or (more formally) "Saundra" or just plain "Sauni"