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

Walk the [parallel] line.

Writing can be tricky as many of my students would attest. As I've written elsewhere, though, with practice, you can master the many elements of grammar even more advanced concepts such as this one: Parallelism.

I put together a presentation about this topic for a class several years ago, so rather than "reinvent the wheel," I'll share screenshots from that presentation here:

First, what is parallelism?





You're probably thinking, "This is about as clear as mud." So, let's get down to details:





Is it starting to make sense? Here's some additional context:





The main point with parallelism is to make certain each element of your sentence equals similar elements.

So, keep walking the [parallel] line!

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

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

The Writing Process (steps three through seven)

Last time, we finished up step two of the seven-step writing process. As I mentioned, if you master the first two steps, you'll lay a solid foundation for any academic essay ... and that's before you really begin writing!

Now you can really put pen to paper.

Step Three: Drafting

Once you've determined your subject, purpose, and audience, and you've developed a solid thesis and outline, you can begin writing your essay. [NOTE: Take a look at the blog "Academic Essays ..." for more information on what an academic essay should look like ... more or less.]

Using your outline as a guideline, draft a solid introductory paragraph, including your thesis statement. Then, draft your body and concluding paragraphs. The key is: While you want to write as clearly as possible, don't worry about perfect grammar or punctuation. You'll cover that in steps five through seven. The point of drafting is to get your thoughts on paper.




Step Four: Incubating

This step is often skipped, but is oh-so important. Many students begin the revision process right after they finish their rough draft. The problem is, when they go right back to the draft, they're still in draft mode, so they often miss errors and flow issues.

Incubating allows you to step away from your draft and then come back with fresh eyes.  This may be the one and only time you have a professor giving you permission to go and play for a while, so take advantage of it!



Step Five: Revising

When you get done playing, come back and look at your essay objectively before moving on. HELPFUL HINT: READ YOUR PAPER OUT LOUD. If every student did this during the next three steps, I GUARANTEE he or she would correct many errors and submit better papers!

Once you've read your work out loud (I really do recommend this!), move on to step five. This is what I like to call the "macro-revision." Ask questions like:

• Do the paragraphs flow smoothly?
• Does each point support my thesis?
• Do I have enough support?
• Have I included relevant information?
• Should I move any paragraphs for logical flow?

This step allows you to take a big-picture look at your essay and revise accordingly.



Step Six: Editing

Once you've looked at your essay overall (and made any large adjustments), look at your essay paragraph by paragraph. Ask questions like:

• Are my sentences structured correctly?
• Do I have any comma splices or run-ons?
• Am I using the right words to say what I want to say?
• Am I being concise? Or too wordy?
• Do my paragraphs flow?

Step Seven: Proofing

This step puts the final touches on your essay. I recommend you read your paper out loud again as you keep an eye out for punctuation and spelling errors. I do recommend you use the resources available with your word processor; however, do not rely on them! Spell check only catches spelling errors, not words that aren't used correctly. So, for example, it would catch:

I don't think thair car is here. (Thair is misspelled.)

But it would think the following sentence is spelled correctly (which it is):

I don't think there car is here. (However, while there is spelled correctly, it is not the correct word.)

It is YOUR responsibility to make certain your final paper is as correctly- and well-written as possible.



Writing is a skill to be learned, so I encourage you to use all tools available to you in order to be as effective a writer as I believe you can be!

Keep pen to paper!

Prof. Rinehart

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!)

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"