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

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

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

Formal versus Informal

You're a college student, writing papers for college. You've submitted a few, and your instructor keeps telling you that your papers need to be more formal.

Formal? What does that mean? Should you be dressing up while you write?

No, of course not!

What we mean when we say formal is an issue of tone. When you're writing for fun or creatively, formality doesn't really matter. In fact, some creative writers ignore some of the more common grammar rules. However, when you're writing for a college course, you need to adhere to grammar rules, and your work needs to have a formal tone.

So, what's the difference between formal and informal tone?

So far, this blog entry has had a rather informal tone. I've used contractions. I've used a fragment. I've used a bit of levity. Formal writing does not use contractions or slang. It does not include jargon or colloquialisms. It is written in third person (he, she, they, one).

An informal paragraph might read something like:

When I read the poem "The Road Not Taken" by Robert Frost, my first thought was that it had a lot of imagery. He writes about yellow woods and grassy and wanted wear. This seems to make it clear that the setting is a wood in the fall. But the most important thing I see is how the entire poem is a metaphor for the choices we make. Every day, we have tons of decisions, and we need to be sure we make the right ones. When Frost stands at the fork in the road, he has to make a choice not really knowing what the result will be. We too need to make choices, but we're not sure what will happen.

A formal take on the same paragraph might read something like:

Robert Frost's "The Road Not Taken" includes imagery and metaphor. His use of words such as yellow wood and grassy and wanted wear invoke the image of a dense wood in the middle of autumn. More important than the imagery, however, is the extended metaphor of the narrator's having to make a choice: Which of the two roads should he take? Just as the narrator faces a choice and an unknown destination, so the reader makes similar choices, uncertain of the result.

While you're certainly free to write how you choose in personal or creative writing (although I would still argue that you should still follow the rules of grammar any time you write!), it is imperative that you practice formality in your academic writing.

Finally, if you really want to know what a formal tone is like, read an entry from an academic journal. You can't get much more formal than that!

As always, if you have additional questions, feel free to send me an email.

Keep pen to paper!
Prof. Rinehart