A Quick Guide to Using an Apostrophe

Apostrophes are used for two reasons:

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  • contractions: Dave isn’t walking his dog. He can’t today— he’s sick.
    It’s a shame he is so unwell.

    The apostrophe shows that two words have been mashed together, and it is placed in the position where a letter or letters have been taken out.

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  • ownership: Dave’s dog. Penny’s cat.

    If someone’s name ends in s, an apostrophe can simply be added after their name, without adding the extra ‘s’ afterwards: Jules’ car.

    The only time an apostrophe should not be used for ownership is when using the pronoun it:
    The house was missing its chimney.
    Kerry gave the dog its ball.

Apostrophes should never be used to make plurals, or for regular words ending in s.
This means “Dave’s dogs” only needs that one apostrophe after Dave, and “Dave rocks” doesn’t need any.

It can get complicated, though, when one needs to follow multiple conventions at the same time.

It can get complicated when a proper noun needs to be made a plural before the possessive apostrophe is added. For example, the Johnson family live in the Johnsons’ house.

Following the same rule used for Jules’ car, the de Jesus family live in the de Jesus’ house.

If the Weatherby family own a house, it is the Weatherbys’ house.
Here, the family name ends in y, but because it’s a proper noun, the plural is made by simply adding an ‘s’ instead of using the conventional -ies ending for regular nouns that end in y. The apostrophe is then added at the end.

A Quick Guide to Using an Apostrophe
#punctuation #writingtips

Writing Tips: Avoiding Sentence Fragments.

We all know the basic elements of writing a sentence  in English: starting with a capital letter and finishing with some kind of ending punctuation appropriate to the form of the sentence, be it a statement, a question or an exclamation.

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Most people have mastered the fact that each sentence should communicate one key idea, and that they can use punctuation and conjunctions to extend that idea.

However, the use of sentence fragments is a problem I notice frequently, both as a teacher and as an avid reader. They are not the sole domain of people still learning to write: a novel I read over the weekend was littered with them, which frustrated me so much I was sorely tempted not to finish it.

A sentence fragment is a little bit of a sentences that don’t make sense on its own, and really needs either additional information or to be attached to the previous or following sentence in order to make sense.

It’s one thing to speak or send a quick text message using sentence fragments. We do it all the time without thinking twice. When writing for someone else to read our work, though, it’s important to express complete thoughts and to make sense on the first reading.

Example: I have been busy today. Writing this essay. It’s hard going.

This example sentence  fragment can be corrected it in any one of the following ways:

  • I have been busy today, writing this essay. It’s hard going.
  • I have been busy today. Writing this essay is hard going.
  • I have been busy today: writing this essay is hard going.

While it’s true that some writers use sentence fragments for stylistic effect, and may do so very effectively, it’s also true that they need to be proficient in constructing sentences and paragraphs so that they are able to make that technique work for them.  They are useful in writing conversations, communicating a train of thought, tacking on afterthoughts, or reflecting a nervous, excited or angry character.

Most people who write sentence fragments are, alas, painfully unaware that they are even doing it. Their sentence fragments don’t work for them, because they don’t communicate ideas clearly and effectively: in fact, it tends to have the opposite effect.

As writers, we should avoid anything that frustrates or confuses their readers, particularly if they hope to develop a broad and loyal readership.

This highlights the importance of careful proofreading and editing in the writing process.

One of the most effective strategies for finding sentence fragments is to read your work aloud. Your voice and ears will alert you when things don’t sound right, much faster than your eyes will discern it. This is because your brain already knows what you intended to say, and tends to make written errors almost invisible to the eye when reading silently.  

Avoiding Sentence Fragments.
#writingtips #writingadvice

Easily Confused Words: Spoilt vs. Spoiled

In response to describing myself on Christmas Day as spoilt, one of my acquaintances corrected me, saying that the word I should have used was ‘spoiled’. Their intentions were good, I’m sure, but they were, to put it bluntly… wrong.

‘Spoiled’ and ‘spoilt’ are similar words that are easily confused with one another. Both come from the word ‘spoil’ which has a number of meanings of its own.

In the US, they use ‘spoiled’ for everything. That certainly simplifies things!

In the UK and Australia, however, the two variants of the word are used differently.

Spoiled’ is generally used as the past tense verb of ‘spoil’, although it is not incorrect to use ‘spoilt’ instead.
Therefore, last week’s roast that has gone rancid, a sheet of paper that has had something spilled on it,  and a natural landscape defaced by deforestation, mining or construction are most often referred to as spoiled, but can be described as having been spoilt.

Spoilt is favoured as the adjective for things that have been spoiled.
Children — and occasionally adults — who have received too many presents for Christmas or a birthday, enjoyed too many indulgences, or experienced too little discipline in their lives are often said to be spoilt or, in excessive cases, spoilt rotten.

So, over Christmas, I could quite rightly describe myself as spoilt or spoilt rotten. Given that I looked, felt and smelled fine, I am confident that I wasn’t spoiled at all.

Sources:
Macquarie Dictionary
https://grammarist.com/usage/spoiled-spoilt/
https://www.writerscentre.com.au/blog/qa-spoilt-for-choice/

Easily confused words: spoiled vs. spoilt.
#words #englishteacher #blogpost

Is It Okay To End A Sentence With A Preposition?

The practice of leaving a preposition at the end of a sentence, often referred to as preposition stranding, has long been considered to be “against the rules”. Generations of teachers and grammarians have condemned it as a grammatical taboo. 

That isolated, lonely preposition, separated from its noun, is known as a terminal preposition, and may also be described as danging, hanging or stranded.

Albeit with the best of intentions, this was drummed into me as a child, so I simply accepted it and tried to avoid doing so in whatever I wrote. 

As I got older, though, I came to realise that it’s something we do very naturally in speaking. In fact, avoiding it in spoken English can make what one is saying seem very formal and stilted. 

When I was in high school, one of my History teachers told us a story about one of Winston Churchill’s famous comebacks. On receiving a correction about finishing a sentence with a preposition in the draft of a speech, he responded, “This is nonsense, up with which I shall not put.”  

As it turned out, it probably wasn’t Churchill who first made the joke. I don’t know if he ever did, despite numerous and varied attributions. It has also been attributed to various other people, and there are variations on the line that was said to have been delivered, so it’s hard to know who said what, and when. 

Either way, the story demonstrates that the rule is actually a bit ridiculous. 

So where did this rule come from? And is it something we still have to abide by?

Back in the 1600s, a grammarian named Joshua Poole developed some principles about how and where in a sentence prepositions should be used, based on Latin grammar. 

A few years later, the poet John Dryden, a contemporary of John Milton, took those rules one step further when he openly criticised Ben Johnson— another great poet— for ending a sentence with a preposition. Dryden decreed that this was something that should never be done. Nobody bothered to correct or oppose Dryden, and Ben Johnson certainly couldn’t because he had been dead for years, so Dryden’s strident and public protestations popularised the principle into a rule. Over time, strict grammarians and pedants began to actively oppose the practice, and the rule became widely accepted and firmly established.

Ironically, despite all the wise and clever plays, poetry and essays written by John Dryden, it was his consistent complaint about the terminal preposition that became his most enduring legacy.

Fowler’s A Dictionary of Modern English Usage, published in 1926, calls it a “cherished superstition that prepositions must, in spite of the incurable English instinct for putting them late… be kept true to their name and placed before the word they govern.” Fowler goes on to assert that even Dryden had to go back and edit all of his work to eliminate the terminal prepositions in his own writing. 

In the last century or so, people have become progressively less fussy and worried about it, but some still seem determined to cling to the rule no matter what. 

I advise my students that in formal writing such as essays, speeches, official letters and submissions, it is best to avoid the terminal preposition just in case their reader is someone who might judge them for it. Any other time, in keeping with standard spoken English, they are free to use their prepositions wherever they feel most natural and make the most sense. 

Nobody in the 21st century is going to naturally ask someone “On which char did you sit?” rather than “Which chair did you sit on?”, nor will they say “I wonder for whom that parcel is intended” Instead of “I wonder who that parcel is for.” 

In the 21st century, that really is nonsense up with which we do not have to put.

Sources: 
Quote Investigator
Merriam-Webster
Fowler, H.W (1926) A Dictionary of Modern English Usage. Oxford Language Classics, OUP, Reprinted 2002.

Is It OK to End a Sentence with a Preposition?
#grammar #English #language

Pedant vs. Teacher

Most people use the term ‘pedant’ in a derogatory way, usually in reference to someone they perceive as being too fussy or too strict about rules. 

On the occasions when I have been called a “grammar pedant”, I have generally responded as though someone is paying me a huge compliment. I invariably say something like “Oh stop it, you flatterer!” or “One day you’ll say that like it’s a bad thing!”

As a lover of the English language and words in general, there are things to we should be paying careful attention. There is value in pointing out where a student needs an apostrophe or a comma in their writing, or where they can express an idea or key point of information more clearly. That is part of being a teacher. It’s my job.

However, I try to restrain myself from correcting people’s grammar on social media, though, for two reasons:

  1. I don’t have time. I have a life to live, and I need sleep to function.
  2. They tend not to like it much.

What many people don’t know is that the word pedant was actually derived from the world of teaching and education. It came to English from either the  Italian word ‘pedante’ or from its descendant, the later Middle French word pédant, both of which referred to a schoolmaster or teacher.  It may be one of those words that came into English from more than one source. The Italian word is derived from the Latin word paedagogantem, which is the origin of the words pedagogue and pedagogy, which are also related to teaching and education. 

By the late 16th century, though, the English were using the term in a negative rather than a neutral way.  ‘Pedant’ had already come to be used for one who placed undue emphasis on the minor details of learning, or someone who focused on details or technicalities  instead of looking at overall issues or taking a wider view of general learning and practice. 

In that sense, correcting someone’s grammar on social media when it is clearly not appreciated is being unnecessarily pedantic. Perhaps that is the distinction that really needs to be made.

Alternatively, it might be a somewhat uncomfortable yet valuable opportunity to improve both one’s learning and professional credibility in an age where prospective employers and customers look at social media profiles before deciding to give a job or order to a particular person. This is particularly true for anyone who should be reasonably expected to have a sound grasp on the language, such as teachers, writers, bloggers and professionals who rely on clear communication in their work. 

Let’s face it. I may not care if someone misspells an uncommon word, or one they’ve only heard and not read, but if they don’t bother to differentiate between ‘your’ and ‘you’re’ on social media, I’m neither going to buy their book, nor hire them to write my copy or teach my kids. 

Fussy? Yes. 
Pedantic? Probably. 
Apologetic? Not one bit. 

Reference: Online Etymology Dictionary

Pedant vs. Teacher
#grammar #English #language #words

The Intensity of These Times

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There are many ways people have found to refer to this era of Covid-19 and all its baggage: widespread testing and temperature checking, social distancing, hand washing and sanitising, and the wearing of masks. 

One of the most common is ‘these times’ and variations on that — these strange times, these difficult times, these awful times, and so on. There are myriad adjectives one could choose, although some are more socially acceptable than others. 

Recently, I’ve observed that people have started to capitalise the term as These Times in blogs and social media posts. 

This interests me, because of the way in which the language is being ever so slightly adjusted to add weight and significance to the term. Those capital letters are acting as an intensifier.

Intensifiers are those parts of language that add strength to what we’re saying or writing. Words like ‘absolutely’, ‘completely’, ‘terribly’, the commonplace ‘very’ and even the humble little ‘so’ are all intensifiers. Some people use expletives to do the same job, especially in spoken English. The meaning of the sentence doesn’t change if they are removed, but the sense of degree or importance in the words around them isn’t necessarily communicated if those intensifiers are not present. 

By capitalising those Ts, writers are communicating their assumption that their readers will know exactly what they’re talking about. And, in These Times, there is little doubt that they will. 

Practice or Practise – Which One Makes Perfect?

Knowing whether to use ‘practice’ or ‘practise’ can be tricky. Because these words are homophones, and the spelling is very similar, it is easy to make mistakes. 

Practice is the noun
I need more practice. 
Practice is key to being a good pianist. 

Practise is the verb
I must practise if I’m going to get this right. 
I used to practise on the piano for an hour every day. 

There is one easy way to remember which is which: these words follow the same spelling rule as ‘advice’ and ‘advise’. 

Advice is a thing you give or receive.  Advise is something you do. 
Because that pair of words don’t sound the same, it’s easy to remember which is which.

You can also think of the ending – ‘ice’ – which we know is a thing, and that reminds us which one of the pair is the noun.

Fun fact:  In British and Australian English, ‘licence’ and ‘license’ follow the same rule. 
I have my driver’s licence. I am licensed to drive. 

However, American English spells both the noun and the verb as license. 

Don’t Pour Over Those Books!

I’ve read a couple of different posts and even in a couple of books recently about people “pouring over” documents or books. 

I wondered at first if this was one of those things Americans do with words that nobody else does, but I checked, and it’s not. It’s simply an error caused by confusion by words that sound the same even though they are spelt differently and mean completely different things. 

What the people in question should be doing is poring over their books. 
To pore over books or documents is to be completely absorbed in what one is reading or studying. It suggests thoughtful application and concentration. 
The gerund is poring. 

To pour over books is just going to make a mess, and probably ruin them completely.  It’s really not advisable.

On Verbing

Most of the time, when people protest about the way the English language is abused, it’s a case of the language continuing to evolve as it has always done.

One such example is the practice of verbing, which takes the noun form of a word and transforms it into a verb form… like ‘verb’ and ‘verbing’. 

Just last week, I was talking with a friend about how annoying she finds it when people say “I’m going to action that.” I’m sure she sought me out for the conversation because I’m both a word nerd and an English teacher. 

“Action is a noun! A bloody noun! How can so many otherwise intelligent people get that wrong?”

“It grates on us because it’s recent,” I said. “We’ll get used to it.”

“No, I won’t! It’s just wrong!”

“You know Shakespeare did it?”

“What?” 

“Verbing. He did it all the time.”

“You and your Shakespeare. It’s like he’s the answer to everything.” 

“You know he invented the word ‘friending’, right?”

She rolled her eyes and walked away. She didn’t even flinch at my use of the term “verbing”, which is exactly the same thing as “actioning” in terms of the language. After all, ‘verb’ is a noun, too. 

It is the recent examples of verbing, such as “actioning” an idea, that we notice because we’re not used to hearing them yet. When Facebook was new, people complained the same way about “friending”, but these days nobody thinks twice about that. At some point in time, someone decided that it was okay to talk about bottling  fruit, or shelving books, and now those terms are just everyday language. 

It is also true, however, that some things people commonly say are, quite simply, wrong

My pet peeve is when my students are talking about sport or some other kind of competition, and they say “We versed Team X”. 

This is a common bastardisation of the Latin versus, which means ‘against’. It is commonly used for sporting matches and legal cases, and is generally abbreviated as v. or vs., as in Black v. White or Blue vs. Red. 

My first response is always to ask whey they wrote poetry about another team. “You played them. You opposed them. You clashed with them. You competed with them. You did not write poetry about them.” Then I explain how the different words work, and what they actually mean. 

The reason “versed” is wrong is because the words ‘versus’ and ‘verse’ have absolutely nothing to do with each other. Because ‘against’ is a preposition, it simply doesn’t make sense to say “We againsted them”. It is not verbing, by any stretch of the imagination. 

The first time we have that conversation, they look at me with confusion. Some have a glazed look of fear, like the proverbial deer caught in the headlights. This never fails to entertain me. The second and third times, they roll their eyes.

Over time, the tedium of having the same grammar-nerdy conversation persuades them to start using the language correctly. They learn, I win, and so does the English language. 

The Problem With Sentence Fragments.

I’ve read a couple of books lately that have been rather good, although plagued with something that is becoming the bane of my life as a reader: sentence fragments. 

Words and Phrases

 

I’ve read a couple of books lately that have been rather good, although plagued with something that is becoming the bane of my life as a reader: sentence fragments.

There was one book I started reading a couple of weeks ago where this was rampant, along with other issues, to the point where I couldn’t continue.

A sentence fragment is something that presents as a sentence in that it starts with a capital letter and ends with a period, but doesn’t actually make sense on its own.

A sentence fragment is often added as an afterthought when it really should be tacked onto the previous sentence with either a comma or a semicolon.

Consider the following example:

Jack went into his bedroom and closed the door, preferring privacy for reading his new book. Which was something that he knew annoyed his little brother.

 

That last sentence fragment actually makes no sense without the previous sentence.

If this happens just once or twice in a book, it’s still too often. However, it happens a lot. To be completely honest, it’s something I mark my senior high school English students down on. It’s what I consider quite a basic error: it’s not that hard to read something you’ve written down and ask yourself if it makes sense.

I understand that some readers don’t notice it, but many others will find it very frustrating indeed.

The exception is in direct speech or train of thought writing. People do speak like that, and they often think in fragments of thoughts, especially when under stress or in pain. If it’s something a character is thinking or saying, there is no problem. When it is part of the narrative, however, it really is an issue.

I don’t want to come across as being all finicky and fussy. My intention is that writers might recognise and self-correct this problem in their writing, even if it means  revising an entire manuscript so that their book reads better.

This is also another argument for having any manuscript thoroughly proof-read and edited before you publish anything, especially as an Indie author who wants to be taken seriously as a writer.

In the end it will earn you more stars and more readers.

When your story is great, and your message is important, please don’t allow something that is easily fixed to compromise the success of your book.

Instead, take the time and effort to make sure that your writing, and the overall quality of your book, is the best it can be. You owe it to your readers, and you owe it to yourself.