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Listed
here are some common errors found in student assignments. Details on such
matters may be found in the online handbook (http://grammar.ccc.commnet.edu/grammar/), and in standard
writing manuals. While some errors result simply from writing in a hurry or
missing a mistake in proofreading, others may represent a deeper
misunderstanding. Respect for language customs and conventions is as much a
mark of education as the ability to perform simple mathematical calculations.
Tolerance for these and other errors will diminish as the semester proceeds.
I allow some leeway on the first assignment so that students can become
familiar with expectations in the course. Repeating an error from one
assignment to the next may lead to what I call Òsevere loss of instructor
patienceÓ (SLIP). Punctuation á
Comma
splice: this means joining two independent clauses together with a comma;
this often happens when the word ÒhoweverÓ is used. An easy fix is to begin a
new sentence with ÒHoweverÓ and separate this word from the other words with
a comma. ÒHowever, he missed the plane.Ó á
Apostrophe:
this seemingly unimportant punctuation mark can create confusion if not used
correctly. If used in ÒitÕs,Ó it means Òit is.Ó When referring to possession,
ÒitsÓ never
has an apostrophe. á
Hyphen:
this is needed in compound modifiers such as Òend-of-century art movementÓ or
ÒBush-influenced domestic policy.Ó á
Dash: a space plus two hyphens and a space
( -- ). This can be used to introduce an amplifying phrase, or to join two
clauses. Example: ÒThe student saw a major opportunity in graduating early --
he could begin his career immediately.Ó Wordiness:
Writing
concisely takes perception to see alternative ways to express a thought, and
practice to eliminate unnecessary words. In addition to passive-voice verbs,
common phrases that contribute to wordiness are these:
Pronoun References:
A common
error in student writing is the use of they, their, them when a singular pronoun
(he, his, him) is needed. This often
occurs after indefinite pronouns such as anyone, everyone, someone, no one, each one. Each of these is
singular and requires a singular reference. Modern teachers and editors,
recognizing concerns about Òsexist language,Ó may insist on the awkward he/she, his/her, him/her combination in such
cases, but I find these forced pairs awkward and bureaucratic-sounding. Use
either the masculine or feminine, but not both. Contrary to some feministsÕ
claims, the masculine he/him/his historically has nothing to do with male
biological identity; it simply refers to Òa person.Ó It appears Òmasculine,Ó
but only in an archaic sense of grammatical gender. This is still evident in
languages such as German, which assigns a masculine gender to ÒmoonÓ (der
Mond);
the French do just the opposite, calling the moon feminine (la lune). Considering these
ÒgendersÓ in the same way a person is male or female is absurdly ignorant. Better yet, convert the reference into a plural
to eliminate the problem. Instead of ÒAny person who goes into business for
himself/herself ...Ó write ÒPeople who go into business for themselves ...Ó
Another pronoun reminder: in formal professional writing, use that or which to refer to ideas and
objects and who
or whom
to refer to persons. Subject-Verb Agreement:
In U.S.
English, a collective noun such as ÒgroupÓ or ÒbandÓ takes a singular, not
plural, verb. It also takes a singular, not plural, pronoun. Other collective
nouns treated as singular include company, organization, and management. Example: ÒThe
management of ABC Corporation has ensured its survival by use
of the golden-parachute tactic.Ó The British favor just the opposite usage,
but donÕt let this confuse you; the British claim to have originated English,
but in fact English began in the 5th century A.D. as an obscure West German
dialect spoken (not written) by a small invading tribe of crude, illiterate,
violent, and scruffy Germanic people known as the Anglo Saxons (the ancestors
of todayÕs English soccer fans). Look it up. Parallelism:
When
listing items using bullet points or as a series in a sentence or paragraph,
put these items in parallel grammatical form. See
http://grammar.ccc.commnet.edu/grammar/parallelism.htm for advice and
examples. DonÕt mix verbs and nouns in such a list. General Usage Tips á
In
prose, spell out as words all numbers ten or smaller; use the word percent, not the percent sign
(%). An exception to this practice is allowed in a table or chart. á
Use
either/or,
neither/nor,
and between
only with two items of comparison, never three or more. Use the word among for three or more. á
Differentiate
ensure,
insure,
and assure.
We ensure a result, we insure an auto against damage, and we assure a person
of his safety. á
Distinguish
between the verbs serve and service. The latter refers to the
process of having the oil changed in your car ... or to bringing a bull and
cow together in unholy matrimony. If you say your company services customers, you may lose
business. á
Learn
how the verbs effect and affect differ. To effect means to bring about: ÒThe
dean effected
an important change in the way office space was allocated.Ó To affect means to influence: ÒThe
actorÕs performance in Hamlet deeply affected me.Ó DonÕt confuse the noun
forms of
these words! (See dictionary.) á
Spell
out an acronym the first time it is mentioned in your submission so
the reader knows what it refers to. á
Alot
vs. a lot: The first is a common misspelling of the second; it's too
informal for professional writing. á
Between
you and I vs. between you and me: The pronoun ÒmeÓ is required because it
is the object of a preposition; using ÒIÓ in writing or speaking will brand
you as ignorant. á
Lay
vs. lie: These verbs are confused even by supposedly educated speakers
and writers, so those who understand their proper use will be a step ahead;
ÒlayÓ is normally used as a transitive verb (one that takes a direct object);
for instance, ÒIf you lay your head on the pillow, you'll fall asleepÓ; ÒlieÓ
is an intransitive verb and thus cannot have a direct object (ÒIf you lie
down on the bed, you'll fall asleepÓ). More confusion: ÒlayÓ is the past
tense of ÒlieÓ: today he lies in a ditch -- yesterday he lay in bed. á
Hopefully
vs. it is hoped or I hope: This confusion is commonplace but still a sign
of ignorance; ÒhopefullyÓ means Òfull of hope,Ó as in ÒShe looked hopefully
upon the teacher as a source of forgiveness for her goofing off all
semester.Ó á
Who's
vs. whose: The first one is a contraction of Òwho isÓ or Òwho hasÓ; the
second is a possessive relative pronoun. á
There
vs. their vs. they're: these homophones are commonly confused; the first
is an expletive or adverb; the second is a third-person plural possessive
adjective; the third is a contraction of Òthey are.Ó á
Your
vs. you're: The first is a second-person possessive adjective; the second
is a contraction of Òyou are.Ó á
Number
vs. amount: The first is used as a collective noun referring to countable
items (as in Òthe number of hours in a dayÓ); the second is a collective noun
referring to uncountable items (as in Òthe amount of lust generated by excessive
testosteroneÓ). á
Different
from vs. different than: The first is standard in U.S. English; the
second is preferred by the British. (And don't spell ÒthanÓ as ÒthenÓ!) á
Verbal
vs. oral: The first refers to any communication expressed in words, whether
written or spoken; the second refers only to communication expressed in
speech. ÒVerbal agreementÓ in reference to a spoken agreement is simply
wrong. á
Imply
vs. infer: Only a speaker or writer can ÒimplyÓ; only a reader or
listener can Òinfer. á
Use
a colon (:) to introduce a list or amplifying statement; use a semicolon
(;) as if it were grammatically a period (full stop). Use a colon after a
heading only when what follows begins on the same line as the heading. á
The
basic rules on comma usage can be learned in about one hour of simple
reading, analysis, and memorization. Start here: http://owl.english.purdue.edu/owl/resource/607/1/ á
Avoid
misplaced modifiers: distinguish ÒHe was only in the room a short
timeÓ from ÒHe was in the room only for a short time.Ó á
DonÕt
misuse ÒlikeÓ as a discourse particle in writing or speaking. RIGHT: ÒHe
wrote like an angel and talked like a sailor.Ó WRONG: ÒThe prof was, like,
weirded out, dude, when I, like, turned in my stuff late.Ó For
additional tips, see these links: http://grammar.ccc.commnet.edu/grammar/ HERE
ARE SOME ADDITIONS GLEANED FROM THE INTERNET -- READ CAREFULLY!
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